3.12.2 How to Prepare a Lesson

The successful preparation of a lesson involves at least five major steps. They are named here that the problem of preparation may be grasped as a whole. Later chapters will develop at length each step in its turn.

1. The Aim. A generalized statement, a kernel of truth about which all of the facts of the lesson are made to center. A lesson may be built up on a passage of scripture, on the experience of a person or a people, or on a vital question, etc.

But in any case, though we are interested in the facts involved, we are interested not in the facts as an end in themselves, but rather because of the truth involved in the facts. In other words, we seek to sift out of the material offered in a lesson an essential truth which helps us in a solution of the problems of life.

Attention to the aim is a guarantee against mere running over of matter of fact.

2. Organization. A teacher should outline his lesson so that kids may easily follow him through the subject matter presented to the ultimate truth that lies beyond.

3. Illustration. Illustrations are what make truth vivid. Successful teachers owe much of their success to their ability through story or incident to drive home to the experience of kids those fundamental truths which in their general terms make but little appeal.

One of the most helpful practices for teachers who would become effective is the habit of clipping and filing available illustrative material.

There is a wealth of rich, concrete matter appearing regularly in our magazines and other publications. What is good today likely will be equally good a year or two years hence when we shall face the problem of teaching again today’s lesson.

An alphabetic letter file may be had for a few cents in which can be filed away all sorts of helpful material. It pays to collect and save!

4. Application. Having selected his aim, the teacher knows the result he should like to have follow his lesson, in the lives of his kids. He knows, too, their tendencies and their needs.

In giving attention to application he is merely making a survey of the possible channel into which he can direct his kids’ activities. In considering application he asks, “Of what use will this material be in the experience of my kids?”

The test-application is the real test—both of the subject matter presented and of the effectiveness of the presentation.

5. Questions. Finally, lesson preparation is not complete unless the teacher has formulated a few thought-provoking questions which go to the very heart of the lesson.

The question is the great challenge to the seeker after truth. It is easy to ask questions, but to propound queries that stir kids to an intellectual awakening is a real art. Surely no preparation can be fully complete unless it involves:

• The selection of an aim.
• The orderly organization of material.
• The collecting of rich illustrations.
• The pondering of facts to their application.
• The formulating of at least a few thoroughly stimulating questions.

Can we not agree to these steps as fundamental in the proper preparation of our lessons in all of our class ?

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