Spiritual Leadership Workshop - 2016 Spiritual Leadership – Men’s Weekend Workshop Goals (at the end of the study we will…) • Have a better understanding of God’s plan for spiritual leadership (in contrast to the World’s) • Make a clear, honest assessment of ourselves, compared to the ideal spiritual leader • Improve our day‐to‐day performance in the leadership roles God has given us • Set goals and make plans to prepare ourselves for effectiveness in future leadership roles Schedule page Friday PM Session 1 – Leadership as Shepherd Lesson 1: Shepherding the Flock 2 Lesson 2: Shepherding Sheep 4 Saturday AM Session 2 – Male Character – God’s Plan Lesson 1: Origin of Male Roles and Character 6 Lesson 2: Godly Male Character 8 Lesson 3: Spirit‐led Decision Making 10 Saturday PM Session 3 – Leadership in the Home Lesson 1: Husbands and Headship 12 Lesson 2: Roles of a Father 15 Lesson 3: Principles of Discipline 18 Sunday AM Session 4 – Leadership in Teaching Bible Class: Qualifications & Responsibilities of Teachers 22 Sermon: The Secret of Leadership Learning Objectives (at the end of the study the student will be able to…) 1. List at least 6 Bible texts that describe the work of an elder and/or his relationship to the flock 2. Distinguish between ‘flock’ shepherding and ‘sheep’ shepherding. 3. List at least 4 exemplary tasks Paul performed as an example for the Ephesian elders 4. Describe the role of the collective body in the growth and protection of individual Christians 5. Give at least 2 other Bible ‘pictures’ of sheep shepherding 6. List 4 sheep shepherding tasks from Ezekiel 34 7. Diagram the male‐female relationships before and after the Fall 8. List at least 3 differences in male and female temperament 9. Explain how male characteristics, especially in a fallen world lead to temptations 10. List 2 contrasting value systems and explain how they are bases for decision making. 11. List a series of questions that are a good basis for relating decisions to a spiritual value system 12. List at least 5 Old Testament roles filled by men, and the (common) characteristic of God’s leaders 13. Explain the rationale (from the Old Testament) for roles differences taught in the New Testament 14. State God’s intended purpose for family relationships 15. List characteristics of Christ’s headship to be emulated by husbands 16. Distinguish between forbearance and forgiveness, and illustrate in a marriage situation 17. Explain the implications of a humanistic/naturalistic world view on child‐rearing 18. List at least 5 characteristics of God, as the ideal Father, and how fathers can imitate each 19. List 3 New Testament texts about the work of fathers 20. Define the characteristics of “Wisdom” and “Folly,” as described in the Proverbs 21. Explain Proverbs 22:15, using the definition of Folly from the Proverbs 22. Describe a checklist for corporal punishment 23. List at least 4 qualifications for Bible teachers 24. List 3 texts that indicate that teaching is an office with authority and responsibility 25. List the 6 steps in the “flow of learning” 26. Explain the difference between a course goal and class‐period objective 27. Recognize a measurable, achievable class‐period objective 28. List a sequence of preparation steps for teaching a Bible class

1 Spiritual Leadership Workshop - 2016 Session 1, Lesson 1 – Shepherding the Flock

Objectives. (At the end of the class, the students will be able to…) 1. List at least 6 texts that describe the work of an elder and/or his relationship to the flock 2. Distinguish between ‘flock’ shepherding and ‘sheep’ shepherding. 3. List at least four exemplary tasks Paul performed as an example for the Ephesian elders 4. Describe the role of the collective body in the growth and protection of individual Christians The Work of Elders. In the verses below, mark the words (e.g. rule, submit) and other contextual information that describe the leadership role of an elder, also note the action verbs that describe his work Heb 13:7 – Remember those who rule over you, who have spoken the word of God to you, whose faith follow, considering the outcome of their conduct. Heb 13:17 – Obey those who rule over you, and be submissive, for they watch out for your souls, as those who must give account. Let them do so with joy and not with grief, for that would be unprofitable for you. I Thes 5:12-13 – And we urge you, brethren, to recognize those who labor among you, and are over you in the Lord and admonish you 13 and to esteem them very highly in love for their work’s sake. Be at peace among yourselves. I Tim 5:17-22 – Let the elders who rule well be counted worthy of double honor, especially those who labor in the word and doctrine. 18 For the Scripture says, “You shall not muzzle an ox while it treads out the grain,” and, “The laborer is worthy of his wages.” 19 Do not receive an accusation against an elder except from two or three witnesses. 20 Those who are sinning rebuke in the presence of all, that the rest also may fear. 21 I charge you before God and the Lord Jesus Christ and the elect angels that you observe these things without prejudice, doing nothing with partiality. 22 Do not lay hands on anyone hastily, nor share in other people’s sins; keep yourself pure. I Tim 5:24-25 – Some men’s sins are clearly evident, preceding them to judgment, but those of some men follow later. 25 Likewise, the good works of some are clearly evident, and those that are otherwise cannot be hidden. I Pet 5:1-5 – The elders who are among you I exhort, I who am a fellow elder and a witness of the sufferings of Christ, and also a partaker of the glory that will be revealed: 2 Shepherd the flock of God which is among you, serving as overseers, not by compulsion but willingly, not for dishonest gain but eagerly; 3 nor as being lords over those entrusted to you, but being examples to the flock; 4and when the Chief Shepherd appears, you will receive the crown of glory that does not fade away. Likewise you younger people, submit yourselves to your elders. Yes, all of you be submissive to one another, and be clothed with humility, for “God resists the proud, but gives grace to the humble.” Acts 20:28, 31, 33-35 – Therefore take heed to yourselves and to all the flock, among which the Holy Spirit has made you overseers, to shepherd the church of God which He purchased with His own blood. … 31 Therefore watch, and remember that for three years I did not cease to warn everyone night and day with tears... 33 I have coveted no one’s silver or gold or apparel. 34 Yes, you yourselves know that these hands have provided for my necessities, and for those who were with me. 35 I have shown you in every way [In all things I gave you an example – ASV], by laboring like this, that you must support the weak. And remember the words of the Lord Jesus, that He said, ‘It is more blessed to give than to receive.’ James 5:14 - Is anyone among you sick? Let him call for the elders of the church, and let them pray over him, anointing him with oil in the name of the Lord. Questions on these texts 1. Do the terms for rule imply the authority to act and the subjection of others (compare “rule” in Heb 13:17 & Acts 7:10)? What is the power of enforcement? How is cooperation ensured? 2. There is both a public role of decision‐making for all in the flock (Acts 11:30; 15:22; 21:20) and duties related to care of individual sheep (see Acts 20:20). Which is more visible? By which do most members (especially the new and weak) judge an elder’s effectiveness? 3. Does the “collective” role includes handling money and making organizational and procedural decisions (I Pet 5:2)? How do these duties relate to the spiritual emphasis of Heb 13:17? 4. Is there is an intimate connection with the Word in this rule (Heb 13:7; I Tim 5:17; Acts 20:20, 27)? 5. What is the primary purpose of the church (from Eph 4)? What 2 types of growth are described? 6. Should care and time be taken in appointment of elders? Why? How might it be used? 7. Are there special protections and punishments for elders? Why are these advantageous?

