The pedagogical sheet

1. Reference texts

Note the biblical texts used by the monitor to prepare the lesson, the texts of the biblical narrative and texts dealing with the subject matter. They will not necessarily be read to children. These texts must be read (or reread) in context, in different versions, in order to soak them up and understand them well. It may be useful to read biblical commentaries, to use a biblical dictionary, a parallel Bible …

2. The goal

Choose a goal. This is what the monitor wants the children to have learned or acquired at the end of the session (examples: that they understand that God loves everyone as he is, that they have become aware of the importance of not letting sin settle in their hearts, that they discover in different ways they can serve the Lord at their level, etc.).

Attention! You have to choose ONE AND stick to it, which is not necessarily easy, because you can learn from multiple teachings from a single biblical passage. This unique objective will be the common thread of the whole session.

3. The hook

It allows children to get the attention of children in a few minutes, so that they want to know more, that they feel concerned about the subject that we are going to discuss. It consists of calling by a situation, an anecdote, a game, an experience, an object or an animal, a skit, a puppet, a testimony… It is better to avoid directly announcing the story that will follow (I’ll tell you about Zacchaeus), but rather to initiate the interest by highlighting an unexpected aspect of the story (I’ll tell you the story of a man who was hated by everyone). It is often easier to find a catch after writing the lesson.

4. The lesson

Make a plan of your lesson. On your card, avoid writing down everything you have to say, so you don’t have to be tempted to read your text to your children. Just write down the plan. This must have a maximum of 3 main points, then several steps corresponding to the secondary development of the story as well as visual aids, Bible readings, special activities …. This is sufficient, as this part of the session should not exceed 20 minutes.

Write down the apps to the child. Reading a story or exhibiting a theme is not enough! The child has difficulty making it an application for his own life. We need to think to the point of finding practical applications for himself and knowing how to explain them. (“Why do you call me Lord, Lord, and don’t you do what I say?” (Luke 6.46) This application should be made as the story progresses; thus the child remains attentive and therefore receives while listening to the story. Indeed, we find that if one brings spiritual application to the end of the story, the child’s attention is demobilized; it follows that the most important part of the lesson is lost.

A little trick to help you find an application: we start the sentence with “ET TOI…” . Attention! Do not systematically formulate it in an interrogative way: “And you, do you love Jesus, do you pray to him every day …?” These questions can make children uncomfortable. It is not a question of highlighting their shortcomings, but of guiding them on a path, of helping them to move forward, of teaching them. One can put it this way: “And you, maybe you don’t yet know Jesus well enough to love him, but know that he loves you very much. He’d like you to spend a little time with him every day.”

Two examples of a plan, with the 3 development points and the corresponding applications:

For a lesson from a biblical account: “Abraham obeys God”
– The situation of Abraham in Ur – > the situation of the child
– God speaks to Abraham – > God speaks to you (how?)
– Abraham obeys and acts – > obey God and act

For a lesson based on a theme: “effective prayer” (it can be illustrated with one or more biblical accounts or testimonies)
– sincere – > prayer with righteousness
– fervent – > pray with all your heart
– with faith – > expect the grant

5. The conclusion

It must absolutely match the objective. If this is not the case, the development of the lesson must be reviewed.
It must be short: don’t repeat the lesson! Hence the need to think about it.
It leads to an answer. Attention! Don’t put any pressure on me! The child must remain free of his choices.

The answer must be practical. However, the child does not always know how to do it. It is up to you to show him: if you speak of salvation, make a call; If you have taught goodness, show him what good deeds are within his reach; If it is about forgiveness, lead him to forgive a specific person… Jesus asked us to teach to observe everything he prescribed (Matthew 28.20).

6. Children’s Prayer

Write a wording of prayer. What for? The children’s prayer at this time of the session must be a response to the teaching received. However, some children have difficulty synthesizing their thoughts or finding the right words. We must help them formulate a coherent prayer. To do this, we can ask the group: “What are we going to answer to the Lord?” Children are allowed to express themselves and then help them formulate. This wording can be written on the board. During the prayer, children will be able to take a look at it if necessary. Above all, make it clear to the children that this is a help you offer them. They are not obliged to pray in the direction indicated.

7. The verse to remember

It must have a close relationship with the objective: this is essential to strengthen the teaching received. It should be easy to understand and easy to remember, age-appropriate. There are books that allow you to choose verses by theme (Bible Thomson, or New Biblical Index).

8. Activities

Knowing that the lesson itself should not exceed 15-20 minutes, it is useful to plan activities, songs, games, etc. When the lesson is over, the activities allow children to continue to be educated in other forms, to verify the proper understanding of the teaching provided, and to help them memorize.

9. Songs

Prepare a list of songs on the chosen theme plus the introductory and concluding songs of the session.

10. Questions

This questionnaire will be used immediately after the lesson, as an activity, or later, in a review game or contest. It is easier to prepare a series of questions about the lesson you are working on than to do it later.