Drew Boswell

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Review and Repetition; The ZIP PLOP Method by Daryl Dale

Daryl Dale is a children’s pastor in CT and was very influential to me at Children’s Pastor’s Conference that I attended in 2002. He placed the following article in his curriculum for the years while he published his own curriculum. Since it is out of print, and defiantly worth reading by all educators, I have reprinted it below.

“The human brain remembers what it understands and what is repeated. Bible stories and concepts are selected on the basis of the child’s ability to understand the primary truth in the story. It is through teaching the child learns the real meaning and application of the Bible story. It is through repetition learning is stored in the child’s long term memory and retained. It is almost impossible for a child to remember our Bible lessons without repetition and review.

Those who study how learning takes place in the brain describe our minds having two parts: a short term memory and a long term memory. The short term memory remembers new facts and concepts for about ten seconds and then forgets them unless they are repeated. When you hear a phone number, person’s name or directions to a store that information will be lost unless you write it down or repeat it in your mind several times. Each time we repeat the information in our mind we will remember it a little longer. With repetition and use new knowledge is moved into our long term memory and remembered for months or even years.

The ZIP PLOP method of teaching is all too common in church classrooms. Imagine the child’s brain as being a tunnel that stretches from ear to ear. This tunnel is three inches square and nine inches long. Pretend each Bible lesson is a three-inch-block. Every week we teach a new lesson and push a new three inch block into the child’s head.

However, after three blocks are in the child’s brain, what happens when the fourth lesson is put in? It plops out. If week after week the teacher continues to push new lessons into the child’s brain without review, the material almost literally goes in one ear and out the other. However, each time a Bible concept is reviewed it is prevented from escaping the mind and stored more securely in the long term memory of the child.

Sometimes the review and repetition may seem cumbersome and unnecessary. However, with review the learning of the children will be multiplied many times. Remember this little poem:

If it is important enough to teach,

It is important enough to review.

It is important enough to learn,

It is important enough to remember.”

A suggestion is the get the sentence strips at educational stores and write your review items on them, (part of the item on one side, and the conclusion on the back). By adding a few every week during a particular topic of study, you will greatly improve your students recall of specific items of study, memory verses, names, places, etc. It only takes a few minutes to do, and you can make it fun.

Determining Curriculum (part three; interview with Lifeway Publishing)

Interview with LifeWay Publishing

LifeWay is described on their website as being, “Established in Nashville, Tenn., in 1891, LifeWay Christian Resources of the Southern Baptist Convention is one of the world’s largest providers of Christian products and services, including Bibles, church literature, books, music, audio and video recordings, church supplies and Internet services through lifeway.com. The company also owns and operates 131 LifeWay Christian Stores throughout the United States, as well as two of the largest Christian conference centers in the country. Through its publishing division, B&H Publishing Group, LifeWay has produced one of the most accurate and readable Bible translations ever—the Holman Christian Standard Bible. LifeWay is a religious nonprofit organization that receives no funding from the denomination, and reinvests income above operating expenses in mission work and other ministries around the world.”[1]

While significantly larger than Spiritual Formation Ministries, the approach to determining what should be taught to children and then published as curriculum was very similar. The process through which two companies went was very similar as well. To determine the process of curriculum development the researcher interviewed Landry Holmes.[2]

He is the Director of Children’s Ministry Publishing with the LifeWay Corporation. When interviewed, Holmes admitted that at the beginning of their recent Children’s Sunday School curriculum development process, LifeWay did not have a specific list of principles to be taught or Bible stories to be covered. An ad hoc team from the Children’s Ministry Department was gathered together with some of them being specialists and some administrators.

They were collected from within and without of their corporation to answer the question of what to teach. They sat in a conference room and began to determine what should be taught and published through their Sunday School materials. The result of their meeting was a document entitled, “Levels of Biblical Learning.”[3] It is their belief that “certain stories are so important that they must appear frequently in childhood so that the child will understand not only the facts of the story but the biblical principles that it communicates.”[4]

LifeWay, like Dale, (see article two) seeks to take children through a certain pathway of learning various doctrinal concepts and principles. LifeWay’s website states, “At LifeWay we have been working hard for several years to develop a ministry tool that can provide milestones for us and churches in guiding boys and girls to grow spiritually.

The question we have been pondering relates to the pathway to reach these goals. We call this path Levels of Biblical Learning.”[5] Their curriculum seeks to coordinate all of their children’s ministry age levels by using the same ten content areas.

[1] “Levels of Biblical Learning” 2003, www.lifeway.com/lwc/mainpage/0,1701,M%253D200724,00.html (accessed November 13, 2006).

[2] The information for this section was obtained through a personal interview with Landry Holmes on November 13, 2006.

[3] This document can be found at www.lifeway.com/lwc/files/lwcF_kids_levels_biblical_learning.pdf

[4] Ibid.