2 Spiritual Leadership Workshop - 2016 Paul’s Example in Ephesus (Acts 20:17‐35). List Paul’s tasks in his exemplary (see vs 35) work in Ephesus. 1. (vs 20) 6. (vs 30) 2. (vs 27) 7. (vs 31) 3. (vs 28) 8. (vs 34) 4. (vs 28) 9. (vs 35) 5. (vs 29) Duties related to shepherding (leading) the flock: • Make immediate, reactive decisions & responses – Settle ‘arbitrary’ issues & squabbles – Service benevolence needs/requests and support for evangelists needs/requests – Handle unexpected ‘events’ in Worship (and other matters that might endanger the flock) • ‘Take heed,’ to flock—in order to set strategic directions – Solicit & collect inputs/perceptions; Predict likely events, resource changes, demographics, etc. – Sense current & potential dangers & difficulties (personal, moral, judgmental, doctrinal controversies) • Make/explain/implement operational plans – Set guidelines & priorities for use of resources (e.g. deacons, budgets) – Define (write) specific deacon assignments and objectives. Track performance. – Encourage giving by teaching and explaining the work to be done; Direct expenditures – Make preemptive decisions, esp. when possibly divisive • Provide spiritual food – Select & guide a preacher, teachers, and worship leaders – Select topics & timing for teaching; Set/guide objectives for teachers – Plan or approve special events (e.g. meetings, workshops) • Provide exhortation & motivation – Express expectations, corrections, encouragements, endorsement, praise publicly (Tit 1:9) – Plan or approve special events (e.g. special lessons or events) • Provide for edifying worship – Determine, explain mechanism, & approve selection of leaders – Set worship guidelines (leaders, order, stds); Remedy unscriptural or non‐edifying circumstances • Correct doctrinal error (Tit 1:9) – Watch for trends and errors (within the church and from other churches & denominations) – Provide for protective & preventive teaching against current or potential errors – Address specific false teaching as it occurs • Seek & accept suggestions & criticism The Purpose of the ‘Gifts’ for the Body (Eph 4:11‐15). Fill in the picture of the relationship between the collective health of the body and the individual protection and growth of each member.

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Session 1, Lesson 2 – Shepherding Sheep

Objectives. (At the end of the class, the students will be able to…) 1. Give at least two other Bible ‘pictures’ of sheep shepherding 2. List 4 sheep shepherding tasks from Ezekiel 34 Case Study. Consider your response, as an elder, to the following situation: Chliaros became a member of your church about a year ago, coming from an institutional church nearby. Her attendance has been mediocre, and she has very little involvement in church activities or interaction with the elders—except twice when she got behind on her rent and car payment. When you have made efforts to talk to her at the worship services, you find she has complaints about the way things are run: sermons too long, class segments too short, not enough attention to singles, too little parking, wild kids after church, etc.. She comes late and leaves quickly, talking only occasionally with a couple of other singles who are about her age. Recently you have heard from one of them that Chliaros is thinking about “transferring” her membership to another church, because of “the poor leadership” and some “cold” treatment she has received, which she strongly suspects is racially motivated. List advantages/disadvantages of each of these responses: 1. Do nothing, see what Chliaros decides to do about membership. 2. Have a discussion with Chliaros about advantages of your church over others in the area. 3. Meet with Chliaros and her friends and discuss the reasons behind the way we do things. 4. Ask for details from her on the “cold treatment,” and address it with those involved. 5. Encourage Chliaros to confront those who have treated her poorly (based on Matt 18:15). 6. Encourage the other singles to get to know Chliaros better and have more social interaction. 7. Instruct the evangelist to preach a series of sermons on institutionalism and racism. 8. Make an announcement to parents about controlling the behavior of their children.

Other Questions 1. Beside the concern for Chliaros, what flock shepherding concerns should be considered? 2. Note from the above that: a. The weakest members are the greatest concern and source of anxiety. b. The need for preemptive relationship building. c. There will inevitably be, from those who require the most effort (the weakest): . The least sense of the scope or priorities of an elder’s work . The least consideration of your inconvenience, or gratitude for your sacrifices . The most questioning of your motives . The least opportunity for contact and awareness d. Things that are potentially destructive within an individual, rather than being “in the way of the work,” are the work. . Immaturity, worldliness, ignorance . Strife, carnality, murmuring . Sin and its consequences

Two other images of an elder’s work. What other two images of sheherding are indicated in these passages, and what are the implications for an elder’s work and a Christian’s response? 1. ______I Tim 3:5, and see Heb 12:9; I Tim 1:2; Phil 2:22; I Cor 4:14‐15, 17; I Thes 2:10‐12 2. ______I Tim 5:17‐18; Heb 13:7; I Thes 5:12‐13

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The Perfect Shepherd. Mark at least four elements of care that God will provide for His sheep, from Ezekiel 34:11-16. What are the analogous services provided by a shepherd in a local church? ‘For thus says the Lord GOD: “Indeed I Myself will search for My sheep and seek them out. 12 As a shepherd seeks out his flock on the day he is among his scattered sheep, so will I seek out My sheep and deliver them from all the places where they were scattered on a cloudy and dark day. 13 And I will bring them out from the peoples and gather them from the countries, and will bring them to their own land; I will feed them on the mountains of Israel, in the valleys and in all the inhabited places of the country. 14 I will feed them in good pasture, and their fold shall be on the high mountains of Israel. There they shall lie down in a good fold and feed in rich pasture on the mountains of Israel. 15 I will feed My flock, and I will make them lie down,” says the Lord GOD. 16 “I will seek what was lost and bring back what was driven away, bind up the broken and strengthen what was sick; but I will destroy the fat and the strong, and feed them in judgment.” Duties related to shepherding sheep. • Address immediate problems between Christians – Address (or triage) personal crises (all sorts) – Settle squabbles between individuals – Address crises of faith & doctrine (questions/doubts) • ‘Watch’ for spiritual dangers and opportunities to improve – Know (seek to know) each member – Determine/assess background, weaknesses, liabilities, points of ignorance/error. – Assess potential (gifts, etc.), and plan development opportunities – Note and reprove poor decisions: ungodly habits, poor choice of companions, lack of growth, lack of self‐discipline, & slack attendance, of course… • Provide teaching/counseling to encourage needed life changes – Investigate reasons & excuses – Provide warnings & advice – Describe desired behavior – Teach & counsel for changes – Set objectives & monitor progress • Organize spiritual support for weak members – Inform others of needs, enlist help – Arrange for personal teaching, checkups, companionship • Provide opportunities for personal growth – Assist and provide critique and training for challenging assignments: public or organizational duties; teaching, care, mentoring of others • Screen each new member – arrange to get to know their spiritual state • Give attention to physically sick (Jas 6:14ff) • Initiate & lead congregational (negative) discipline processes. • Publicly express disapproval of an individual’s misbehavior (as teaching event) • Prepare others for leadership • Seek & accept suggestions & criticism • Strive in prayer for all. Questions on Sheep Shepherding 1. Which kind of shepherding should take the most time and be the most overwhelming? Which will have the most visible results? Which is most critical (mistakes have serious consequences)? 2. What interpersonal skills are necessary to be effective in the above tasks? 3. Which of the above are reactive and which are proactive? What skills and knowledge are required to handle the reactive tasks? 4. What assistance would an elder’s wife provide in shepherding sheep? What difficulties and/or dilemmas might she face? 5. How can a non‐elder begin to prepare himself for this service?

