But I am steadfast in my conviction that the best lessons and sermons — the ones which most change you as well as your hearers — are based in persevering study of the Word. 

Teaching from Ephesians 1 this week? Read it 10 times a day. Create a markup copy of the text using your favorite text editor, and liberally mark it up with underlines, comments, connecting arrows, and insights as they come to mind. 

Teaching on forgiveness? Decide on the passage(s) to use, and read them 10-20 times a day. Read them, chew on them, meditate on the meaning, pray over every word, and never be satisfied that you have drawn out all the understanding. When you can close your eyes and see the text in your mind, when you can hear it in your mind, you’ve started well. This is the no-shortcut path to teaching the Bible to change lives. 

To help you think about the importance of detailed observation…and repeated study of the same passage, in order to extract the most possible from it, read this famous story: 

Agassiz was the founder of the Harvard Museum of Comparative Zoology and a Harvard professor. The following account was written by one of his students, Samuel H. Scudder, under the title “Agassiz and the Fish, by a Student” (American Poems, 3rd ed. [Boston: Houghton, Osgood & Co., 1879], pp. 450-54). Thanks to David Howard’s site for the reproduction of the original story. 

Agassiz and the Fish
by a Student 

It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the scientific school as a student of natural history. He asked me a few questions about my object in coming, my antecedents generally, the mode in which I afterwards proposed to use the knowledge I might acquire, and finally, whether I wished to study any special branch. To the latter I replied that while I wished to be well grounded in all departments of zoology, I purposed to devote myself specially to insects. 

“When do you wish to begin?” he asked. 

“Now,” I replied. 

This seemed to please him, and with an energetic “Very well,” he reached from a shelf a huge jar of specimens in yellow alcohol. 

“Take this fish,” he said, “and look at it; we call it a Haemulon; by and by I will ask what you have seen.” 

With that he left me. . . . I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. . . . . 

In ten minutes I had seen all that could be seen in that fish, and started in search of the professor, who had, however, left the museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate it from a fainting-fit, and looked with anxiety for a return of a normal, sloppy appearance. This little excitement over, nothing was to be done but return to a steadfast gaze at my mute companion. Half an hour passed, an hour, another hour; the fish began to look loathsome. I turned it over and around; looked it in the face—ghastly; from behind, beneath, above, sideways, at a three-quarters view—just as ghastly. I was in despair; at an early hour, I concluded that lunch was necessary; so with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free. 

On my return, I learned that Professor Agassiz had been at the museum, but had gone and would not return for several hours. My fellow students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish; it seemed a most limited field. I pushed my fingers down its throat to see how sharp its teeth were. I began to count the scales in the different rows until I was convinced that that was nonsense. At last a happy thought struck me—I would draw the fish; and now with surprise I began to discover new features in the creature. Just then the professor returned. 

“That is right,” said he, “a pencil is one of the best eyes. I am glad to notice, too, that you keep your specimen wet and your bottle corked.” 

With these encouraging words he added,  “Well, what is it like?” 

He listened attentively to my brief rehearsal of the structure of parts whose names were still unknown to me; the fringed gill-arches and movable operculum; the pores of the head, fleshly lips, and lidless eyes; the lateral line, the spinous fin, and forked tail; the compressed and arched body. When I had finished, he waited as if expecting more, and then, with an air of disappointment 

“You have not looked very carefully; why,” he continued, more earnestly, “you haven’t seen one of the most conspicuous features of the animal, which is as plainly before your eyes as the fish itself. Look again; look again!” And he left me to my misery.

I was piqued; I was mortified. Still more of that wretched fish? But now I set myself to the task with a will, and discovered one new thing after another, until I saw how just the professor’s criticism had been. The afternoon passed quickly, and when, towards its close, the professor inquired, 

“Do you see it yet? 

“No,” I replied. “I am certain I do not, but I see how little I saw before.

“That is next best,” said he earnestly, “but I won’t hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish. 

This was disconcerting; not only must I think of my fish all night, studying, without the object before me, what this unknown but most visible feature might be, but also, without reviewing my new discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by Charles River in a distracted state, with my two perplexities 

The cordial greeting from the professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw 

“Do you perhaps mean,” I asked, “that the fish has symmetrical sides with paired organs? 

