C U R T I S H A L L

FLIGHT TIME TEACHING

TAKE YOUR CLASS ON A JOURNEY!
Facilitating Dynamic Group Discussions
by Curtis Hall
Flight Time Teaching

Copyright ©2020 by Curtis Hall

All Rights Reserved. No part of this publication may be reproduced or transmit-

ted in any form or by any means, electronic or mechanical, including photocopy
(except as noted), recording, or any information storage and retrieval system,
without prior written permission from the author.

Email all requests for permission to make copies of any part of this publication
to Curtis Hall at info@flighttimeteaching.com
www.flighttimeteaching.com

Book set in: Adobe Jensen Pro

Cover Design and Composition by Jonathan Pennell
Cover Photo by Terrence Bowen of Photos by Terbo @photosbyterbo http://
www.photosbyterbo.com

Library of Congress Catalog Number: on file

Flight Time Teaching.
ISBN: 978-0-9844639-9-2

10 9 8 7 6 5 4 3 2 1
Printed in the United States of America
 Contents

Dedication .................................................................... vii

Introduction ..................................................................ix
Foreword .....................................................................xiii
About the Author......................................................... xv

Chapter 1 Your Number One Question......................1

Chapter 2 Preparation Time .......................................5

Chapter 3 The Top Skill of a Facilitator.....................9

Chapter 4 The Flight Takeoff ..................................17

Chapter 5 The 3-STEP .............................................21

Chapter 6 Telling Stories ..........................................25

Chapter 7 Use Your Bible .........................................29

Chapter 8 Hijacked! ..................................................33

Chapter 9 The Landing .............................................39

Chapter 10 Cabin Service .........................................45

Chapter 11 The Summary ........................................51

FLIGHT TIME TEACHING v

 Dedication

T
his book is dedicated to all of those who have the
privilege of leading small and large groups to a better
understanding of the Word of God. You may never
realize in this life the impact you are making. Just know, you
are making a positive difference that will ripple throughout
eternity.

Whatever you do, work at it with all your heart, as working for
the Lord, not for human masters, since you know that you will
receive an inheritance from the Lord as a reward. It is the Lord
Christ you are serving. Colossians 3:23

FLIGHT TIME TEACHING vii

 Introduction:
FLIGHT TIME TEACHING: A guide to create
dynamic Bible learning environments

F
light Time Teaching is a format to help conceptu-
alize steps in the process of facilitating group discus-
sions, regardless of the group size. Picture it this way:
You are the pilot; your class is the plane. You will take your
class on a journey (without being hijacked) to a predetermined
landing that is relevant to current events and practical to
everyday life.
Think about the last time you boarded a plane for a jour-
ney. There were three phases consistent with every flight:
1) It must take off from the ground
2) It must travel a predetermined route
3) It must land at a predetermined place.

Those three steps are the same for you as a teacher. Your
role is to take your class on a journey and each of those three
phases — takeoff, flight, and landing — are what this book
will teach you how to do.

By using this illustration as your model of teaching, you will

find that the overall process becomes much more straightfor-
ward. Regardless of the topic of study, as a teacher/facilitator,
your method of delivery is constant. But, just like an actual

FLIGHT TIME TEACHING ix

pilot, your preparedness for the journey will determine if you
are following the accurate route and if you are landing at the
correct destination.

This manner of teaching works! It is a manner of teaching

that anyone with desire can master. I have led interactive
discussions based on this model in groups with twenty in
attendance to thousands in attendance. The same principles
work across all sizes.

By adopting my Flight Time teaching methods, it is my desire

that teachers would see the impact dynamic Bible-based dis-
cussions can have on their members by leading discussions
that are exciting and interactive. I realize that this is easier said
than done. It takes special skills to properly generate a lively,
yet focused discussion. Flight Time Teaching was written for
that purpose.

My ask of you is that you would be open to new ways of shar-

ing Bible truths in addition to the more traditional manner of
teaching.

TAKE YOUR CLASS ON A JOURNEY!

That’s what FLIGHT TIME TEACHING is all about —
taking the members of your class on a journey of discovery
through their Bibles. As a facilitator of a Bible study class,
whether large or small, class participation and interaction is a
vital part of what makes the best classes the best.
Although the concept of FLIGHT TIME TEACHING
will make a profound impact on your teaching, you must still
put in ample time in preparing your flight plan. There is no
shortcut in being prepared. Put in the time on the preparation

x FLIGHT TIME TEACHING

side, and you will be more likely to have a successful class each
time you lead out.
Pay close attention to each chapter of this guide. The aux-
iliary information that fills out each section will go a long way
to helping you to navigate your sessions properly.
My prayer for you is that you would realize the enormous
opportunity to share vital Bible truths that arrive by leading
interactive, Bible based group discussions. By God’s grace,
may you be blessed to enlarge your territory in the teaching
of Bible truths.
Now that you’ve been introduced to the concept of
FLIGHT TIME TEACHING let’s get started on your jour-
ney of discovery.

