Transcript
Elizabeth Downing, master teacher of small children in junior hires. Elizabeth is now being asked by the Christian ed director to teach adults. Ernie Spiegel, just returned from business in Bosnia, has been asked by his pastor to share experiences through a series of lectures. May Demski has been asked by her church to teach the new members class. Mary Ann Ludlow, repeatedly asked by the pastor
to teach adult Bible studies, in spite of her lack of confidence. The pastor is her husband.
John Witherspoon, pastor and teacher, has an ongoing interest in refining his teaching skills. Few of us who are teachers in the church begin our teaching with much experience most of us who teach in fact spend our time doing something else during the week and we haven't developed the kind of confidence in our teaching that we have in other areas of our lives many times even ministers don't have much experience teaching that lack
of confidence can lead to frustration fortunately it doesn't have to be that way I'm Rick Osmer professor of Christian education at Princeton Theological Seminary in Princeton New Jersey over the years I've worked with many adults including pastors Christian educators and laypeople preparing them for the teaching ministry if you're watching this video you've probably been asked to teach a class of adults if so you may have some questions or concerns about teaching adults in the church you
may be wondering if you have what it takes to be a good teacher if that's the case it's important for you to know that teachers are made not born now I know occasionally there are some folks who are such good communicators or they're so creative that they appear to be great teachers without even trying but frankly that's rare most of us have to learn the hard way we have to plunge in and start teaching we have
to learn what worked and what doesn't work we have to reflect on what we're doing by reading by talking to others by going to teacher training events and maybe even watching videos well in this video we hope to help you reflect on your teaching ministry most of our time will be spent on helping you learn some basic teaching methods how to give a good lecture how to lead a discussion and something that's helpful in your teaching
service involved in both these methods, how to ask good questions. Before we get started, however, I want us to reflect on the purpose of our teaching in the church. What makes teaching in the church different from teaching in the public school or a business corporation? Think about that for a moment. I believe it's the guiding purpose or goal of our teaching. One way of describing this is to say that the purpose of our teaching in the
church is to create a context in which faith can be awakened, supported, or challenged. Now, we can't cause another person to have faith. We know that faith always remains a gift of God. But what we can do as teachers is to create a context in which faith becomes a possibility. Let's take a deeper look at what we mean by faith. Consider for a moment. What does the word faith mean to you? Well, I would define faith
as a relationship of trust in God whose loving-kindness and faithfulness have been shown in Jesus Christ. How does this definition compare with your ideas about faith? The theologian H. Richard Niebuhr once described faith as being like a cube. Like a cube, faith has many sides. Like a cube, faith has many sides at any given time. Other sides remain out of view. Each side represents an important aspect of a relationship of trust in God. Faith involves
belief. It involves a dynamic relationship with God. It contains elements of mystery and commitment. It has many other dimensions as well. At any given time in our teaching, we can only address one or perhaps two sides of faith. Some methods of teaching heighten the element of faith. Others encourage our students to deepen their commitment to God. We can't address all sides of the faith cube at once. You know, they say that a preacher who tries to
please everyone is like a stray dog at a whistler's convention. The same is true of teachers. If you try to address every side of the faith cube in any given teaching situation, you'll be all over the place. Chances are good you won't do any one thing very well. In this video, we'll focus on two sides of the faith cube. Faith is belief, and faith is relationship. Let's look at each of these for a minute. Beliefs are
those ideas we hold about God. While it's a mistake to reduce faith to belief, the ideas we hold about God are very important. You know, I know many people who believe that God is like a big eye in the sky, taking note of every little mistake they make. But I also know people who believe that God loves them, like a shepherd who will go in search of the one lost sheep. The ideas we hold about God
are important. Beliefs matter. If our goal is to create a context in which faith can be awakened, supported, and challenged, then our students must be given a chance to form beliefs that are consistent with the faith of God. How do we do that? Well, the most important starting place, of course, is the Bible. How do we know that God is trustworthy? Well, the Bible narrates the story of a faithful God. Even when our immediate experience sometimes
makes us feel that life's against us, we can still trust God on the basis of the witness of Scripture. In addition, our students also form their beliefs through dialogue with the historic text. The Bible tells us about the teachings of the church, the documents that attempt to state clearly what the church believes, the creeds, the confessions, and the catechisms. Teaching that takes the belief dimension of faith seriously, therefore, includes handing on, explaining, and discussing a certain
body of knowledge that's the foundation of our students' ideas about God. So faith involves belief. But what if faith is not a belief? What if we are to stop there? What would be missing from our definition of faith? Certainly, faith is more than the ideas we hold about God. Well, of course it is. Faith is a personal relationship in which we actually open our hearts and minds to God's love, placing our whole trust in God to