[5] Ibid.

Understanding Roles of Church and Home (Part Five; Evaluating the Staff)

Evaluating the Staff

Lately I have been thinking about the strategy that the church uses as a means to encourage the spiritual formation of others, specifically children. The following is the fifth article of a series of articles that attempts to understand how we can do this.

Evaluation is a means to make a poor teacher, adequate, an adequate teacher, good, or a good teacher, exceptional. Ephesians 4:11–13 states, “It was he who gave some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers, to prepare God’s people for works of service, so that the body of Christ may be built up” (NIV). These verses show that it is the responsibility of those who are in a church’s leadership position to train and equip those who teach the body of Christ.

While the Bible commands all Christians to “go and make disciples,”[1] which involves “teaching them to obey everything I have commanded you” and all parents are given clear mandate to teach their children the ways of the Lord,[2] should anyone or everyone teach in the church? In 1 Cor 12:4–7 it teaches that all Christians have been given a spiritual gift but that not all Christians have the same gift. These spiritual gifts are not for their own benefit but for the edification and common good of the church body.   The verse states, “There are different kinds of gifts, but the same Spirit. There are different kinds of service, but the same Lord. There are different kinds of working, but the same God works all of them in all men. Now to each one the manifestation of the Spirit is given for the common good” (NIV).

Later in verse 12 Paul adds, “The body is a unit, though it is made up of many parts; and though all its parts are many, they form one body,” and he continues this line of thought in verse 14, “Now the body is not made up of one part but of many” (NIV).  Therefore, if the church is to be seen allegorically as a body, which is made of different parts performing different functions, the answer to the previous question is no, not everyone should seek to teach but only those who have been given this gift from God.  Romans 12:3–6 teaches that even among those who have the spiritual gift of teaching, this gift should be exercised in humbleness and love;

For by the grace given me I say to every one of you: Do not think of yourself more highly than you ought, but rather think of yourself with sober judgment, in accordance with the measure of faith God has given you. Just as each of us has one body with many members, and these members do not all have the same function, so in Christ we who are many form one body, and each member belongs to all the others. We have different gifts, according to the grace given us (NIV).

James 3:1 warns that there will be an ultimate evaluation of the teaching ministry within the Church; “Not many of you should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly” (NIV). Those that presume to teach should be evaluated in order to determine if they have the gift of teaching, and if they are exercising this gift with humility and love, so that when their ultimate evaluation before God is given they will hear the words, “Well done, good and faithful servant!” (NIV).[3]

But even if a person has been given the gift of teaching, there are other things to consider. Philippians 3:12–14 says,

Not that I have already obtained all this, or have already been made perfect, but I press on to take hold of that for which Christ Jesus took hold of me. Brothers, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead, I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus (NIV).

Therefore, a teacher is to be an example of a person who is “pressing on” and growing and maturing in their own faith. They recognize that even though they are an example that their students are to follow, they are not perfect and have areas of their own lives in which they need to grow.

God requires that teachers be faithful and 1 Cor 4:2 says, “Now it is required that those who have been given a trust must prove faithful” (NIV). Eldridge says, “Those in a Bible study class need to know that a teacher will be consistently present, adequately prepared, and personally interested in their lives.”[4] If students’ lives are to be changed because of the teaching in the classroom, they must respect and trust their teachers.    Teachers must also be faithful to following the leadership that is over them, to remaining faithful to God’s Word, and to the church as a whole. Bruce Wilkinson has said,

If the truth has already transformed the teacher, then the truth has a far greater chance of transforming the students. That’s why teaching other people’s material often lacks power. Unless your presentation has your fingerprints on it, and has made a difference in your life, you can almost count on it not to compel you students to make changes in their lives.[5]

The Bible has to move the teacher and change her heart before it can ever move the students’ hearts toward obedience and love for God.

1 Corinthians 13:2 says, “If I have the gift of prophecy and can fathom all mysteries and all knowledge, and if I have a faith that can move mountains, but have not love, I am nothing” (NIV). The apostle Paul gives another evaluative component of those that should teach within the local church, love. If a teacher lacks love for his students, but is brilliant in subject matter Paul says that he is “nothing.” Superior knowledge cannot replace love in the classroom. This is not a mushy sentimentality, but a genuine concern for another’s well-being.

Continuing to address the question of who should teach in the church, there is another area to be evaluated. Does the proposed teacher know how to study the Bible?  While churches often give their teachers curriculum to follow, the Bible is ultimately the core of what is being taught. Eldridge states that it is hard to teach a lesson from Scripture if one only relies on other people’s understanding of the text.[6] When a teacher personally studies and wrestles with the concept in her own mind, it will enhance the teaching time far more than a skim through a teacher’s guide to a curriculum. Along this same line of thought is the teacher’s ability to communicate what he has learned or studied in such a way that the students understand. Even though the teacher may be well prepared and the text may have moved him greatly, he still needs to be able to show the students how to apply it to their lives at a level that they can understand. Besides knowledge of the subject matter, teachers need to understand the learning process.