His thoroughly pleased, “Of course, of course!” repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically—as he always did—upon the importance of this point, I ventured to ask what I should do nex 

“Oh, look at your fish!” he said, and left me again to my own devices. In a little more than an hour he returned and heard my new catalogue 

“That is good, that is good!” he repeated, “but that is not all; go on.” And so for three long days, he placed that fish before my eyes, forbidding me to look at anything else, or to use any artificial aid. “Look, look, look,” was his repeated injunction 

This was the best entomological lesson I ever had—a lesson whose influence was extended to the details of every subsequent study; a legacy the professor has left to me, as he left it to many others, of inestimable value, which we could not buy, with which we cannot part. . . 

The fourth day a second fish of the same group was placed beside the first, and I was bidden to point out the resemblances and differences between the two; another and another followed, until the entire family lay before me, and a whole legion of jars covered the table and surrounding shelves; the odor had become a pleasant perfume; and even now, the sight of an old six-inch worm-eaten cork brings fragrant memories! 

The whole group of Haemulons was thus brought into review; and whether engaged upon the dissection of the internal organs, preparation and examination of the bony framework, or the description of the various parts, Agassiz’s training in the method of observing facts in their orderly arrangement, was ever accompanied by the urgent exhortation not to be content with them. 

“Facts are stupid things,” he would say, “until brought into connection with some general law.” 

At the end of eight months, it was almost with reluctance that I left these friends and turned to insects; but what I gained by this outside experience has been of greater value than years of later investigation in my favorite groups. 

About the Author:
Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective.

A man came from Baal Shalishah, bringing the man of God [Elisha] twenty loaves of barley bread baked from the first ripe grain, along with some heads of new grain. “Give it to the people to eat,” Elisha said. 

“How can I set this before a hundred men?” his servant asked. 

But Elisha answered, “Give it to the people to eat. For this is what the LORD says: ‘They will eat and have some left over.’” Then he set it before them, and they ate and had some left over, according to the word of the LORD. 2 Kings 4:42-44 

Today I’d like to draw your attention to the phrase “set it before them.” This is obedience in action, passing along God’s provision for their needs. God gets the glory, and we get to participate in the miracle. No boasting allowed! (see 1 Corinthians 3:21 about boasting) Note that God could have caused barley loaves to appear on everyone’s plate – but He chose to use someone to serve. He still operates this way today. 

Our Lord orchestrates many situations – both everyday and extraordinary – so that you and I are given something in order to serve others. We are blessed with food and clothing and shelter. Our families, friends, and even enemies need these things. Our task? Set it before them. 

We have the fullness of God’s peace, and experience grace upon grace from the Lord, encouraged daily by fresh mercies. Our task? Set it before them. 

In Christ we have power to rejoice and laugh, and mourn with those in pain. Our task? Set it before them. We have the Gospel message itself. Our task? Set it before them.

In all these things we see the pattern: God provides, and we set it before others. 

The result? Our giving allows other people to experience God’s provision, and disciplines us more and more into Christ-likeness. Jesus Christ is the ultimate expression of giving in order to save people and glorify God. 

So I encourage you today to look for opportunities to give from what God has provided you and set it before others. The world rarely understands how much you have to share, but they will recognize God’s love and power when you do. 

Keep on teaching to change lives! 

About the Author:
Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective.

Scott Rodgers gives very helpful counsel: 

“First, brokenness can be the result of sin. We’ve messed everything up and now, life is just broken. Second, brokenness can be the result of surrender. We’ve submitted ourselves to the purposes of God so much that we are experiencing pain; the pain of selflessness, submission, being misunderstood, etc. 

It’s critical we don’t confuse the two. We need to stop saying, “God is breaking me,” when we’re really just breaking ourselves by repeating destructive, sinful behavior. And, if you’re experiencing brokenness as the result of surrender, lean into it; you’re going through a process of transformation. 

Help. I’m broken and I can’t get up. I’m flat on my back. My sin is great. Lord, please forgive me and restore me. 