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Session 2, Lesson 1 – Origin of Male Roles & Character

Objectives. (At the end of the class, the students will be able to…) 1. Diagram the male‐female relationships before and after the Fall 2. List at least 3 differences in male and female temperament 3. Explain how male characteristics, especially in a fallen world lead to temptations.

Origin of Male/Female differences 1. How was the ‘creation’ of male and female unique (Gen 1:27)? What does that mean? 2. Were the man and woman given work to do (Gen 1:28; 2:15, 19, 20)? 3. How and why was the woman created (Gen 2:19‐25)? 4. Read Genesis 3:1‐20. Who sinned first? Was Adam with her (6)? Whom did God call for first (9)? 5. What punishment was given to Eve? What punishment was given to Adam? 6. How did the Fall change man’s relationship to: God, Other men, Nature, Himself. 7. Did the effects of the Fall increase the need for leadership roles in the world? Explain. (Also think about the event in Gen 11:1‐9.) 8. Did the consequences of the Fall change the role differences between men and women? How? 9. Diagram the relationships of man and woman before and after the Fall:

Character Differences. Based on the different roles of men and women, rooted in the order of creation and results of the Fall, list some of the character differences that might be expected or that you have observed: Female Characteristics Male Characteristics

Lineage of Cain. List the expressions of man’s fallen character in Cain’s descendants: 1. Gen 4:17 2. Gen 4:19 3. Gen 4:23‐24

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Character‐based temptations. Consider the character pre‐dispositions listed below. What temptations (to display of poor character) are likely to result?

1. Seeks approval / respect – 2. Goal oriented, focused on accomplishment – 3. Wants to control things – 4. Prefers logic (black/white) – 5. Linear thinking: reasons to an end‐point – 6. Focuses on external: events, facts – 7. Admires emotional stability – 8. What is said is paramount (not how) – 9. [other]

Describe the stereotypically admired man‐of‐the‐world.  Who is presented as examples in advertisements?  Who stars in the movies? What temperaments to the heroes have?  Whom do young boys want to be like (look at toys, TV, movies)?  Whom do the worldly girls want to date?  What ‘labels’ do boys (and men?) fear most?  What talents and skills are admired by boys (and men)?  What male personalities and behavior are dominant/respected in an ungodly setting?

“Macho” Men of the Bible. List Bible characters that gave in to one or more of the temptations above. 1. 2. 3. 4.

Bible Picture: Compare these “Macho Men” to the “Wise Man” describe in James 3:17: The wisdom that is from above is first pure, then peaceable, gentle, willing to yield, full of mercy and good fruits, without partiality and without hypocrisy.

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Session 2, Lesson 2 – Godly Male Character

Objectives. (At the end of the class, the students will be able to…) 1. List at least 5 Old Testament roles filled by men, and the (common) characteristic of God’s leaders 2. Explain the rationale (from the Old Testament) for roles differences taught in the New Testament

Bible Examples of Leaders’ Qualifications. 1. List at least five leadership roles assigned to men in the Old Testament

2. List qualifications of leaders from the Bible that could be inferred from these men. a. Abraham (Gen 18:19) b. Judges under Moses (Ex 18:19‐21) c. Soldiers (Dt 20:8, and see Jd 7:3) d. David (I Sam 16:7‐8, and see I Sam 13:14; Acts 13:22) e. Solomon (I Chron 28:9‐10) f. Proto‐deacons (Acts 6:3) g. Elders (I Tim 3:2‐7; Titus 1:6‐9) h. Prayer Leaders (I Tim 2:8) i. Teachers (I Tim 4:11‐12) 3. What common/similar characteristic do these have in common? New Testament Teaching on Role Differences 1. Leadership roles in the family (I Timothy 5:8, 14; Ephesians 5:22‐33; Titus 2:1‐6) a. What is a woman's responsibility to her household (I Tim 2:15; 5:14, Titus 2:4, 5)? b. What responsibilities do husbands have toward their wives? Wives to husbands? 2. Leadership Roles in the Church (I Timothy 2:8‐12; I Cor 14:34‐36; Titus 1:5‐7; I Tim 3:12 a. What is a woman not permitted to do? b. What is a woman to do “in the churches”? c. Can a woman be an elder or deacon? Why? d. Are there any examples of women apostles, evangelists, prophets? (see and explain Acts 21:9 and I Cor 11:5) 3. What is the origin & rationale for these role differences (I Tim 2:13‐14; I Cor 11:3,8‐9)?

God’s Male Character. What do these passages command about a godly man’s character? 1. I Tim 2:8 2. I Tim 2:8 3. Tit 2:2,6 4. Titus 2:7 5. Tit 2:7 6. Tit 2:8 7. I Tim 3:4,5 8. Eph 5:25‐33 9. Col 3:1 10. I Pet 3:7 11. I Pet 3:7 12. Col 3:21 13. Eph 6:4

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Self‐Assessment (Max score = 48) Assessment 0 1 2 3 1. Are you known for ‘holiness’ (separation from worldly Seldom Occasionally Often Always thoughts & things)? 2. Are you boastful of questionable past activities? Often Occasionally Seldom Never 3. Are you a prayer initiator & leader? Seldom Occasionally Often Always 4. Do you lose your temper, make threats, or act rashly to Often Occasionally Seldom Never defend your ‘rights,’ ‘respect,’ or ‘manhood’? 5. Can you tolerate insults without anger or desire for Seldom Occasionally Often Always revenge, and, instead, respond in kindness? 6. Do you struggle emotionally when you lose in com‐ Often Occasionally Seldom Never petition? Are you overly exuberant when you win? 7. Do you have habits that displace important activities, Often Occasionally Seldom Never which you cannot control yourself to do without? 8. Do you keep commitments, meet deadlines, and follow Seldom Occasionally Often Always instructions from those in authority, without resentment? 9. Are you deceptive or conniving to gain advantage, get Often Occasionally Seldom Never your way, build your reputation, or ensure a win? 10. Do you take care to ensure that nothing you do can be Seldom Occasionally Often Always misconstrued as sinful or motivated by evil? 11. Do you use insults or profanity [or become withdrawn Often Occasionally Seldom Never and sullen] to show your displeasure or get your way? 12. Do you discount fears and emotions in others as Often Occasionally Seldom Never weaknesses? 13. Are others ever reluctant to approach you because of Often Occasionally Seldom Never how you might react? 14. Are you easily provoked to anger toward or criticism of Often Occasionally Seldom Never others who cause you inconvenience? 15. Are you tolerant of ignorance, clumsiness, immaturity, Seldom Occasionally Often Always illogic, or incompetence in others? 16. Are you eager to forgive others who have wronged you, Seldom Occasionally Often Always so they will not feel you hold a grudge against them?

