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BASIC BIBLE TRUTHS
Written by Dr. Lester Hutson

Copyright - Lester Hutson - 1986
This material is copyrighted and may not be copied or reproduced without the express written permission of Dr. Lester Hutson.

Chapter Eight

General Information & Teaching Techniques

The design of this chapter is to further explain the concept of the Basic Bible Truths Home Bible Studies Course, and to enable you to teach the materials found in this course more effectively.

THE CONCEPT OF BASIC BIBLE TRUTHS

Though insight into this concept is inherent throughout this Teacher's Manual, let me here enunciate what the Basic Bible Truths Home Bible Studies Ministry is. The basic intent in Basic Bible Truths is to present six one-hour lessons to a student(s) at a mutually acceptable time over a six-week period. The teaching is usually more effective when you teach one couple or family at a time. Additional people in the group often inhibit other students, causing them to withhold their true feelings and questions for fear of what their friends or neighbors might think. The Six Lessons are normally presented in the student's home around the dining room table or some other table with a flat writing surface where the chart can be laid out along with the Bible. Sometimes it is advantageous to teach the lessons at a third location such as the church facilities where a baby sitter can be made available.

Because the nature of the material being presented is simple, yet very weighty and profound, six one-hour lessons seem to produce better results than an effort to present all of this material in one or two longer teaching sessions. Allowing a week between each of the one-hour lessons allows time for the student(s) to digest and assimilate the material in an orderly manner, whereas a presentation of too much of this material at a time can overtax the student's comprehension and understanding, and result in confusion.

By reaching an agreement with a student(s) to take the Six Lesson Course, you are setting up a definite appointment in which your student (s) knows you are coming and why you are coming. A great percentage of the uncertainty that prevails in customary visitation plus hours spent in finding no one home is eliminated. Also, by teaching a single person or family in his home or some other private location, an informal atmosphere is created which is very conducive to the teaching-learning effort.

The actual material to be taught, which is contained in the first Six Chapters of this Teacher's Manual, is basic and systematic. The basics or fundamentals of Christianity are set forth; and they are set forth in a cohesive, systematic, Biblical progression. One point leads to another, systematically building a clear overview of Christianity, which I call "the big picture."

In a very real sense, with Basic Bible Truths, you are getting a student(s) to agree to hear the case of Christianity. He agrees to listen with concentration, and you agree to present in a systematic and scholarly way the case of Christianity as set forth in the Bible. Sad to say, but most people have never really stopped long enough to hear our Christian case. They've heard bits and pieces, but they've never comprehended "the big picture." And, even sadder to say, most believers do not know how to present well, in a Biblically logical and structured way, the great case we have. They do not know where to start or where to end nor what should be presented second or third or tenth. We have the greatest case of eternity; and once people truly hear and see it, it is profoundly revolutionary. Basic Bible Truths is simply a forum or vehicle by which any believer, who is serious about getting into the lives of others with the message of Christ, can clearly and systematically present the Christian case to a student(s) who is willing and has agreed to listen. That's really all Basic Bible Truths is. It is not a gimmick, nor a sophisticated method of tricking someone into a "decision." It is simply presenting the Christian case to one who will hear it out.

AN EVANGELISM AND A DISCIPLESHIP TOOL

Basic Bible Truths is both a discipleship as well as an evangelism tool. The first Four Lessons are primarily evangelistic while the final two are primarily discipleship oriented. Although, the material of Lessons One through Four is the basis or groundwork of true discipleship. Thus, even the first Four Lessons are paving the way for true discipleship.