the point that our lives are transformed. This is a great example of a belief in faith. I believe it's true. As Christians we need each other. We need the support, the challenge, the comfort, and the knowledge of other Christians. We need all these things for our relationship with God is going to grow over the years. One of the most important tasks we have as teachers then is to build a sense of community in our classes that
allow our students to share in ways that can deepen their relationship with God. In the church it's not enough to be a passive recipient of knowledge. We have to enter into the give and the take of real relationships with real Christians. It's through those relationships that our relationship with God will be deepened. As you may have guessed, some teaching methods, such as lecturing, are better at addressing faith as belief, while there are other methods such as
discipleship, discussion, that are more effective in teaching faith as relationship. Now that we've discussed why we teach for faith, it's important to move on to how to teach for faith. In part two, How to Lecture, you'll learn more about how the lecture can be used to effectively transmit knowledge when teaching for belief. You'll also learn the practical aspects of creating and delivering a good lecture. In this segment, we'll be joining Deidre, the Director of Christian Education
at First Church, along with the teachers in training you met in part one. These folks have gathered for part two of Teaching for Faith, How to Lecture. I'm glad to see you all here today. We have an important task ahead of us. According to a recent Gallup survey, although the Bible is the world's best-selling book, few adults can answer simple questions about its contents. In fact, whole generations are growing up without any knowledge of the
central teaching of the church and its foundation in the Bible. In fact, whole generations are growing up without any knowledge of the central teaching of the church and its foundation in the Bible. That's why teaching in the church has never been more important. And while transmitting knowledge is not the sole task of church teaching, it's certainly a vital one. That's where lecturing comes in. It's one of the most effective and efficient methods of teaching. No other
approach can communicate as much information as quickly or stimulate as much interest in the subject matter. And a lecture can help people see more than one side to an issue. It can move people emotionally, or it can spark an inner dialogue in people which brings them to a deeper commitment. A good lecture can help people discern what is most important and help them organize it for later recall. In Teaching for Faith, the lecture can provide students
with knowledge that can build and strengthen their beliefs. What we're going to look at today are some practical ideas to help you prepare and deliver a lecture. Now, one of the first steps is to create an idea outline. Once you've gathered your resources, make an idea outline by picking out the key points and listing them with space between. Something like this. Remember, you want only the most important ideas. And as you list them, some points and
examples will come to mind. So list those in the spaces that you've created. Now, once you've created the idea outline, it's time to decide which of these ideas can actually be covered in the lecture. At this point, you need to be very selective. Here are some guidelines for your selection. Research shows that our short-term memory is very limited and people can take in only three or four points in a 50-minute period. So in lecturing,
less is more. Trying to cram in too much information at one sitting is like adding water to a glass that's already full. It overflows. Next, remember time constraints. How long is your class? And how much of that time is really available for the lecture? That's right. Before the choir. Before the choir, right. Because often people wander in late or they leave early. They sure do. Have you allotted enough time for what you intend to cover? Now,
be realistic. And then there are three other factors that should influence the selection of your material. First, what did your resources emphasize? What's best? What's most important? Being clear about this will help you stay on track. But equally important is who are the learners? Who are the people in your class? Really think about who they are and what they need to hear. And finally, ask yourself what excites you about the material? What do you care about
that will allow you to teach with conviction? The next step is the creation of a presentation outline. This serves as the actual outline used in the delivery of the lecture. Now, why do you think we might need a different outline for the presentation? Any ideas? It forces you to think through how to give it to your audience. How to organize it so they can understand the research you've done. That's great, yes. You may want to present
the material in a different order, especially if you've used more than one resource. And of course, just as you've said, the major task of every lecture is to tailor the ideas to a particular group of people. Now, before a presentation outline can be prepared, you need to take a couple of other steps, starting with the question. What do the learners already know about the ideas? That's right. We can break this further down to what ideas do
they have about the topic and what do they know from their own life experience. The second step in preparing the presentation outline is deciding on the organizing principle. Think of lecturing as leading a group on a trip. Is this going to be a heavily programmed study tour where you'll try to visit as many things as possible? Or is it just a leisurely jaunt with no advanced resources? As a result, the group will be able to enjoy
the freedom of their imagination and the freedom to pursue whatever catches their imagination at the time. As teachers, we're like tour guides, which means we have the responsibility for choosing what kind of trip our learners will take. Let's look at some common ways that we can organize our trip through a lecture. We can begin with a problem and then work toward a solution. We can present an idea and then show how it relates to everyday life.