Recommended action: Note the items on which you score zero or 1, and: 1. Repent, as necessary 2. Pray about them, asking forgiveness 3. Ask forgiveness from others who may have been affected by this behavior 4. Make a plan of action to: eliminate temptations, study the issue, and change your habits 5. Discuss your commitment to work to change with someone close to you, who can help

Spiritual Leadership Qualifications 1. Three types of qualifications: a. Spirituality – A personal relationship with God, self‐discipline, inner strength and accountability. Studies, prays, meditates on his own. Resistant to evil influences. Above reproach in all his behavior, public and private. (Matt 6:2‐18; I Pet 1:13) b. Selflessness and Sacrifice – Motivated to meet the needs of others, willing to make the personal sacrifices required—patterned after the example of Christ (Philippians 2:3, 4). c. Skills and Strength – Always developing competencies required to serve (I Tim 1:6). These take time to develop (Heb 5:12) and require purposeful, continuous training (I Cor 9:27). 2. How are these three types of qualifications related (see Matt 22:36‐40)? Which builds on the others? Can you have skills and strength without Spirituality and Selflessness?

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Session 2, Module 3 – Spirit‐led Decision Making Objectives. (At the end of the class, the students will be able to…) 1. List 2 contrasting value systems and explain how they are bases for decision making. 2. List a series of questions that are a good basis for decision making and relating decisions to a proper value system Paul’s Decision to go to Rome (List his reasons to the right, and then fill in the blocks below.) Acts 19:21 When these things were accomplished, Paul purposed in the Spirit, when he had passed through Macedonia and Achaia, to go to Jerusalem, saying, "After I have been there, I must also see Rome." II Cor 5:9 9 Therefore we make it our aim, whether present or absent, to be well pleasing to Him. 10 For we must all appear before the judgment seat of Christ, that each one may receive the things done in the body, according to what he has done, whether good or bad. Acts 9:15‐16 But the Lord said to him, "Go, for he is a chosen vessel of Mine to bear My name before Gentiles, kings, and the children of Israel. 16 "For I will show him how many things he must suffer for My name's sake." Rom 1:9‐15 9 For God is my witness, whom I serve with my spirit in the gospel of His Son, that without ceasing I made mention of you always in my prayers. 10 making request if, by some means, now at last I may find a way in the will of God to come to you. 11 For I long to see you, that I may impart to you some spiritual gift, so that you may be established ‐‐ 12 that is, that I may be encouraged together with you by the mutual faith both of you and me. 13 Now I do not want you to be unaware, brethren, that I often planned to come to you (but was hindered until now), that I might have some fruit among you also, just as among the other Gentiles. 14 I am a debtor both to Greeks and to barbarians, both to wise and to unwise. 15 So, as much as is in me, I am ready to preach the gospel to you who are in Rome also. Rom 15:20, 22‐25, 28,32 20 And so I have made it my aim to preach the gospel, not where Christ was named, lest I should build on another man's foundation… 22 For this reason I also have been much hindered from coming to you. 23 But now no longer having a place in these parts, and having a great desire these many years to come to you, 24 whenever I journey to Spain, I shall come to you. For I hope to see you on my journey, and to be helped on my way there by you, if first I may enjoy your company for a while. 25 But now I am going to Jerusalem to minister to the saints. … 28 Therefore, when I have performed this and have sealed to them this fruit, I shall go by way of you to Spain. 32 that I may come to you with joy by the will of God, and may be refreshed together with you.

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Two Value Systems 1. Paul’s Value system (Phil 3:12‐4:1)  Does Paul have a single‐minded goal? What is it?  Is Paul expecting to be alone in pursuing this goal, or should others adopt it?  Is there another way of thinking about what is important? How is it described? 2. What to kinds of “mindedness” are contrasted in Rom 8:5‐14? 3. What inappropriate motive (even for prayer) is described in James 4:3‐4? 4. What could be the practical meaning of Col 3:17? 5. What should be the core motivation in our lives (II Cor 5:9) Structuring Our Decisions 1. Fill in the chart below with examples of a Spirit led (but practical) life:

2. Fill in this chart to represent a mind guided by the flesh.

3. Looking only at the top blocks, is it possible to know what value system a person has? 4. What (when) is a better test? 5. How does this decision structure help with questions like: “Do you think it’s a sin to…?” 6. How does God judge our decision: on how successful the result, or our motives?

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Session 3, Lesson 1 – Husbands and Headship Objectives. (At the end of the class, the students will be able to…) 1. State God’s intended purpose for family relationships 2. List characteristics of Christ’s headship to be emulated by husbands 3. Distinguish between forbearance and forgiveness, and illustrate in a marriage situation. The Purpose of Family Relationships. What is the purpose of family relationships? 1. I Cor 7:13,16 4. Prov 23:13,14 2. I Pet 3:1 5. III John 3,4 3. Eph 6:4 “One Flesh” (Gen 2:24). What NT principles are taught from this phrase? 1. Eph 5:28‐33 3. I Cor 6:15‐17 2. Mt 19:4‐6 Christ’s Example of Headship (Eph 5:22‐33, and see Col 2:19 and 3:19) 1. What actions follow the pattern of Christ’s leadership? What do these look like in daily habits?  23  27  25  28,33  26  29 2. What is the personal motivation/goal of family headship (see I Pet 3:7)? 3. Complete the diagram, showing how obedience to Christ mitigates consequences of the Fall.

Headship requires discipline and courage: is hard work. 1. Protector/provider—courage, skill, strength, foresight, perseverance, sacrifice 2. Visionary—spiritual vision: knowledge, faith & hope in trial, “discerning good & evil” 3. Problem solver: taking the initiative, first in confession & forgiveness, making sacrifices 4. Decision maker: making, and sticking to, and taking the blame for unpleasant decisions based on confidence in immutable values (but not knowing the future). 5. Nurturer—for growth & admonishing for improvement (Eph 6:4) 6. Example of personal discipline— personal, financial, spiritual self‐discipline Practical Planning Exercise 1. Realistic Assessment  Are there immediate problems that need emergency attention? What actions can you take?  What are your families’ spiritual strengths to be built on? Are there weaknesses to shield & heal (knowledge, faith, influences, habits, attitudes, implicit values)?  What trends do you see that are encouraging? Discouraging or disturbing? Unknowns? 2. Strategic Planning  Imagine 5 yrs, 10 yrs hence: Where will the family be, ideally, in spiritual growth?  What seems hard to achieve in this ideal picture? What barriers exist?