As an evangelism-discipleship tool, Basic Bible Truths is designed to counter two major and very common problems plaguing Christianity. One is empty professions of faith. So many are "won to Christ"; in quick sessions in the home, on street corners, or during institutional evangelistic efforts, who do not "follow through." Time seems to indicate their professions to be false or empty. Certainly there's no fruit or evidence the profession was genuine. Even many who now have a good testimony and are living for the Lord will look back to a point at which they made an empty profession of faith in Christ. Basic Bible Truths is not a guarantee that all who take the lessons and profess Christ as Saviour are truly saved. Yes, empty professions can result from these lessons, too. But, the thoroughness of this approach has a proven record of reducing the empty profession rate and insuring a greater number of true conversions.

The second problem addressed by the Basic Bible Truths approach is the failure of new converts to grow to maturity. So many new believers get caught up in the cares of the world, or fall to false doctrine. They lack basic grounding in the Christian faith. Basic Bible Truths alone will not prevent that, but it does provide a strong base from which to build and give a good initial push in the right direction. Coupled with a good new member growth program in a church, Basic Bible Truths can help solidify new converts and bring them to stability and spiritual maturity.

THE CHART AND TEACHING OUTLINE

As the lessons are being taught, an illustration chart should he developed. The chart builds throughout the Six Lessons. Some material is placed on the chart during Lesson One. More material is added during Lesson Two, and so on through Lesson Six. At the end of each lesson, leave the chart in the custody of your student(s). It will serve as a good reference and review sheet for him. At the next lesson, he brings out the chart, and you build on it. You do not start a new chart each lesson unless, of course, your student(s) loses the initial chart.

At the end of each of the Six Lessons, which are written out in full detail in this Teacher's Manual, you will see the chart as it should look on your sheet when you complete that given lesson. When you go to teach Lesson One, take a large blank sheet of paper. Develop your chart on it as shown here in your Teacher's Manual.

You will also notice at the end of each of the Six Lessons of this Teacher's Manual a teaching outline. These outlines correspond with the fully written lessons seen in the first Six Chapters. The idea is for YOU as a teacher to first master the material in the fully written lessons. Then, the brief outline is to serve as a brief guide and reminder sheet to you is you actually teach the lesson. After a while, you probably won't need the outline as you will have it committed to heart.

Note also that certain words on the outline are in bold type. All these, except the major Roman numeral points, are to be added to the chart at the appropriate time. They are in bold type to remind you, as you follow the outline in teaching, that this is the time to add that word or verse to the chart.

Along these lines you will find a Lesson Outline at the end of each chapter plus a full set of six at the end of this Teacher's Manual. The set of outlines at the end of this book are there for you to tear out and take with you when you go to teach. They are designed to fit right inside the cover of an average sized Bible.

HOW TO SET UP THE BIBLE CLASSES

For most people, setting up the Bible classes is the hardest part. Once the setup is made, those who give themselves to mastering this material can actually teach the lessons without too much difficulty; but getting a course set up seems illusive.

One of the reasons this part is so hard for most people is their tentative and uncertain approach to making the setup. They seem nervous and uncertain about setting up the course which seems to make the prospective student(s) nervous and uncertain about taking the course. Thus, those who would set up these lessons should have a very positive and relaxed approach; not arrogant or pushy, but positive.

Certainty and confidence in how you are going to go about setting up the course tends to gender confidence in your approach. Thus, those who would teach these lessons should master this approach; for you will not be able to teach these lessons, if you never learn to set up the course.

Prospective students for these Bible lessons are everywhere. They are old and young, rich and poor, educated and uneducated. They are Baptists, Catholics, Church of Christs, Lutherans, and all the rest. They work with you, live in your neighborhood, and are kin to you. Whether you are on formal "visitation," at work, at any social gathering, or elsewhere, you should be ever watching for a Bible class prospect. You'll see some who are just so negative they will not agree to take the course. But, you'll also see some whose hearts are receptive. They may not know what they need, but they know they have a need. They may be going through some rough roads in life; sin has really given them a beating. They need a change, and they know it. Mixed marriage situations are prime prospects. If they've been married long at all, they know they have a problem and need to get together in their spiritual lives. Many feel convicted that there is no spiritual involvement in their lives. They know they need it, and they know they owe it to their kids. Many are just "nominal' church people. They may be lost or they may be saved; they probably aren't sure just where they stand. They need these lessons in either case. (Don't be afraid to set up these lessons with a church goer, even one who claims to be saved. If he is saved, these lessons will strengthen and revive him. If he isn't saved, these lessons will make that fact painfully clear; and probably result in his salvation. In either case, your time will be well invested.)