Or we can present the material in historical sequence, the order in which events happened. Now you're ready to actually create the presentation outline. But before we go on, are there any questions? Well, it's helpful to think of a lecture as following and following four basic parts. The introduction, the body, periodic summaries, and the conclusion. These four parts give a basic structure to the presentation outline and are tied together by the organizing principle. Let's take a closer
look at each part, starting with the introduction. Now what do you think is necessary for a good introduction? It needs to grab our attention. Okay, good. Well, it really needs to set the stage for what's going to follow. Okay, that's a good way of putting it. The introduction sets the tone and the style for the lecture. The body of the lecture builds on the introduction. It's helpful to start by writing down key points and sub-points.
As you create the body of the presentation outline, consider not only what you want to present, but how. This means thinking about the delivery. What's going to keep the learner's attention? A good rule is never do any single thing for too long. So think in terms of changing the presentation format about every ten minutes. You can do this in several ways. You could break up the content with a story or illustration, or you might want to
pause for periods of questions and answers. And media resources such as audiotapes, videotapes, or slides can be helpful, as can maps or other physical props that relate to the topic. Physical movement can also add variety. And writing points down on the blackboard or newsprint can draw attention to the point you're making. It helps to plan for these variations. Jot notes about them in the presentation outline. Now the third part of the lecture involves periodic summaries and
transitional statements. These are key links between each part of the lecture. They're like timeouts in a basketball game. The players have a chance to rest for a minute while the coach reviews what's been going on and what lies ahead when the game continues. In a lecture, this gives learners a chance to reconnect if their mind has wandered while correcting any misunderstandings about the material. It also reinforces what's been learned, while signaling that one part of the
lecture is finished and another part is about to begin. Let's go on to the next point, which is transitional statements. Transitional statements are more important than people realize. They not only move the learners on to the next point, but they also explain the relationship between what came before and what follows. For that reason, it's important to actually write out word for word your transitional statement. The last part of the lecture is the conclusion, which provides the
learners with a sense that the lecture has reached its destination. This may be difficult, with people leaving early or children tapping on the door, but imagine watching a movie and then missing the ending. While the conclusion of a lecture may not be that dramatic, it does create a final and often long-lasting impression. Like movie endings, conclusions can take many forms. It may be a final summary of the material covered, or it may leave the class
with the feeling that only the surface has been scratched on the topic. Ideally, the conclusion will pique the students' curiosity so that they want to come back for more. There are several ways to do this. One is to leave them with a series of questions that won't be answered until the following week. Another is to invite them to think about how the material relates to their lives in the coming week. Or invite them to select a
news event that is relevant to the topic of the next session. In any case, conclude the lecture by inviting learners to take the material out of the classroom. Create expectations for the following meeting. And at this point, take time to give additional thought to examples and illustrations in the lecture. Good examples are crucial to good teaching. They make the link between the lecture material and the learners' lives. Story examples also touch the feelings of people in
ways that pure concepts can't. Now the outline is complete, but we're not quite finished yet. It's time to think about delivery. Some people like to talk through a lecture before they actually give it. If you think you're going to be nervous, one trick that's especially helpful is to try talking it through in the face of some background noise, like radio or TV. If you can keep your concentration under these circumstances, you'll probably be able to deliver
your lecture without a hitch. Once you're in front of your group, you'll want to remember to project or to speak loudly enough for all to hear and to speak clearly. And keep in mind that when we're nervous, we tend to speak too fast. So don't be afraid to take your time. Well, as you can see, preparing and giving a good lecture requires a great deal of thought and preparation. It isn't easy. But as we said earlier,
lecturing is still one of the most effective and efficient ways of communicating a lot of information. And now you know the steps to take to make it happen. This is just one method of teaching, though, and you will likely want to combine it with other methods, such as small group discussions. We'll talk about that more the next time we get together. Well, Deidre and her group covered a lot of ground in a short amount of time.