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3. Near‐term Initiatives (Tactical) – What must be done?  [Your Example] & Specific Family Guidance/Standards for: Entertainment, Language, Behavior, Associations, Financial Practices, Use of Time, Integrity, Service  Daily, Weekly, Monthly Practices (including, for example, worship attendance)  Expressions of both affection and direction (more habits to start). Forbearance and/or Forgiveness? 1. Is Forbearance the same as forgiveness (see Col 3:12‐13)? 2. From these passages, develop a working definition of ‘forbearance’ or ‘bearing with’. – Rom 15:1 – II Cor 6:3‐6 (‘Longsuffering’) – Gal 6:2 – Eph 4:2, Rom 3:25) 3. How is forbearance expressed in a marriage? Building Romance 1. Do you think that romantic attraction existed before the fall (Gen 1:28; 2:24,25)?  Does God intend for marital love to be a blessing of the righteous (Eccl 9:7‐10; Prov 5:1‐20)?  Does romance have to be present to validate a marriage commitment? Might it appear and/or disappear at different times (seasons) in a marriage? What are some of the ways in which each could occur?  Does sexual pleasure create a deep, lasting impact on memory? Is that a good thing or bad?  Read Song of Sol 4:1‐12, and list the ways in which the groom prepares his bride for intimacy. – 4:1‐7 – 4:9‐10 – 4:8 – 4:12 2. Practical  How can romantic attraction be channeled to beneficial purposes (before & during marriage)?  List situations in a marriage in which romantic attraction might ebb?  What actions might help before, during, and after these times of waning emotions? Self‐Assessment. Evaluate your Spirituality, Sacrifice/Service, & Strength/Skills using the checklist below: Spirituality (Core Convictions; Personal Relationship with God)  I believe God exists, that Jesus is His Son (Who was sacrificed for my sins, was raised, and is now ruling in Heaven), and I have been, and remain, obedient to the Gospel.  I believe the Bible is God’s revealed Word: that it must be read, understood, & obeyed in everything.  I pray often on my own.  I study the Bible on my own, including outside of preparation for Bible classes & teaching.  I initiate family worship attendance, including special services & meetings at other congregations, and I work to make sure that the family is ready and on time.  I initiate family Bible studies and devotions.  I give sacrificially (including personal sacrifices first), including secret gifts.  I am an example of honesty in all business and personal transactions.  My personal habits (entertainment, language, hobbies) are pure & improving.  I am patient & calm, even when things go wrong or when others are angry.  I resist jealousy, covetousness, materialism, greed, pride, & desire for revenge.  I am an example of thinking and speaking the best of others, not judging motives prematurely, and not gossiping or criticizing others to tear them down.  I am an example of personal discipline in all aspects of life (physical fitness, mental alertness, use of time) with no offensive or detrimental habits.

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Sacrifice & Service  I make all decisions thinking first and most of what is best for my family.  I am known for gentleness and care for others all around me.  I take time off or use days off for seeing to my wife & children’s needs.  I am careful not to create a burden on my wife because of: my unavailability, unpredictable schedule, personal sloppiness, or other self‐centered activities.  I frequently & voluntarily help with chores: cooking, washing, cleaning, kid care.  I offer to relieve my wife of duties (I am sensitive to her overload.)  I am known for volunteering at church, especially to help the weak and needy.  All my personal hobbies & outings “with the guys” are subject to cancellation, based on the desires and needs of my wife (…and I am not ashamed of this).  I am never angry when my proposals are not met with approval, or are not followed.  I never hold a grudge when others’ mistakes keep me from getting my way.  I give up job opportunities and income for family time and service to others.  I ask about my wife & children’s needs and problems in frequent calls and conversations.  I am supportive of all of my wife’s efforts to discipline and teach our children.  I am known for my care for needy (both financial & emotional) relatives and friends.  My wife’s car, clothes, house‐work tools are safer & better than mine.  I am visible serving at my child’s school, clubs, teams, and other activities.  I have provided adequate life & health insurance, even at the sacrifice of my income.  I plan vacations & outings for maximum benefit to my wife & children & our relationships.  I am on very good terms (respected, if not liked) with all who know me.  I am satisfied when others get credit for success, even if I have been involved. Skills & Strengths  My Bible knowledge is deep and broad, including not only facts, but important doctrines.  I have a good set of Bible study tools (books & other resources) and use them regularly.  My family often asks me Bible questions, like “where is this verse,” or “what does the Bible say about…” – and I am able to answer.  I initiate spontaneous Bible discussions related to current events or family news.  I am good at teaching a home Bible study for my family.  My health and conditioning is robust enough that I accomplish all required activities with energy & strength to spare to care for others.  I am competent to fix (or arrange to have fixed) cars and home appliances.  I earn adequate income to support my family.  I understand home finances, budgeting, insurance, taxes, and investing.  I manage the family’s expenses to be well within our income, including liberal church contributions, long‐term savings, short‐term emergency funds, and pop‐up benevolence.  I am good at, and take the initiative in resolving conflicts between my wife and myself and between members of our extended family—never letting ill feelings to unaddressed.  I am skillful at administering discipline to the children, in perfect concert with my wife’s efforts, so that they feel corrected but also more loved and encouraged because of it.  I have studied my wife’s strengths and weakness, and I understand her fears & hopes.  I have found ways to help my wife excel in areas of service for which she is suited.  I have studied my children to know their strengths, weaknesses, and uniqueness, so I know from experience how to teach, advise, comfort, motivate, encourage, and warn them.

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Session 3, Lesson 2 – Roles of a Father Objectives. (At the end of the class, the students will be able to…) 1. Explain the implications of a humanistic/naturalistic world view on child‐rearing 2. List at least 5 characteristics of God, as the ideal Father, and how fathers can imitate each 3. List 3 New Testament texts about the work of fathers