When you encounter one who you think needs these lessons and who seems to show some measure of openness and receptiveness, I suggest you follow this five-step approach. (You can use this same approach on even those who do not seem to be receptive. The worst they can do is turn you down. Even if they do turn you down, the offer has been made, and the door is open for them should they change their minds.

Also, this five-step approach to setting up the lessons is not the only way. It is just one way; specifically, the approach I have personally found to be most effective. If you can do it better, more power to you. If you aren't having much success with your way, try this way.)

Step One is to establish a friendly atmosphere with your prospect. Talk about general things for four or five minutes, maybe even ten minutes. Find a common denominator of interest. The main objective here is to let this prospective student(s) know you are interested in him and what's happening in his life. You want to be a friend; and the prospect is seeing that you are real and "touchable" in a spiritual sense. You are not some Phariseeical judge who has come to look down your nose at him or to ram something down his throat.

Once that is done, Step Two is to bring the conversation around to spiritual matters. Except in rare occasions, I recommend that you do not make it too heavy. Ask a question like, "Where have you been going to church?" or "Tell me a little something about your spiritual background, where you've gone to church, and have you visited one since you moved here?" (Naturally, this part must be adapted to the given situation. Obviously, you wouldn't ask these questions to one you've known a long time or to a family member. To that kind of person I'd say, "You know, we've known each other for a long time, and I've never gotten to tell you this story that is so beautiful and precious to me. I'm sorry about that. Would you do me a big favor and agree to give me one hour a week for six weeks to just hear my case. I promise I won't preach to you or put any kind of pressure on you. I won't argue or condemn you if you don't agree. I am just asking you to help me clear my conscience by hearing my story. It would be a big, big favor to me, and would mean more to me than I could ever express to you.")

Teacher, you are actually skipping Step Two in this case, and plunging right on into Steps Three and Four.

Once you have the subject around to his spiritual life, Step Three is to ask if he's ever had a systematic short course on what Baptists are and what they believe. It will be a rare day when you run across anyone, Baptist or otherwise, who has. I ask something like, "Has anyone ever sat down with you and taught you in a systematic, scholarly way a short course which presents the overall picture of what the Bible teaches, and why we believe what we believe?"

Once you get an answer to the question of Step Three, which will almost always be "No," move right into Step Four. In Step Four, you offer to teach this person such a course. You explain that you have a short course of six one-hour lessons which presents "the big picture" of Christianity, and explains why we believe the things we do. You explain that these lessons are systematic with each point building and developing upon the previous point. You explain that they are informal, and that no pressure is exerted by you to get the student(s) to make a decision of any sort. Explain that this is simply a setting forth of our case, and any decision the student(s) might make would be strictly on his on. Explain that in the lessons there will be opportunities for the student(s) to ask questions related to the material being taught. Explain that you would come right to the home each week at an appointed time, and teach the lessons right at the kitchen table using the Bible as your textbook and developing an illustrating chart as you teach. Then you say something like, "How about letting me come here and teach these lessons to you?"

If you get an affirmative answer, move to Step Five. Here is where you firm up the specific time and the starting date. When the person says "Yes" in Step Four, you say something like, "How about Tuesday nights at 7:30 p.m.?" If that's not an acceptable time, keep sugresting until a time is reached. You might even ask, "What would be a good time for you?" Once the time is set, then set the starting date. I say something like, "Let's start next Tuesday night." Once the starting time is agreed, make your departure assuring him you are looking forward to the privilege of teaching him, and that you will be there at the appointed time.