And chances are, you're going to want to review some of this information at a later time. But right now, we suggest that you take a break before you rejoin us for the next segment, How to Lead a Discussion. . You may remember from our earlier discussion together that I defined faith as a relationship of trust in God whose loving kindness and faithfulness had been shown in Jesus Christ. One of the most important sides of the faith
cube is the relationship Christians form with the living God. Faith isn't a matter of merely holding certain ideas about God, nor is it a matter of pursuing certain moral obligations, as important as those things are. It's a dynamic, personal relationship with the living God. As teachers in the church, we must always be working to create opportunities in our classes or in our small groups for the kind of supportive and challenging sharing that helps people grow in
their relationship with God. In this segment, we'll focus on how to lead a discussion. While this is only one of many ways that relationship building can be addressed in our teaching, it's a very important one. So let's remember Let's rejoin Deidre and her teachers in training as they explore how to lead a discussion. Welcome back. Last time we were together, we talked about the lecture, and we talked about how to lecture and why the lecture has
remained an important teaching method. Just as a way to review now, can you name for me some of the reasons that the lecture has survived? Well, it is the best way to quickly communicate a large amount of information to the audience. Also, when it's well done, it can stimulate interest in the topic and get people to see that there are competing points of view. Yes, okay, good. And the lecturer can help the group focus on what
is the most important point and the most important fact in that lecture so it doesn't get lost. Okay, good, good. Yes, those are all good points. Those are the main points. There are some others, but those are the main things that we want to lift out and remember. Now, we talked about some of the positives of lecturing, but what do you think might be some of the negatives? Well, for me, a negative of a lecture is
you really don't go beyond the information given to you. And that's a very big negative to me. Yes, okay, absolutely. There also is not much opportunity for interaction. And in addition to that, you find that it can be very, very personal. Not necessarily, but sometimes it can be. Okay, all right, good. Well, why do you think these are negatives? Well, just passing on information itself is just not enough. The real goal is to change lives. Okay,
all right, good, good. If we want to see lives change, that's going to happen in relationships. And so a teacher's job really is to create a context and environment where people can build relationships with each other and with God. Okay, so the lecture then is a starting off point, but really it wouldn't necessarily be enough. All right, good, good. The lecture's a good starting point. Okay, well, let's hold that for a little bit. And as we
think about the lecture, let's move on a bit and think about Jesus as a model teacher. And think about what examples in the Bible Jesus might be lecturing or a time when Jesus might be leading a discussion. Can you think of any times when he might be using, let's say, first lecturing? Oh, I don't have to give too much thought on that. It's the Sermon on the Mount. Okay. It's still a beautiful one. Okay, that's a
good example. Great example. And how about the time when Jesus was feeding the multitudes and he was teaching them in the midst of that? Okay. Yes, those are both really good examples. We've got Jesus in front of large crowds. But what makes that a lecture? Well, Jesus was trying to communicate a large amount of information to a large amount of people. Okay. And a lecture is just the only way he could have done it. There were
far too many people to try to discuss anything. Okay. Okay, those are good examples of Jesus leading a lecture. But can you think of a time when Jesus might have used discussion as a teaching? John gives us this story of Jesus at a well in Samaria and a woman comes out to draw water and he asks her for a drink. And that simple question prompts a lengthy discussion about her life and who he is. And eventually,
it leads to her going and bringing the whole town up to him. All right, good. Good. That's a good example. Yep. In Luke 7, it says, Jesus is anointed with perfume by the woman that's called sinful. And from that, this leads to a discussion between Jesus and his host, the Pharisee Simon. Okay. Always touches me. Yes. Yes, that's another good example. And in the 10th chapter of Luke, we have the story or parable of the Good
Samaritan. And out of that comes the discussion between Jesus and so-called expert of the law. And Jesus wins out, of course, in his discussion. Okay, yes. All right, these are great examples. Let's look at these examples for just a minute and see and just try to analyze what were the results of these discussions? What happened? Well, Jesus was such a good teacher. He got them thinking. Okay. He said, He did not give easy answers to