Last, following the thought of evaluating who should teach, an administrator should look for a person who understands the importance of developing relationships both within and outside the classroom. The teacher has a very special opportunity to foster and cultivate a relationship that no one else can. It is through this relationship of love and understanding that the most dynamic teaching and learning can take place. It is during this most influential time that students need teachers who love and desire to teach them in such a way that their lives will be changed.

[1] Matt 28:19–20

[2] Deuteronomy 6

[3] Matt 25:21

[4] Eldridge, The Teaching Ministry of the Church, 298.

[5] Bruce Wilkinson, The Seven Laws of a Learner (Sisters, OR; Multnomah, 1992), 157.

[6] Eldridge, The Teaching Ministry of the Church, 299.

Understanding Roles of Church and Home (Part Two; Develop a Definition of Succes)

Develop a Definition of Success

With any strategy, a teacher must have some way of knowing when she is reaching or has achieved her objectives. The church must, therefore, have a simple way of acknowledging whether it is being successful or not. Barna suggests three such standards for defining success and the author will give another. The first is “widespread parental involvement in the spiritual development of the children.”[1] This is a simple way for determining whether the children’s ministry is successful or not. One could simply take the parents of the participating children and determine how many of them are involved. The second is “strategically equipping parents.” One could observe how many equipping opportunities are available for parents, and of those available opportunities, how many parents took part in the training. A third measure of success would be “the transformed life of the child.” This measure is very subjective because it is hard to determine what is going on in the heart of a child by watching the behavior in the limited time a teacher has with the child during a class or other activity.

Proverbs 4:23 states, “Above all else, guard your heart, for it is the well spring of life.” The way a person acts is an expression, a wellspring, or overflow of the heart. The heart determines behavior. Mark 7:21–23 says, “For from within, out of men’s hearts, come evil thoughts, sexual immorality, theft, murder, adultery, greed, malice, deceit, lewdness, envy, slander, arrogance and folly. All these evils come from inside and make a man ‘unclean.’” Luke 6:45 says, “The good man brings good things out of the good stored up in his heart, and the evil man brings evil things out of the evil stored up in his heart. For out of the overflow of his heart his mouth speaks.” A strategy of the church must address the heart (what is going on inside) along with expressed outward behavior.

In addressing a similar issue Tripp says, “A biblical approach to educating children involves two elements that you weave together. One element is rich, full communication. The other is the rod or correction (See Proverbs 23:13-19, 22, 26.)”[2] The didactical writings of the Bible, specifically the Law of the Old Testament were given to make the people of God see the impossibility of keeping it and to cry out to God for mercy.[3] The law must be followed (telling the truth, honoring one’s parents, etc.), but it is only when one’s bend is toward God that they can keep the intention of the law which is a dependence upon God. If that bend is away from God, a person becomes like the Pharisees. Matthew 23:27–28 references this type of outwardly religious but inwardly rebellious person; “Woe to you, teachers of the law and Pharisees, you hypocrites! You are like whitewashed tombs, which look beautiful on the outside but on the inside are full of dead men’s bones and everything unclean. In the same way, on the outside you appear to people as righteous but on the inside you are full of hypocrisy and wickedness.” If a church focuses only on correcting outward behavior, but does not communicate enough with the children to determine what is transpiring in the heart, they have not successfully ministered to children. This is not a suggestion that the church should “bear the rod” of correction but only that the church should emphasize relationship and communication in its educational endeavors with children.

The Pharisees looked religious and obedient to God on the outside, but their hearts were far from God. The measure of success should not be proper behavior alone (sitting quietly in their seat, saying “yes ma’am or no ma’am,” etc.) but a heart reliant upon and sold out for God. Discipline in the classroom and the home must be carried out to show specifically where the child has displeased God. It is this process of showing the child, according to the Bible, why what they have done is wrong that the child makes the decision to follow God and not the world. If the parent or church stops at only correcting behavior alone, and giving no explanation of why a standard of behavior is required, then they are raising Pharisees not true worshippers of Christ.[4] Again, the earlier this process begins, the easier it is for the child’s heart to be bent toward God and away from their natural heart’s desire to sin.[5] This is the heart of Deuteronomy 6 where it discusses a constant conversation with the child. This ideally is to be accomplished by the parents during their daily living, not one hour on Sunday morning by a teacher.