Once the course is set, then go as you said you would. I do not call ahead; I just go. It's much easier for an uncertain student(s) to back out on you over the phone than it is with you standing at his door. Once you are there and get through Lesson One, many of his fears will be resolved, and he'll begin to look forward to your coming; but he'll probably be uneasy until after Lesson One.

Sometimes a prospect will be hesitant or say "No" at Step Four. If he says "No," don't let it offend you. Tell him the offer still stands, if he, changes his mind. Leave your name and number, and ask him to call you, if he changes his mind. If he is hesitant, explain more about the lessons as to how simple and non-pressured they are, then ask again if he'll let you teach him. If he wants a little time to think it over, say that you understand and will check again in a few days. And, by all means do check back. Usually, if he puts you off, he won't let you teach; but he may. And, even if he doesn't, checking back will be a very positive and impressive gesture to him.

SPECIAL NOTES IN TEACHING THE LESSONS

Always bear in mind that you have an appointment. Do not take it for granted. Your student(s) knows you promised to come, and will be expecting you. To fail to keep the appointment, without proper communications, will destroy the student's confidence in you. If something comes up so that you can't keep the appointment, notify your student(s) as far in advance as possible. I usually exchange phone numbers with the student(s); and ask him to call me, if an extenuating circumstance arises.

Also, you agreed to teach a specific curriculum within a specific six week, one hour per week time frame. Stay with that promise. When you arrive for the lessons, be friendly; but don't delay getting to the teaching table and getting right into the material. Your student(s) is expecting it.

When going to teach, be fresh with your material. It's good to reread the chapter in this Teacher's Manual which you are about to teach. Look up the scriptures so they will be fresh in your mind. If you need it, take the lesson outline for reference use as you teach. Don't let yourself get stale. The message is too important.

This material is flexible. The basics should be presented in each lesson, but the applications and particular emphasis will vary with every student(s). Do not become a mechanical parrot or robot just spitting out academic information. Be sensitive to the specific needs and background of your student(s). Chances are, no two lessons will be or should be presented the same. Some will need more scriptures or more illustrations in a given area than others. Be flexible. Read your student(s). Meet his needs.

Be careful to stick to your basic lesson plan. You can't teach all the Bible in six weeks. You can't even if you try. If you deviate very much, you will never get through the material, and your student(s) will never see "the big picture." Also, do not try to be too fancy and "deep." This is not a forum for you to show off how smart and crafty you are with the Bible. This is a forum for you to get the great truths of Christ across to one who desperately needs it.

TEACHING PITFALLS WHICH CAN DERAIL YOU

As you teach, certain bad habits can completely destroy your effectiveness. Many fall into these mistakes without realizing the consequences. When you teach, avoid these mistakes:

• Failure to do what you promised:
  Failure to do what you promised makes a liar out of you, and destroys your integrity, and the trust of the student(s) in you. Therefore, be on time. Quit when you said you would. (Only stay longer if the student(s) is insisting that you do.) Cover all the material you said you'd cover.
• Running down other religions:
  When you run down another religion, you make that religion an "underdog." The natural tendency of most people is to come to the defense of an "underdog." When you allow this to happen, you put your student(s) on the defensive and pit yourself against your student(s). That will ruin your effectiveness.
  This is not to say you should avoid the subject of other religions. To the contrary, you should be willing to honestly discuss them, but always in a way that shows why they are in error. Once you present the facts properly and a false religion is exposed by the facts, your student(s) will generally see it for himself and be in agreement with you against it. But, that will never be the case if you launch a belligerent and unqualified attack on that religion. In cases like that, even though what you say is true, it will usually be rejected.
• Wandering in answer to excessive and impertinent questions:
  A person can ask more questions in five minutes than You can answer in an hour. You should answer pertinent questions by your student(s), but only pertinent questions. If your student(s) starts into unrelated questions, in a polite and nice way, ask him to limit his questions to the subject matter being presented. Remind him that you didn't come to teach the whole Bible, but rather to present a basic overview. Tell him you will never accomplish that unless you stay pretty close to the material to be presented. Tell him that you might be willing to come back for a seventh session to answer general questions.
  Sometimes students will ask questions which will automatically be answered as the lessons progress. In such cases, you can explain that an answer is coming in a later lesson; and that at that future point, your answer will mean much more in light of the material he will have heard by that point. I usually give a brief capsule answer at the time of the question, and tell my student(s) that the answer will be much clearer as the lessons develop.
  By all means, don't try to answer a question when you don't know. Admit that you do not have all the answers. Let him know that you are still I learning, too; but that you have learned some things of which you are very sure, and that is what you are here to teach.
  Questions can derail you quicker than almost any other thing. Be careful how you handle them.
• Pressuring your student(s):
  People have a tendency to back up when they feel they are being forced or pressured into something against their will. Teacher, lead your student(s); don't drive him. Let him see it for himself, and let his decisions be real and genuine; not decisions made under duress or to get you "off his back." False professions contribute nothing to the cause of Christ.
• Failure to remember that you are the invited guest:
  Do not become too familiar and forward in your student(s) home. You are the guest. Take charge of the lessons; but not the home. If you need water, restroom privileges, or other needs, ask. Do not assume.
• Burning the bridge behind you:
  Regardless of what develops, endeavor to keep the communication lines open and the door open for someone else to get into the life of this student(s). Just because you can't reach the student(s), do not assume no one can. If you'll keep the heart's door open, someone else may later pick up where you leave off and reach this individual.

GREEN LIGHTS AND RED LIGHTS

As you teach, learn to recognize what I call "red lights," and do not proceed until you get a "green light." By a "red light," I mean that in one way or another, you have lost your student's attention, or have come to a place where proceeding immediately on would be either unwise or hazardous. In such cases, it is important to wait for a change in the situation. The four most common "red lights" are:

• Lost student(s) attention:
  Crying or other action by a child, the phone ringing, a roach on the wall, and a myriad of other things can divert your student's attention away from what you are teaching. The student(s) loses his concentration. Once this happens, it is superfluous for you to proceed with new material, especially in view of the fact that so much of this material builds upon an understanding of previous points. Watch your student(s). You can generally tell when he is paying attention. When he is not, stop rolling on; and seek to regain attention. Sometimes calling his name, a side story, an asking for a drink of water, or some other such device will regain your student's attention.
• Student(s) leaving the room:
  This often happens when you are teaching more than one student. If one leaves the room for the restroom, to tend a child, to answer the phone, or for some other reason, just wait until he returns. Tell your other student(s) you'll wait for him. It's a good time for a drink of water, to update the chart, or to review your other student(s). Sometimes I use this time to talk about some item of common interest.
• Student(s) does not understand:
  This is progressive information, much of which depends upon previously understood concepts. As surely as your student(s) does not understand one of the concepts, that blank in understanding will tend to weaken or undermine later conclusions. Watch for questioning looks or blank looks on the face of your student(s). Ask him occasionally if he has a question. If you perceive that he does not understand, stop forward movement, and help him grasp what he has missed. Explain it a different way. Add an additional scripture. Do not ignore a gap in his understanding. Clear it up before proceeding.
• Heading for a direct confrontation:
  All a direct confrontation will do is alienate your student(s), and possibly close the door of his heart forever. Once you see this "red light," slow down, alter your course, and try a new approach. Sometimes you may even have to let the issue cool, and approach it from a different angle at a different time. But, don't allow yourself to get in a fight. It will gender no good; only harm.

A SPECIAL WORD

It is my hope and prayer that you will wisely and boldly use this tool to bring many to Christ as well as strengthen those in Him who are weak.

"It Does Make a Difference What You Believe"