them, nor did he allow them to give easy answers. Okay. And from this, often people's whole lives were changed. Okay. Can you then think of examples, not in Jesus' life, but in your own life, when you were in a good discussion? Only a few weeks ago, at coffee hour after church, got to be part of a group that was having a pretty extended discussion about Bosnia and minority rights in that context, which, of course, led into
how do we deal with minorities in our own society? Okay. I remember at work last week, somebody was very sick and in the hospital, and I was talking to my secretary about how people, my brother, in fact, is very ill, and we were talking about how people respond to critical situations and how being close to death brings out, you know, qualities inside a person that may have been dormant before or a part of their personality, but
they're still there, and somehow that discussion led back to our looking at Scripture, and it was, for me, it was very deep and also very helpful. Yeah. An important discussion. Yeah. It's ongoing. Or in the family car, you can have a discussion either between you and your husband about perhaps what has gone on in church that day, different things, needs of the people, or if there's a group of us, then we can do a lot of
sharing and talking about the needs of the various people in our church. Okay. Just last week, in a small group in my church, we were involved in a good discussion on the subject of forgiveness, and we all need to talk more about forgiveness, and we were talking about how we knew that we were forgiven by God, but we also talked about how tough it is for us to forgive one another and how tough it is for
us to feel forgiven. Absolutely. Okay. Good. These are great examples. Let's just look at these examples for a minute and see what we might be able to glean out of those about the qualities of a good discussion or a poor discussion. What do you see there? Well, a good discussion will occur when people are made to believe that what they have to say is important. Yes. Yes. And one of the ways of doing that is if
we each listen to each other and really listen, not just preparing what we're going to say, but listen to what you're saying to me. Good. I think a good discussion doesn't necessarily lead to an answer, but leads to further thought and to reflection. Okay. Good. All right. So it moves you. Yeah. I think so. Well, I think that's a good point. I think I'll take the other side of the coin and what's negative about the discussion
is somebody that dominates the whole thing and doesn't give somebody else time to express their feelings and also the shy people that don't have a chance. Right. So too much talking are not enough. Yes. Yes. It's not true. Okay. It could be so, so challenging to be in a discussion group that no one wants to talk. People just sit there and we've all been there and that's a grating type of experience. It is. Sometimes I have
to wake teenagers up. Sometimes you get adults who almost are daring you to teach them anything. You know, they sort of sit there quiet and won't open their mouths. Okay. Yeah. Good. Well, these are really good observations about the negatives and the positives. There are reasons to use it and reasons not to use it. about how to use discussion. As you've probably guessed, I've been leading you in a discussion about discussions and lectures as teaching methods.
We started out pretty slowly and pretty easily as I asked you some fairly straightforward questions about when it's best to use the lecture. And then as we progressed, my questions required you to think a little more and to share your own ideas and opinions. This wasn't by chance. In fact, I intentionally used a combination of four basic types of questions, each with its own purpose. Let's take a look. The first type of question is the factual
question. Now, with these kinds of questions, we're looking for just the basic information. When I asked you for an example of Jesus teaching with lectures and with discussions, that was a fact and a factual question. The second is the analytical question. This question goes just a step further, asking learners to analyze the facts and then to give their conclusions about what they mean. When I asked you the results of Jesus teaching by discussion, I was asking
you an analytical question. Does this make sense? The third is the productive question. These kinds of questions invite learners to be creative. They're open-ended. They have no right or wrong answer. An example of this was my question about the last time you were in a good discussion. The last is the evaluative question. Here, learners are asked to look at the facts, to analyze them, and then to make a value judgment. An example of this was
when I asked you to share your own ideas of what makes a good or a poor discussion. Now, you'll notice that each type is just a little more challenging than the previous one. And unfortunately, too many discussions never get past the factual or the analytical level. So ideally, as teachers, you'll want to move your learners beyond just the exchange of information. And you'll also want to avoid questions that can only be answered by yes or no.
