Archive - Teaching RSS Feed

Praying for Backyard Bible Clubs

Praying for Backyard Bible Clubs

Backyard Bible Clubs are a great way to connect with neighbors, train youth in service and ministry, and have an impact for the Gospel.

One key component for an effective Backyard Bible Club is prayer.

  • Pray early during planning and preparation.
    • Pray for God’s wisdom in the details, from which curriculum to choose to the dates and times to have the club(s).
    • Pray that your volunteers would have a passion for serving and a heart for children to hear about our Great Savior.
  • Pray often both individually and corporately.
    • Incorporate prayer for the Backyard Bible Club into your personal devotions.
    • Pray as a team during preparation and training, as well as for all aspects of the club.
  • Pray before and during the club.
    • Gather as a team before the children arrive to pray that God would direct the time together and for God to work in each heart.
    • Pray for each child who would come, and for anything of concern that came to light the previous day.
    • Have the people running snack time pray for the children during snack time.
  • Pray as you and your team follow up with families after the club, inviting them to a program or meal after the club, and even to church.
    • Pray for hearts to see God and faith to grow.
    • Pray for families to be welcomed and loved by those putting on the club.

One strategy to implement is to encourage people to start praying now for what you hope to happen, and then solicit ongoing prayer.

  • Have people sign up to be prayer partners.
    • Send prayer requests prior to and during the club. Be careful of confidences and be vague where necessary.
    • Encourage them to pray Scripture for the children.
    • Remind the pray-ers that God is doing more in hearts that we can ask or imagine.
  • Keep the request for prayer before people.
    • If your church has several Backyard Bible Clubs, put the dates and host family names on a bookmark, and pass the bookmarks out to the church early in the summer to get many praying for them.
    • List the clubs and dates in your church bulletin or newsletter.
    • Encourage your pastors or elders to incorporate a prayer for these outreaches during worship services.
    • Request that a pastor or leader pray with the team on the first day of the club.

We here at Children Desiring God would also love to be praying for your Backyard Bible Clubs. If you are hosting a club (or VBS) and would like to share any specific requests with us, we would love to be praying with you for this important ministry. Let us know if we could share them with others who partner with us in prayer. And feel free to post on our Facebook page or group. Also, we would love to hear any testimonies that come out of your clubs.

May the Lord bless you as you plan and prepare for this significant time in young people’s lives.

Discipleship-Oriented Resources

Discipleship-Oriented Resources

Yesterday’s post pointed to the meaning of Christian discipleship in our parenting and teaching. With that in mind, it becomes extremely important to choose resources for the home and church that serve to foster discipleship.

At Children Desiring God, we want the next generations to be serious, passionate, joyful disciples of Christ, who are fully equipped and prepared to deny themselves, take up their cross and daily follow Jesus. To that end, our curricula emphasize a discipleship orientation that fosters life-long instruction in and practice of the Christian life. We aim to accomplish this through the following:

  • developing a carefully designed scope and sequence of teaching content that progressively moves children and youth toward greater spiritual growth.
  • using a relational, interactive teaching style in which the evidences of Christian discipleship are clearly communicated, visibly demonstrated, and faithfully encouraged.
  • intentionally providing resources and training for the home that promote and equip parents for their responsibility in discipling their children.

Here are three specific examples that demonstrate this discipleship orientation in our curricula:

  1. In the lessons, teachers are encouraged to give brief, appropriate personal examples of how a specific biblical truth convicted, corrected, guided, and counseled them in a real-life situation. Biblical instruction leads to heart transformation, which leads to following Jesus’ in word and deed.
  1. Lessons include an Application section that aims to encourage students to personally respond to the truth. Here is a sample of an Application point from The ABCs of God:

    Point out that most people in the world do not celebrate that Jesus is exalted far above anything and anyone else. Many of these people do not even know who Jesus is or what He has done. What should those of us who know and love Jesus do so that others will see how great and exalted Jesus is? For example, if you score the winning goal for your soccer team, is there a way that you could point to Jesus as being great and not yourself? What about people who have heard about Jesus but don’t like it that He is exalted above all? Is there a way that we can help them? [for example, pray for them and keep pointing them to Jesus] 

  1. Lessons include accompanying GIFT Pages (Growing In Faith Together) or Parent Resource Pages that are sent home, giving parents opportunities to help their children apply lesson truths. Here is a sample from The ABCs of God:

    Read Ephesians 6:1-3a and ask the following questions: What is God commanding you to do? What does He promise as a reward? But what about when you are told to do something that you think is unfair? What would it mean to trust Jesus in this situation? Explain that trusting Jesus means that we obey His commands even when something is hard or seems unfair, because we trust His word. Another example would be 1 Peter 5:6-7.

    Action Steps
    This week, with your parent’s help, make a list of 3 or 4 things that you are having a hard time trusting God with, as evidenced by disobedience to specific commands of God. Each night before going to bed, pray and ask the Holy Spirit to change your heart and give you the desire and strength to do things Jesus’ way instead of your own way.

