It happens all the time. You come to Bible class, ready to teach your students. You come, and they come. Then, out of nowhere, they pull out their rabbit cages. You begin to teach, and they release the rabbits. The Bible class tangents begin to spawn. Rapidly. Terribly. Ugly-ly.
Every Bible class teacher understands this scenario.
We’re talking about Bible class tangents that don’t relate to the topic at hand.
Teachers like me have spent entire class periods chasing these rabbits. At best, we talk about different passages without forming good conclusions. At worst, our opinions overlook God’s truth entirely.
My experience has taught me that t random Bible class questions and comments always appear at some point. But just because they can’t be prevented—doesn’t mean they can’t be tamed.
If you’re a Bible class teacher who needs a framework for taming these wild Bible class tangents, you’re on the right page.
Trapping the Bible Class Tangents
Directing your Bible class to solid conclusions (without chasing rabbits) doesn’t happen by accident.
It takes precision.
Here’s a three-part process to make it happen:
1. Ask a question.
Don’t let others control the conversation. Instead, ask a question that directs the conversation towards the main point of whatever passage you’re studying.
You direct them to the point when you force them to take a position.
For example, say the point is to be a peacemaker. You could ask a life application question: “Jim, when you look at Matthew 5:9, do you see yourself as a peacemaker?”
Likewise, an opinionated question: “Jim, when you look at Matthew 5:9, how would you describe a peacemaker?”
The question you ask serves to take advantage of how people naturally go off on tangents. People go off on tangents because of opinions. Your job is to let them talk about their opinions as a precursor (or a facilitator) to the lesson’s main point. The best way to exclude the undesirable tangents is to facilitate the desired path.
Any opinion that doesn’t lend itself to the point of your lesson isn’t one you want in your classroom.
2. Examine the evidence.
All conversations are made of opinions. The best opinions are supported with good evidence.
The same goes for Bible class discussions.
The first step is to get the opinions out on the table. The next step is to let your students determine whether their opinions are accurate Biblical or not.
The majority of your Bible class time should be spent here. A good rule of thumb is 25% for parts one and three, and 50% for part two. You need as much time as possible to help them examine their opinions under the light of Biblical truth.
Sometimes your students hold differing opinions. Sometimes they hold unbiblical opinions. Both scenarios make teachers cringe. The best part about this process is that you don’t have to worry about either one. Whether your students agree or disagree, the next step is the same: Examine the truth of God’s word.
There is no other way to change people’s minds, than to let them change them themselves.
3. Draw a conclusion.
Poor teaching is the root of poor learning.
Random opinions, speculating, and pooling ignorance doesn’t define good discussion. Discussions that determine what God has to say about something are worthwhile discussions.
Be dogmatic about “nailing down” the conclusion (i.e. the main point of the passage the class should discover through their discussion) at the end of class. People need to know that their discussion answered the question introduced in the beginning—and that their time was fruitful.
They need to know that they have determined the point of the passage, and how it applies to their lives.
Conclusion
Bible class tangents are common foes. Sometimes they’re cute, but usually they’re wild. Sometimes, they’re a little hairy. The point isn’t to just let them sit there and look at them…or pet them…or chase them.
You have to tame them.
Tame them from the beginning, and they shouldn’t give you so many problems. Tame them from the beginning, and they’ll help you lead your class to the point of the passage.
Discussion Question: What other class frameworks help you stay on topic?
Disclosure of Material Connection: I have not received any compensation for writing this post. I have no material connection to the brands, products, or services that I have mentioned. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”
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