Help. I’m broken and I can’t get up. I’m on my knees. My surrender is great. Lord, please give me the strength to stay the course.”

 To some degree the people you minister to will experience both, though not at the same time. It’s important to help people see which is the proper response to their situation — and in neither situation do we have the right to blame God for anything. 

Keep on teaching to change lives! 

About the Author:
Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective.

It’s the need for the kind of feedback that tells you “I did a good job.” It’s basically the personal need (which we all share) for affirmation and validation. 

Sometimes I don’t get any feedback about a class or a series of classes, or at least feel I should get more. So I will ask leading questions like “Was that helpful?” [Go ahead, I dare you to say "No" to my face!] 

Intellectually we know that in ministry the only true and lasting affirmation comes from the Lord. And we definitely look forward to that great day when we hear Him tell us, “Well done, good and faithful servant.” (Luke 19:17) 

Take a giant step toward spiritual maturity. Let’s make our hearts congruent with our minds. 

Let me challenge you to deal with yourself plainly and simply on this matter, and as often as needed: “It’s not about you. Not even a little bit. It’s about the part God designed for me and empowered me to fulfill to build His Kingdom for His glory. I am teaching His people according to His great purpose. Amen? Amen!” 

Let us grow up in maturity and seek the Lord for affirmation and validation. If we hear affirmation from men, keep it in its place. 

Keep on teaching to change lives! 

About the Author:
Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective.

Don’t just look for volunteers — God doesn’t. 

Instead, as the Holy Spirit leads you, approach the men and women and youth in whom you see potential. Give them the challenge to teach, and help them grow into that challenge. Speak into their chests! Give them encouragement, and guidance, and feedback as they develop. You are God’s ambassador, developing apprentices in the craft of Bible teaching. 

You should mentor new and developing Bible teachers for two main reasons. 

First, we have a responsibility to shepherd the next generation of teachers. 

Second, there are things you will not learn yourself until you mentor others in this craft. Your own development will tend to plateau until you take steps to bring others along. 

We aim to develop Bible teachers in every corner of the world — men and women competent to teach from the Word of God to His Glory, so we can teach a billion souls. Why a billion?  By 2021 there will be an additional billion people on Earth — all precious souls. How can we develop enough Bible teachers to teach them?  It will take at least 400,000 teachers! 

We can’ t rely on seminaries and colleges.  They do excellent work, but they can’t produce enough trained teachers fast enough. We can’t rely on pre-made Bible study guides and lessons.  We simply can’ t produce them in enough languages and get them into people’s hands. We can’t use approaches that require a lot of materials or money. 

To develop 400,000 Bible teachers by 2021 we must rely only on the Bible, the Holy Spirit, and the power of teachers training teachers, using proven methods of effective teaching to change lives.  And everything must be free of charge.

If we begin with a few thousand teachers, each training 3 more teachers over the next three years, and then each of them training 3 more teachers, and so on, we can reach 400,000 teachers by 2021.

Year       # of Bible teachers

2009                 2,500

2012               10,000

2015               40,000

2018             160,000

2021             640,000 

(We’re praying that we can begin with more than 2,500 teachers in 2009, and realistic that not everyone will be able mentor three teachers every three years.  Our God can accomplish more than we ask or imagine!) 

Below you will find the download link to a free ebook which provides basic coaching in how to teach from the Bible effectively — and how to mentor other new teachers!  The approach we describe has been used by thousands of Bible teachers — at all levels of prior experience — to dramatically improve the effectiveness of their teaching.

There are four elements required for great Bible teaching that changes lives: 

1. Excellent content  (that’s the Bible!)

2. Receptive students

3. A prepared teacher (because YOU are the tool God will use)

4. Effective methods of teaching 

Will you take up the challenge — developing your teaching skills, and then training more teachers?  Working together we can teach a billions souls! 

To God be all the Glory,
Glenn Brooke 

About the Author:
Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective. 

Right-click on this button to save the free ebook Teach A Billion Souls to your computer:

“Conversational prayer is, well, like a conversation. Like a conversation. . .

You don’t go around the room and pray; you just pray one person at a time, in random order.

You can pray as often as you like or not at all.