Just as there are different kinds of questions, there are also different kinds of discussions. Our earlier discussion is an example of a focused discussion. I knew exactly where I wanted the discussion to go, and I created questions that would take it there. In an open-ended discussion, on the other hand, it's much less structured. It may take some surprising twists and turns, but that's okay. If we had a discussion about our personal experiences with God, for
example, I'd have no way of knowing where that discussion might go. Absolutely. Finally, there's the mixed discussion, which means a discussion that's a combination of the first two. Any questions so far? One that continues to bother me is, how do you get the discussion started? As we mentioned earlier, we all live in fear that no one will say anything. Right, right. Well, that's a very good question. And this often happens when the discussion starts out with
tough questions. It's a good idea to start with easy, non-threatening, factual questions, especially when the answer is right there in the resource materials in the hands of the learners, like a scripture lesson. Now, Deidre, Ernie just mentioned the dreaded silence. Actually, this can happen at any time during a discussion. Do you have suggestions on how to handle it? You know, many teachers are afraid of silence, but we don't need to be. Silence gives our students
a chance to think. And if we signal with our body language that we're comfortable with silence, they'll be more comfortable with it, too. Dr. Osmer recommends counting to 10, and if there's no response by then, try rephrasing the question or catching somebody's eye. Above all, try not to jump in and answer for your class. On the flip side, while silence can be very useful, there are other times when we want to keep a discussion going, which
takes us to our next point. First, affirm the student response. Fewer things are more important than letting your learners know that you value them and their input, even when they give a wrong answer. Your praise and encouragement help to create a safe atmosphere where people feel that they can share. Second, avoid the mini lecture. Nothing can kill a discussion faster than answering a student's question at great length. If learner involvement is your goal, keep the answer
brief. Third, ask prompting questions. If people are having trouble answering a question, add some clues to help them find the answer. Another way is to ask probing questions. These questions go just a little bit further and they push you for more information than was given in the previous answer. You can also redirect the discussion for further participation. For example, if a person answers a question, you can say, well, what do the rest of you think? Finally,
you can give qualifying instructions, which influence the kind of answers you get and even the pace of the discussion, such as, quickly, as many of you as possible, what's your impression of this passage? Or, I want you to take your time before you answer this. These are all good ways of keeping a discussion going. But just as important is bringing a discussion to a satisfactory close. As we discussed last time about concluding a lecture, everyone needs
a sense of closure. This can create a sense that the conversation has actually gotten somewhere, and it can also remind participants of the ground that they've covered. So make sure that you allow a good five to ten minutes to wind down. You may choose to end the session with a summary, or maybe by asking students to share one thing that they've learned. Another way is to ask students to share unresolved issues, which can be discussed at
a future session. Ultimately, the purpose of the discussion, whether focused, open-ended, or mixed, is to help your learners to grow in their relationship with God. But most people only grow in their relationships with God if they're supported and challenged in their relationships with other Christians. That's why teaching in the church must include discussion. That give and take can encourage richer and more authentic spirituality. Our task as teachers is to encourage authentic conversation. Yet as teachers,
we have limits. We can't force good discussion. We can't force a meaningful level of sharing. We can't force people to mature in their faith. There is an element of mystery in all this. But we can, in our preparation and leadership, enhance the possibilities that good discussion will take place. We can commit ourselves to being a vehicle of the Holy Spirit, knowing full well that we cannot control its work. This is the joy and the burden of
teaching for relationship. We began by pointing out that teachers are made, not born. Most of us are not natural teachers. We have to work at improving our teaching. It's our hope that this video has proved helpful in this regard. I'd like to leave you with a closing thought. You know, there's no more important ministry in the contemporary church than the one you're performing. How many adults today in the church who, if seated on an airplane and
pulled into a conversation in which they were asked to state why they're a Christian, what they believe, and where it's grounded in the Bible, would be able to do so? Now, I know some who could handle that situation quite well. But I know, unfortunately, many more who could not. Teaching for belief is very important in the church today. Likewise, how many adults in your congregation, and think for a minute about your own congregation, how many adults
are given the opportunity on a regular basis to deepen their relationship with God through a group or a class in the church that involves genuine, in-depth sharing and conversation? My guess is, not enough of them. Teaching for relationship also is very important in the church today. There is no more important ministry than the teaching ministry you're performing. You know, God doesn't ask you to do any more than your best. But if you offer that, you
can trust that God, in God's own time and own way, will put your efforts to good use. Elizabeth Downing found her adult students to be very well-behaved, noting there was not one incident of pushing and shoving. Ernie Spiegel now enjoys lecturing so much, he practices every chance he gets, much to the dismay of his friends and family. May Demski just finished teaching her first new members class. Rumor has it, she's begun her own door-to-door
evangelism. So eager is she to teach her next class. Mary Ann Ludlow is no longer pressured by her pastor to teach adults. Now, she volunteers. As for John Witherspoon, he's planning to use this tape to train all future teachers of adults in his church.