 

 

What Do They SEE?

What Do They See?

Family devotions, Sunday school classes, catechism, Bible study, corporate worship services, mission projects—all important and helpful tools and means of instructing our children and students in the Christian faith. But there is a really crucial aspect we often don’t think about as much as we should. Consider the former list in light of these words:

Discipleship is the process whereby we seek to teach others the Word of God. Notice that the Great Commission is not only to teach people God’s commands, but to teach them to “observe” or “obey” all that He commanded. There is a world of difference between teaching someone everything the Lord commanded and teaching them to obey everything He commanded. One is through words, the other through a way of life. Teaching someone to obey God’s commands requires intentionality in the context of relationship throughout the span of a lifetime.  

…Our call to discipleship is a call to follow our Lord’s example before others. As we seek to live obediently by God’s grace, we teach others. Even our struggles demonstrate to those around us that truly it is by grace alone through faith alone that we are saved. 

What Do They See?Our sojourn in this fallen world is from cradle to grave. The lessons we learn at every stage are the very lessons we pass on to others (2 Tim. 2:2). Therefore, children need parents who seek to embody the gospel in their homes daily through loving relationships and family devotions. Teenagers need parents and older church members to share how they have experienced the great doctrines of the Bible. College students who have come from broken homes must learn from spiritually mature men and women how to be godly husbands and wives, fathers, and mothers. Young families look to every church member to fulfill their baptismal vow of assisting in the Christian nurture of their child by teaching Sunday school and working in the nursery. Discipleship is for all stages of life.

(Brad Waller, “Discipling Every Age,” www.ligonier.org)

So parents, what do our children SEE from us when we…

  • have conflict with our spouse?
  • are stuck in traffic?
  • experience illness?
  • have a difficult day at work or in the home?
  • receive an unexpected gift?
  • plan a special vacation?
  • are watching a sporting event?

Teachers, what do our students SEE from us when they…

  • observe us in the worship service?
  • hear us talking with and about others?
  • sit under our teaching—sensing our tone and attitude toward what we are teaching?

As we teach our children and students through family devotions, Sunday school classes, catechism, Bible study, corporate worship services, mission projects, etc. may we always keep in mind…

Our call to discipleship is a call to follow our Lord’s example before others. As we seek to live obediently by God’s grace, we teach others. Even our struggles demonstrate to those around us that truly it is by grace alone through faith alone that we are saved.

The Gospel Alphabet—Jesus Saves!

The Gospel Alphabet - Jesus Saves!

One of the very first words my grandson learned to write was his name, “David.” Five letters of the alphabet, written in a specific order, and they now identify a little boy. Each letter significant. Each unique. Each letter necessary for his name.

In the past several posts, I have used the example of teaching children the alphabet to highlight the necessity of teaching children a type of “Gospel alphabet.” This alphabet consists of foundational truths—antecedents—that are meant to help our children properly understand the person and work of Jesus. In brief summary, children need to be taught…

Introducing these truths in a slow, step-by-step, progression is an important part of our children’s formal Bible education. These truths provide the necessary foundation for understanding these two words:

Jesus saves.

Two very short words. Only six distinct letters…yet incomparable in their greatness, worth, and meaning! But unless we have given children some antecedents for understanding these two words, their grasp of the riches of the Gospel and the glory of Jesus will be sorely deficient. (more…)

The Gospel Alphabet—Sin

The Gospel Alphabet—Sin

Read Part 1: Giving Children a Gospel Alphabet
Read Part 2: The Gospel Alphabet—Teaching the “Antecedents”
Read Part 3: The Gospel Alphabet—A Robust Doctrine of God
Read Part 4: The Gospel Alphabet—Who We Are in Relation to God

I love the scene in The Lord of the Rings: The Return of the King where Frodo and Sam are making their last, desperate effort to destroy the one ring in the depths of Mt. Doom. What makes the final destruction of the ring so incredibly magnificent and satisfying is the context. Before that, we have been taken on a long journey that has introduced us to the magnitude of evil, despair, and ruin brought about by the ring and its influence. You don’t simply go from a peaceful, idealistic life in the Shire to the triumphant destruction of the ring. The story would have lost its grandeur and appeal if author J.R.R. Tolkien had simply done the latter.

But now consider the story communicating ultimate reality to us as revealed in the historical narrative of Scripture, and consider these words from D. A. Carson:

There can be no agreement as to what salvation is unless there is agreement as to that from which salvation rescues us. The problem and the solution hang together: the one explicates the other. It is impossible to gain a deep grasp of what the cross achieves without plunging into a deep grasp of what sin is; conversely, to augment one’s understanding of the cross is to augment one’s understanding of sin.

To put the matter another way, sin establishes the plotline of the Bible.