Like a good conversation, there is balance but not symmetry in the participation. In other words, everyone is participating in a more or less balance way, but it is not like everyone is praying for exactly two minutes each.

Some won’t pray at all. That is fine. Just like in a conversation, some people prefer to listen more than talk. I have never been one of those people.

If two people start praying at the same time, you do what you do in a conversation. One of you backs off. It is slightly awkward, but you get through it–just like in a conversation.

The prayer tends to stay on topic, and then gradually shift to another. Say we start praying about an upcoming marriage retreat. Two or three or four people pray about that. Then there is a pause. People sense that we are finished talking (praying) about that. So, someone shifts the conversation to something else. Perhaps a couple more offer a sentence or two about that. Then the conversation with God moves on to something else.

Just like a conversation, there is often short periods of silence. I usually warn people about that: “Don’t be afraid of the silence. Just talk to God. Or just be still and know that He is God.” We are so seldom still. We are so seldom quiet. Don’t you love the verse that says, “Let all the earth keep silent before Him.” We seldom obey that command.

One person is assigned to wrap things up. This could be the group leader, or could be someone else.

Try to minimize the time you spend sharing prayer requests. (If I remember right, Rinker suggests you don’t spend ANY time in sharing prayer requests; just dive in to praying. Don’t tell each other about the requests, just tell God, and let others listen.) As in many areas of life, balance is a good thing. I say, “minimize” the time you spend in prayer requests. Many groups spend far more time talking about prayer than they spend actually praying. Better to just dive into prayer, as Rinker suggests. But, I think there are some times when a prayer requests requires a little explanation.

So, you might want to spend some time explaining things that need explaining.

Modeling this conversational prayer in a group will help everyone involved strengthen their prayer life. Prayer is “more caught than taught.” Once people get a taste of interactive, plain spoken prayer as conversation with God, then it will carry over to other areas in their life. 

Keep on teaching to change lives! 

About the Author:
Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective.

Sometimes people ask me this because they don’t know how to find a study. Since you’re reading this on the Internet, there’s a very easy set of solutions to help you for study materials on any passage or topic you might be interested in: 

1. Go to Google and search the words “what you want to study” and “Bible study.” So if you’re looking for a Bible study on the Sermon on the Mount, you would search for “Sermon on the Mount Bible study” 

2. Now take a 2nd step and search for sermons. Repeat step one but in place of “Bible study” search for the word “sermon.” 

Those two searches will generate many links that you can start checking out. 

Of course many people already had some kind of start. What they really want is a recommendation from a trusted person, because that’s the real problem now: How to sort out the best, most useful information from all the search results!

This takes some discernment. If the Bible study or sermon comes from a person or organization (local church, seminary, denomination) you trust, that’s a good start. Even then you need to cross-check and evaluate what they say against Scripture (like the Bereans!) 

If you’re looking for an “instant” Bible study on a topic, you can find raw materials very quickly, but you still need to be responsible and do you part to vet the information. It’s not usually as much of a shortcut timewise as people expect. 

About the Author:
Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective.

“When will they grow?!”

“When will they learn?!”

“How long do I have to keep teaching them without any evidence they’re growing?!” 

The answer to your dilemma is to remember your place in the order of things. 

What, after all, is Apollos? And what is Paul? Only servants, through whom you came to believe—as the Lord has assigned to each his task. I planted the seed, Apollos watered it, but God made it grow. So neither he who plants nor he who waters is anything, but only God, who makes things grow. (1 Cor 3:5-7) 

Did you catch that? It is God who causes the growth. Not you. By God’s grace you, dear Bible teacher, are called to plant seeds and water! 

Whatever your frustrations and impatience, pour them into prayer. It may help to remember what J. Vernon McGhee said years ago: “It is God’s universe and he runs it the way he wants to. You might have a better idea of how to do things…but you don’t have a universe.” 

All these things can be frustrations and disappointments–even hurts. But when we hold on to the key fact that God causes the growth, it’s easier for us to persevere in doing our parts faithfully.

Keep on teaching to change lives! 

About the Author:

Glenn is the author of several books for Bible teachers, including Teach the Bible to Change Lives. He has coached thousands of Bible teachers to be more effective.