The Modern World View, and its implications for child‐rearing 1. The modern humanistic world view is based on the following philosophical tenets:  There is no supernatural intervention. Everything has (only) a natural cause.  Humans have evolved from animals, and, like animals, have no eternal spirit.  Religion is a product of human desire & imagination, not intervention from God.  The best humans have to hope for is a “fulfilling” life before they die. 2. Some of the practical consequences of these tenets are:  Behavior is caused by heredity & environment. Therefore man is perfectible (programmable), in this life, by science and logic (just as animals are trained).  Mankind is inherently good (or natural), and can be made productive & good.  Right and wrong have no, or no fixed, definition for all people, cultures, or times.  There are no spiritual consequences for sin.  Christianity (& the Bible) is one of many man‐made religions—all equally invalid  Each person is free to make his own decisions and establish his own beliefs based on what is best for him (fulfills his desires). 3. What are the implications of these beliefs for these aspects of the rearing of children?  Setting fixed standards of required (“good”) behavior  Punishment (including corporal) as a consequence of wrong moral choices (“foolishness”)  Requiring subjection to authority, especially moral authority (even for “arbitrary” rules)  Insisting on behavior which demonstrates: self‐control & patience, respect for and service to others, selflessness, humility, and righteousness in all circumstances  Setting examples and expectations of deferred fulfillment of self‐centered desires  Teaching unchanging (for all times), uncompromising (no special cases), exclusive (all others wrong), universal (applies to everyone) “Truth” to children  Making religious belief & moral behavior conditions of approval & support  The ultimate purpose of any teaching, advice, or discipline 4. Is there hostility between the World & the Christian (II Tim 3:12; I Pet 2:11‐12; Phil 2:15)? The Bible Pattern of Fatherhood 1. What is the spiritual purpose of family relationships [again] (I Cor 7:13, 16; I Pet 3:1; Eph 6:4; Prov 23:13‐14; II John 3‐4)? 2. How does Paul describe his “fatherly” behavior among the Thessalonians (I Thes 2:11)? 3. What commands/examples are given to godly fathers?  Eph 6:4  Col 3:21  Deut 6:6‐9  Heb 12:7, 10; Prov 13:24; 20ff  Prov 1:8 (and see 22:6)

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4. [Paul’s example] I Thes 2:10‐11 Note these characteristics of God as a Father. How can earthly fathers imitate each one?  Matt 5:48 – perfect, as your heavenly Father  Matt 5:45 – generous to all: blesses just & unjust  I Pet 1:16; Jas 1:13 – holy, does not tempt  Ps 103:13; Lk 6:36; Ps 145:8, 9 – pities; merciful;  Rom 9:14 – no unrighteousness gracious, compassionate, slow to anger, kind  Jas 1:17b – no shadow, or variation  Hos 11:1‐4 – draws unfaithful back with love  Num 23:19; Titus 1:2 – no lies or vacillation  Jas 3:17 – pure, peaceable, easy to entreat…  Rom 3:3, 4 – true, even if every man a liar  II Cor 1:3, 4; II Thes 2:16 – “God of all mercies &  Rom 11:22 – goodness & severity comfort;” gives us comfort & hope  I Pet 1:17 – judges each man without partiality  I John 3:1; 4:9‐10 – Loved enough to adopt, call us  Heb 12:7 – chastens us for our profit children, sent Son  Matt 10:29, 30 – observes & knows all  Rom 5:8 – Loved enough to have Christ die for us  Rom 11:33 – deep wisdom & knowledge  Rom 8:15, 16 – not a bondage/fear relationship,  Matt 6:8, 32 – knows our needs but “abba‐father” closeness  Jas 1:17a; Matt 7:11 – good gifts when asked  Mark 14:36 – can do all things [strong, able]  Jer 31:8, 9 – leads, protects from stumbling  Eph 4:6 – above all, through all, in all  Deut 1:31 – bears his son through trouble  Rom 8:31 – If He is for us, who is against us?

My Character as a Father: Self‐Assessment Worksheet not at only a some of most of The True Pattern of Fatherhood always all little the time the time Holy, righteous, no influence toward evil; perfect pattern Truthful, honest, not deceptive, hypocritical, or inconsistent Fair, impartial, sound & accurate judge Intolerant of evil; punishes consistently for good of the child Smart, observant, wise, aware of needs of others Provides for all needs, gives gifts (incl. time) when asked Leads, protects, provides strength through troubles Pities (sympathizes), shows mercy & kindness, patient Slow to anger (without temper) Draws children with love when in conflict & stubbornness Easy to entreat; "abba – father” closeness & openness Comforts in pain, gives hope, exhorts, encourages Loves sacrificially—even when undeserved and difficult Strong & Able: competent, energetic, effective, respected, successful

Does not provoke to anger, frustration, or discouragement Teaches God’s Word, explains meanings & relevance in the world Provides practical wisdom & knowledge (about this world)

Mark (right column) at least three areas in which you could improve. List at least two actions you can take immediately to begin. Areas to Improve Actions I can take this week 1 2 1 2 1 2

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Envisioning the future. Imagine your child is 35 years old, married, with children. What do you want them to be, to do, to have? Based on your vision, circle a number in each row (use no more than 9 of each score).

Setting Goals for our Children. 1. Should we be setting goals for our children (I Sam 1:11; III Jno 4; Prov 19:18)? What kind? 2. What is the penalty for those who lead children astray from God (Matt 18:6)? 3. Look at your answers in the questionaire. For those that rank the highest (top 5), describe plans and actions that would support these goals related to: a. choice of friends (set by neighborhood, family activities, parental guidance) b. course of study in school (perhaps choice of school) c. use of income, level of debt, emphasis on status and comfort in expenses d. number and type of extra‐curricular activities e. locations and types of family trips, entertainment activities, vacations f. priorities placed on worship & Bible study attendance (in relation to a through e above) Showing Priorities. 1. How are priorities learned (and internalized) by children? 2. How do we teach priorities? 3. Should our goals for our children be expressed in daily decisions for them when they are small (that is, within our control more than ever) and notice and remember everything? (Prov 22:6) 4. Give examples of “ordinary” decisions we make for our children or that they observe in us, that are expressions of our goals (expressed in priority‐setting).

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Session 3, Lesson 3 – Principles of Discipline

Objectives. (At the end of the class, the students will be able to…) 1. Define the characteristics of “Wisdom” and “Folly,” as described in the Proverbs 2. Explain Proverbs 22:15, using the definition of Folly from the Proverbs 3. Describe a checklist for corporal punishment A Father’s Role 1. From Ephesians 6:4: Who has primary responsibility for training, etc.? 2. Does this appear to be occasional events or a continuous plan of action? 3. From Heb 12:5‐11, what is the motive? What is the goal?

“Folly” in the Proverbs (to understand Prov 22:15) 1. The Proverbs contrasts the nature (and fates) of fool and the wise man—the two ways of interacting with the events in God’s world. 2. Describe: . The fool’s attitude toward law (Prov 10:8) . The fool’s reaction to instruction and reproof (Prov 15:5) . The value the fool places in knowledge & understanding (Prov 1:22; 18:2) . How the fool feels about wisdom & wise men (Prov 1:7) . The fool’s assessment of his own opinion (Prov 12:15) . What the fool trusts in (Prov 28:26) . How likely the fool is to express himself (Prov 18:2, and see 10:8b) . How far ahead the fool thinks (Prov 10:5) . The fool’s attitude toward hard work (Prov 24:30‐34; 26:13‐16) . The fool’s association with sin (Prov 13:19) . The fool’s acceptance of spiritual realities (Ps 14:1) 3. Can children be wise or foolish (see Prov 10:1; 13:1, 17:25)? How do they start out? Note that “wisdom” is not how much one knows, or how much experience one has gained (see Eccl 4:13; Prov 1:4).