(more…)

The Gospel Alphabet—Who We are in Relation to God

The Gospel Alphabet—Who We are in Relation to God

Read Part 1: Giving Children a Gospel Alphabet
Read Part 2: The Gospel Alphabet—Teaching the “Antecedents”
Read Part 3: The Gospel Alphabet—A Robust Doctrine of God

“I can do it all by myself” is a comment we hear increasingly from our 5-year-old grandson. Whether it is brushing his teeth, getting dressed, or buckling himself in his car seat, he is slowly but surely moving toward a healthy type of independence necessary for adulthood. As parents, we strive to progressively instill this in our children.

However, as good as this goal is for our children, we must at the same time help them grasp and pursue a greater level of dependency. “I can do it all by myself” can be dangerous and deadly! How so?

In the previous post in The Gospel Alphabet series, I spoke of the necessity of giving our children a robust doctrine of God. Understanding who God is and what He is like is crucial for children knowing who they are. For example, consider Genesis 1:1, which most of our children have easily committed to memory,

In the beginning, God created the heavens and the earth. (ESV) (more…)

The Gospel Alphabet—A Robust Doctrine of God

The Gospel Alphabet—A Robust Doctrine of God

Read Part 1: Giving Children a Gospel Alphabet
Read Part 2: The Gospel Alphabet—Teaching the “Antecedents”

Consider for a moment what children can learn about the nature and character of God from the Old Testament:

  • There is only one God.
  • God is eternal and unchanging.
  • God is the Creator of everything.
  • God rules over everything and everyone.
  • God chooses a special people for Himself.
  • God makes special promises to His people.
  • God is faithful and always keeps His promises.
  • God is holy and righteous.
  • God is jealous and deserves all honor, love, trust, obedience, and worship.
  • God knows everything.
  • God is all-powerful.
  • God is everywhere all the time.
  • God is wrathful toward sin.
  • God is just.
  • God is loving, compassionate, patient, and merciful.
  • God is the Savior of His people.

These truths, taught to our children, lay the foundation for understanding the person and work of Jesus in the Gospel. Here is just one example of what I mean by this:

For in him [Jesus] all the fullness of God was pleased to dwell,—Colossians 1:19 (more…)

The Gospel Alphabet—Teaching the “Antecedents”

The Gospel Alphabet - Teaching the "Antecedents"

Read Part 1: Giving Children a Gospel Alphabet

Here is a really important insight from J. Gresham Machen:

…when men say that we know God only as He is revealed in Jesus, they are denying all real knowledge of God whatever. For unless there be some idea of God independent of Jesus, the ascription of deity to Jesus has no meaning. To say, “Jesus is God,” is meaningless unless the word “God” has an antecedent meaning attached to it…Jesus revealed, in a wonderfully intimate way, the character of God, but such revelation obtained its true significance only on the basis both of the Old Testament heritage and of Jesus’ own teaching.

(Christianity and Liberalism, copyright©2009, pages 48-49)

For children to rightly grasp the biblical truth that “Jesus is God,” and also the meaning of His saving work accomplished through the Gospel, we must teach them some crucial “antecedents.” By way of illustrating this in relation to teaching children, let’s imagine these antecedents to be the alphabet. (See Giving Children a Gospel Alphabet) (more…)

Giving Children a Gospel Alphabet

Giving Children a Gospel Alphabet

We all know and appreciate the progression of a child’s ability to read and write. To begin with, it’s an informal process as infants and toddlers listen to the conversations of those around them and begin to pick up bits and pieces of language—words and their meanings. But at the same time, we also understand the need for intentional, age-appropriate teaching. For example, we help young children connect the objects they see with corresponding words. We speak to them at “their level.” Then more formal instruction takes place as we teach them individual letters. We demonstrate how to spell and sound out simple words. Next comes constructing sentences and applying the rules of grammar. On and on, step-by-step, this process slowly progresses. Over time, both the formal and informal instruction serve to produce a vibrant, functional literacy.

I think this example illustrates something very important about teaching the Gospel to children. There is a place and necessity for both informal and formal instruction. Children Desiring God curricula would be an example of formal instruction. By design, formal instruction will take a somewhat different (and much slower) approach. It incorporates an age-appropriate, step-by-step progression. But that’s where the misunderstanding and frustration may enter in. Take for example these concerns that are sometimes expressed about our curricula: (more…)

The HEART of the Matter

The Heart of the Matter

Complete the following checklist for your own children or the children in your class:

I want my children to…

  • Be attentive listeners
  • Act respectfully toward their teachers
  • Be honest and compassionate
  • Grow up to be responsible men and women
  • Have a good job in the future
  • Get married and have a family some day
  • Be actively involved in a local, Bible-believing church
  • Memorize Bible verses
  • Be biblically literate
  • Be able to recite the Catechism

If you checked all the points, you are probably not alone. What parent and teacher wouldn’t want this for their children? But is anything important missing from this list? Of course, and you probably spotted it—true saving faith, a heart that trusts and treasures Jesus above all. And what is tremendously sobering is that the above checklist can be achieved without sincere, life-transforming faith. Consider Jesus’ words: (more…)

Page 1 of 3812345»102030...Last »