Romans 1:18–20 states, “The wrath of God is being revealed from heaven against all the godlessness and wickedness of men who suppress the truth by their wickedness,  since what may be known about God is plain to them, because God has made it plain to them.” In the language of Romans, a child will either respond to God by faith or they suppress the truth in unrighteousness. In his rebellion, he will actually hide the truth from himself. It is the parent’s and the church’s responsibilities to guide the child toward faith in God (through teaching and correction) and to point out when the child is worshipping something other than God, thereby suppressing the truth in his life.

A fourth way of defining success is to have a diagnostic test of some kind that would effectively measure the knowledge of the child as he progresses through the years and stages of the ministry. One such test could be a life application challenge given in the classroom. For example, if the lesson is on “Spending Time with God,” the life application challenge could be for the child to have a daily devotional time. The teacher could then ask the child in a nonjudgmental fashion, “Did you have a devotional time this week?” When this information is received and reviewed, it can become the goal of the church to increase the total average over time by trying different strategies. Actual numbers and data give the leadership and parents something to work with as a basis to project realistic goals. Regarding this issue Barna has said,

In order to meaningfully operationalize these (or other) desired outcomes, we start by tying our search for clues (for spiritual growth) to the means of measurement. Here are some means through which we can evaluate outcomes:

  • Formal evaluation tools – written tests, oral tests, essays, competitions and homework assignments.
  • Self-report evaluation tools – surveys, inventories and profiles.
  • Conversation and dialogue – language used, reasoning skills, foundational worldview expressed and interactive engagement.
  • Observable behavior or perspectives – attendance, volunteerism, invitations, donations, professed beliefs, memorized beliefs, physical condition and body language.
  • Inferences from choices – character of friends, media preferences, spending habits, social activity, attire and appearance.[6]

Assessment can be formal or informal. At the more formal extreme are written tests of ability and knowledge. On the informal extreme would be casual observation.  Both of these measurements can be used together to give an administrator a more complete picture.

[1] Barna, Transforming Children Into Spiritual Champions, 101.

[2] Tripp, Shepherding A Child’s Heart, 74.

[3] Rom 3:20

[4] John 4:24

[5] Ps 51:5

[6] Barna, Transforming Children Into Spiritual Champions, 130.

Understanding Roles of the Church and Home (Part One; A Definition)

Lately I have been thinking about the strategy that the church uses as a means to encourage the spiritual formation of others, specifically children. The following is the beginning of a series of articles that attempts to understand how we can do this.

Before any effective and biblical strategy can be developed, the church must understand its role and how it relates to the role of the home. If the church does all the intentional spiritual teaching and the parents do little or no intentional spiritual teaching, then the child suffers. This reliance of the parent upon the church is not only a poor use of time, but also an abdication of their God given responsibility.

Children are highly influenced by the environment around them. Parents spend far more time with their children than the typical Children’s Ministry teacher on Sunday morning. If a child attends a school, then he is further influenced by that school’s philosophy of education and by their peers around them. The Children’s Ministry teacher spends far less time with the student than any other major influence in their lives. However, if the parents are relying on a one hour a week Sunday morning program to educate their children in Christian foundations, the church has to fight against these other influences that have far more access to the child.

Barna has said, “When a church—intentionally or not—assumes a family’s responsibilities in the arena of spiritually nurturing children, it fosters an unhealthy dependence upon the church to relieve the family of its biblical responsibility”[1] The church and the home are partners. The home bears most, if not all, of the responsibility and the church bears the biblical mandate to supplement that teaching and to give biblical guidance. Since there is this preferred symbiotic relationship between the church and the home, it would be in the best interest of each to work together. Also, the church has no oversight regarding the activities the child does when they are away from the church classroom. It is the parent’s responsibility to have oversight of the child and to keep him safe.

Fields, while relating specifically to youth ministry, gives several ideas on how to bring the home and church together. Developing a growing relationship between the church’s educational team and the parents is very important. Fields says, “It is impossible to create healthy teamwork with people you don’t know.”[2] As this relationship develops, parents can inform the teachers of issues that are going on in the student’s individual lives in times of difficulty. As the children grow older, the parent’s control and influence will decrease. This may bring feelings of fear, inadequacy, abandonment, or failure. By working together the church has invaluable background about the students, and the parents have a support network. Another benefit of working together is that the weekly flow of life can be better managed. The home and the church can work together to ensure that both calendars are balanced.[3] If a children’s ministry has an event planned and desires for it to be a success, then it needs to make sure the parents are aware of it and thoroughly informed well in advance. Many precious resources have been wasted, when a church event or program is planned and few people show up. The same is true for the home. Once parents are committed (financially or personally) to an activity, they feel as though they miss out on a much desired church activity.

[1] Barna, Transforming Children Into Spiritual Champions, 81.

[2] Fields, Purpose Driven Youth Ministry, 254.

[3] Ibid., 255.

"Your greatest life messages and your most effective ministry will come out of your deepest hurts." Rick Warren

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