4. How do small children exhibit the characteristics of folly listed above?

5. Interpret Prov 22:15 using the above discussion. What are implications for when to punish a child? Driving out Folly 1. What are the motivations for correction (Prov 22:6; 3:11,12; 13:24; 23:13,14)? 2. What criteria for (related to folly) should be considered? 3. Must discipline be (seem to be) painful to the child (Heb 12:11)? For how long? 4. What are possible wrong motives for punishment? 5. What are possible implicit or unintentional punishments? 6. Do these implicit punishments occur for the wrong reasons? 7. How may a direct tie to the “folly being driven out” be evident when we discipline?

Characteristics of Punishment (Punishment should be…) – Prov 22:15 – Ezra 7:26 – Jer 31:30 – Heb 12:11 – Eccl 8:11 – Prov 13:24

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Corporal Punishment Checklist 1. Setting rules beforehand  Is the rule (desired behavior) clear (observable)?  Is the rule known & understood in advance by the child (could be repeated by him)?  Is the punishment (consequence) known and understood in advance by the child (could be repeated by him)? 2. Evaluating the infraction  Is the disobedience (undesired behavior) obvious and known by the child (perhaps even admitted)?  Is the disobedience willful, & evidence of rebellion, laziness, disrespect, stubbornness, or other “Foolishness”? 3. Interlude – Set an example of self‐control  Am I calm (discuss with spouse)? Do I appear calm? 4. Prelude to Punishment  Have I reviewed (calmly) the rule, the disobedience, & the previously determined & stated consequence with the child?  Have I expressed my love, & explained that it is the motive of the punishment?  Have I expressed the hurt & regret I feel at having to punish my child (and that it is one of God’s rules for me)?  Have I expressed confidence that my child is capable of better behavior? 5. Conclusion & Resolution  Have I expressed & demonstrated my willingness to forgive quickly (including with physical touch)?

Preventing Punishment Incidents – Suggestions 1. Be very clear about expectations: review often.  Conduct “practice sessions” for difficult behaviors (especially when young) 2. Look for Patterns – Keep records and learn from them  Day &Time, Circumstances (events, associates, health, fatigue, inactivity) 3. Look for broader explanations – then address. (All create a need for attention.)  Insecurity, disappointments, emotional injury, jealousy, guilt 4. Fill dangerous times with positives & praise: “Overcome evil with good” (Rm 12:21)  Attention, activities, discussions, diversions (but not rewards for undesirable behavior) 5. Burn off energy (preemptively) in positive ways  “The sleep of a laboring man is sweet” (Eccl 5:12) 6. Have explicit discussions with your children about the “danger zones”.  Look for explanations together  Solicit suggestions about assistance  Encourage (and reward) self‐awareness and self‐regulation 7. Praise often for compliance and effort  (Even when habitual)  Aim to build a self‐image of worthiness

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Quiz on Bible References. In what Bible chapter is this information found?

1. ______Reasons for a man and wife to be called “one flesh” at marriage 2. ______“One Flesh” quoted to prove that divorce is wrong 3. ______Jesus contrasts Gentile “greatness” with greatness in the Kingdom 4. ______“One Flesh” quoted to prove that fornication is wrong 5. ______The God‐Christ‐Man‐Woman headship chain 6. ______Women to keep silent in the churches and other guidance for orderliness 7. ______Husbands are to love their wives as Christ loved the Church 8. ______“One Flesh” quoted to illustrate why a man will love his wife as himself 9. ______Wives to be in subjection to their husbands as the church is to Christ 10. ______Fathers not to provoke [exasperate] children to wrath [anger] 11. ______Husbands are not to be bitter [harsh] toward their wives 12. ______Fathers not to provoke [embitter] children to discouragement [lose heart] 13. ______Women are not to teach or have authority over a man 14. ______Qualification of elders and deacons listed 15. ______Younger widows commanded to marry and bear children 16. ______Qualification of elders (only) listed 17. ______Older women to teach younger women to love husbands & children 18. ______Wives are to submit to non‐Christian husbands 19. ______Husbands are to dwell with their wives according to knowledge 20. ______Grecian widow “proto‐deacons” are selected 21. ______Consequences of the Fall on men and women stated 22. ______Worthy woman described 23. ______The purpose of discipline of children is to drive out Folly 24. ______God contrasts his work as the ideal Shepherd to evil shepherds 25. ______Discipline is painful in the present, but yields the fruit of righteousness 26. ______Gifts in the churh include Evangelists, Pastors, Teachers 27. ______Men are to lift up holy hands, without wrath and disputing 28. ______Elders watch in behalf of our souls 29. ______Discipline of children is to drive out Folly 30. ______Believing men/women told not to divorce because they might save their spouse

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Session 4, Bible Class – Qualification & Responsibilities of Teachers

Goals for this Module (at the end of the class period the participants will…) 1. Believe and act on the conviction that teaching is an authority role, with a spiritual purpose, qualifications, and accountability 2. Prepare for and teach the Bible in a way to make a changes in the disciples (students) Objectives. (At the end of the class, the students will be able to…) 1. List at least four qualifications for Bible teachers 2. List 3 texts that indicate that teaching is an office with authority and responsibility 3. List the 6 steps in the “flow of learning”. 4. Explain the difference between a course goal and class‐period objective 5. Recognize a measurable, achievable class‐period objective 6. List a sequence of preparation steps for teaching a Bible class Qualifications of Teachers 1. Teachers must be qualified: “And the things you have heard me say in the presence of many witnesses entrust to reliable men who will also be qualified to teach others.” (II Tim. 2:2 ‐ NIV). Mark the implied and explicit qualifications in the passages below: I Tim. 1:7 …Desiring to be teachers of the law, understanding neither what they say nor the things which they affirm. (and see John 3:10) Hebrews 5:12 - 6:1 For though by this time you ought to be teachers, you need someone to teach you again the first principles of the oracles of God; and you have come to need milk and not solid food. 13 For everyone who partakes only of milk is unskilled in the word of righteous- ness, for he is a babe. 14 But solid food belongs to those who are of full age, that is, those who by reason of use have their senses exercised to discern both good and evil. 6:1There-fore, leaving the discussion of the elementary principles of Christ, let us go on to perfection, not laying again the foundation of repentance from dead works and of faith toward God… I Tim. 4:6,11-16 If you instruct the brethren in these things, you will be a good minister of Jesus Christ, nourished in the words of faith and of the good doctrine which you have carefully followed…. 11 These things command and teach. 12 Let no one despise your youth, but be an example to the believers in word, in conduct, in love, in spirit, in faith, in purity. 13Till I come, give attention to reading, to exhortation, to doctrine. 14 Do not neglect the gift that is in you, which was given to you by prophecy with the laying on of the hands of the eldership. 15Meditate on these things; give yourself entirely to them, that your progress may be evident to all. 16Take heed to yourself and to the doctrine. Continue in them, for in doing this you will save both yourself and those who hear you. (and see Lk 6:40; Rom 2:21) James 3:1 My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. 2 For we all stumble in many things. If anyone does not stumble in word, he is a perfect man, able also to bridle the whole body. Titus 2:7-8; 15 …In all things showing yourself to be a pattern of good works; in doctrine showing integrity, reverence, incorruptibility, 8 sound speech that cannot be condemned, that one who is an opponent may be ashamed, having nothing evil to say of you.…15 Speak these things, exhort, and rebuke with all authority. Let no one despise you. II Tim. 2:21-25 Therefore if anyone cleanses himself from the latter, he will be a vessel for honor, sanctified and useful for the Master, prepared for every good work. 22 Flee also youthful lusts; but pursue righteousness, faith, love, peace with those who call on the Lord out of a pure heart. 23But avoid foolish and ignorant disputes, knowing that they generate strife. 24 And a servant of the Lord must not quarrel but be gentle to all, able to teach, patient, 25 in humility correcting those who are in opposition, if God perhaps will grant them repentance, so that they may know the truth, 26 and that they may come to their senses and escape the snare of the devil, having been taken captive by him to do his will. II Tim 2:1 - You therefore, my son, be strong in the grace that is in Christ Jesus. 2 And the things that you have heard from me among many witnesses, commit these to faithful men who will be able to teach others also. 2. Describe the role of teaching in the “Great Commission” (Compare Mk 16:15‐16 to Matt 28:19‐20). 3. Are teachers filling an “office” in the church (James 3:1; Acts 13:1; Eph 4:11; I Tim 2:12)? Do they have authority? If so, how is it exercised? 4. What is the best measure of a teacher’s effectiveness (II Tim 2:24‐26; Matt 28:20; James 1:22)?

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Flow of Learning 1. Place the following learning actions in the order in which they usually occur. ___(a) Making (difficult) changes in behavior, based on a conviction from Truth ___(b) Understanding principles (abstract concepts that ought to be believed) ___(c) Learning facts (events, sequence, dates, locations, names) ___(d) Acknowledging applications (concluding which are needed in my life) ___(e) Detecting relationships, patterns, comparisons, contrasts, in a group of facts ___(f) Developing life habits, based on convictions, that do not require rerpeatedly recalling the underlying reasons

2. Which of the above should be the goal of Bible teaching? 3. The Bible study goals are:______Class period objectives are: ______4. Qualities of good objectives:  Support the course goals  Describe a student behavior (ability/activity)  Represent a change (progress)  Measurable (both by the student and teacher)  Achievable within class period and student constraints

Critique these class‐period objectives: 1. Cover the second chapter of II Timothy 2. List the three images of service in chapter 2 of II Timothy 3. Take a test on the kings of Judah 4. List the kings of Judah and Israel and their years of reign 5. Define Gnosticism 6. Understand grace 7. Trace Paul’s journeys on a map 8. List 2 personal application of the admonitions to Timothy in chapter 2 9. List the parallels between II Timothy and Titus 10. Be less fearful and more evangelistic 11. List 3 reasons that Christians should not be anxious

Sequence of Lesson Preparation Consider the following sequence of steps. Do you agree with the order? What additional steps might be useful? What tools would be useful for each step? What time budget (%) would be appropriate to allocate for each step? 1. Study the text • learn basic facts: characters, events, locations… find organization, themes… list questions • list candidate objectives (relating to factual details) and goals (what students should do or think differently) 2. Do additional research (depending on the circumstances) 3. Assess the student’s needs, and list goals (changes you wish the students to make) related to the text. 5. Draft a list of factual and analysis questions (simultaneously) from the text that will prepare the students for the class period and support the objectives leading toward the desired applications. 6. Select activities that will accomplish the goals & objectives, considering time & classroom constraints. 7. Prepare lesson sheet (the before‐class assignment), then “do” the lesson from scratch as a check. 8. Plan the class period 9. Do the practical preparation: print, duplicate, arrange classroom furniture, visual aids…

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Appendix A – Leadership and Greatness

Objectives. (At the end of the class, the students will be able to…) 1. List at least 3 contrasts between Jesus’ and the Gentile’s view of greatness 2. Define greatness in the Kingdom

Worldly Concepts of Greatness (Mk 10:35‐45) 1. What did James and John ask for first? 2. What was their concept of how they could get positions of power? 3. How many openings for these positions did they envision were available? 4. How did the other disciples react to their “preemptive” request (v 41)? 5. What qualifying experience did Jesus say is required? Who is the pattern for that experience? What character traits would this experience require (or develop)? 6. If Jesus can not give this postion of greatness (v 40) , how is it obtained (see Matt 20:23)? 7. How do Gentiles rulers rule? 8. For whose benefit is the Gentile‐type rule? 9. What is greatness among disciples? 10. How do you reconcile vs 43‐44 with the positional leadership of fathers, husbands, and elders (for example, in I Tim 5:12 and Heb 13:17)? Applications 1. What makes a man a ‘great’ song leader, prayer leader, teacher, or decision‐maker in a local church?

2. For whose benefit does he lead?

3. List some practical examples of this kind of greatness, exercised in leading worship, teaching/preaching, or exercising authority in congregational decision‐making.

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Quiz on Bible References. In what Bible chapter is this information found?

1. ______Reasons for a man and wife to be called “one flesh” at marriage 2. ______“One Flesh” quoted to prove that divorce is wrong 3. ______Jesus contrasts Gentile “greatness” with greatness in the Kingdom 4. ______“One Flesh” quoted to prove that fornication is wrong 5. ______The God‐Christ‐Man‐Woman headship chain 6. ______Women to keep silent in the churches and other guidance for orderliness 7. ______Husbands are to love their wives as Christ loved the Church 8. ______“One Flesh” quoted to illustrate why a man will love his wife as himself 9. ______Wives to be in subjection to their husbands as the church is to Christ 10. ______Fathers not to provoke [exasperate] children to wrath [anger] 11. ______Husbands are not to be bitter [harsh] toward their wives 12. ______Fathers not to provoke [embitter] children to discouragement [lose heart] 13. ______Women are not to teach or have authority over a man 14. ______Qualification of elders and deacons listed 15. ______Younger widows commanded to marry and bear children 16. ______Qualification of elders (only) listed 17. ______Older women to teach younger women to love husbands & children 18. ______Wives are to submit to non‐Christian husbands 19. ______Husbands are to dwell with their wives according to knowledge 20. ______Grecian widow “proto‐deacons” are selected 21. ______Consequences of the Fall on men and women stated 22. ______Worthy woman described 23. ______The purpose of discipline of children is to drive out Folly 24. ______God contrasts his work as the ideal Shepherd to evil shepherds 25. ______Discipline is painful in the present, but yields the fruit of righteousness 26. ______Gifts in the church include Evangelists, Pastors, Teachers 27. ______Men are to lift up holy hands, without wrath and disputing 28. ______Elders watch in behalf of our souls 29. ______Discipline of children is to drive out Folly 30. ______Believing men/women told not to divorce because they might save their spouse

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