FLIGHT TIME TEACHING xi

 Foreword

C
hristian leadership development and small
group coaching is a necessary transaction in church
life. Churches do not stumble into viable, active,
energized, organized, strategic planning organisms. Stretched
as we are, church leaders need help; professional assistance, to
achieve what we know is possible, and necessary, within our
congregations. There are many who claim to facilitate that
process, but few occupy it by the values of credibility, profes-
sional preparation, with global references.
Mr. Curtis Hall has successfully created, designed, and
implemented for congregations, principles for the develop-
ment, advancement, sustainability, and management, of small
groups. His character was crafted out of the rock-solid val-
ues of work, fortitude, and vision. His professional acumen
focused his core values of strength, integrity, mental impetus,
and commitment. His interpersonal skills are continually
honed by fluidity of thought, flexibility with multiple cultures,
and reflected in a resume of proven successes.
Moving people to a defined vision is an art form. Motivating
people, from stagnant, limited thinking, is a craft. Developing
people is an experiential work, verifiable by testimonies of
leaders and participants, of uniquely developed principles.
Engaging Curtis’ service is not simply smart, it is imperative.
Accessing his thoughts and ideas through this volume is not
just a good idea; it proves your acuity in comprehending, next-
level leadership.
Samuel Thomas, Jr.
Senior Pastor, Global Revivalist, Leadership Consultant

FLIGHT TIME TEACHING xiii

 About the Author

C
urtis Hall is a sought-after facilitation coach for
small and large group discussion leaders. He is the
author of the widely circulated book, Hit the Mark!
Presentation Skills for Better Discussions. Additionally, he has
authored hundreds of lesson guides for Bible class leaders.
As a church consultant and dynamic, entertaining trainer,
Curtis delivers numerous training workshops for facilitators
each year, both domestic and international. His unique skill of
guiding facilitators in generating interaction in their respective
classes, along with sharing his insights in ministry leadership,
has proven invaluable.
He, his wife Shelley and their pet dog Tillie reside in the
Greater Atlanta Georgia area. They have five adult children
and a growing number of grandchildren.
You can learn more about his ministry by visiting:
www.flighttimeteaching.com

FLIGHT TIME TEACHING xv

 ONE

Your Number One Question

By failing to prepare, you are preparing to fail.

—Benjamin Franklin

F
rom the very outset of preparing for your class,
there is one vital question you should answer. You will
find that if you answer this question first, your prepa-
ration to lead a session will be more focused and productive.

QUESTION 1: HOW CAN THIS TOPIC HELP THE ATTENDEES

IN MY CLASS?
That is the number one question I want you to ask yourself
as you prepare to pilot a class. Helping the attendees implies
much more than the transfer of information. Your role as
pilot of your class is more than being a biblical history teacher.
Ask yourself, what is it about the topic at hand, that
will help your class members to live a more productive life?

1
Regardless of the subject, you must find an approach that FLIGHT NOTES
is more than just the transfer of information. With care-
ful, thoughtful, prayerful contemplation, you will discover
avenues of inspiration that will help to bring home truths that
are vitally needed.
Information, including biblical, is not the main currency
you deal with as a teacher/facilitator. The sharing of history,
though important, is only a part of what will make you suc-
cessful as a teacher. Beyond sharing information, you must
also do these two following things:

INSPIRE & ENCOURAGE

After your session ends, what do you want the attendees to
leave with? Not just informationally but also emotionally?
Answering this question will help guide your preparation.
Your preparation must not only focus on the information you
want to cover. Besides facts and history, we want to engage
our class members emotionally. What do you want them to
“feel” when they leave your class?
There are two overarching goals that impactful Bible
study environments should contain. Number one is to
INSPIRE your attendees. This means beyond just providing
facts, to make an impact, you want to inspire positive change
or to reinforce high aspirations.
As a Bible teacher, you want to inspire the attendees of
your classes to reach higher in their Christian experience.
Discipleship is a growth process, and the best classes are
those that challenge growth by exploring and identifying the
principles of life contained in God’s Word. The Bible should
always challenge us to live better lives, and each class session
we lead should help make that argument in a clearer light.

2 Flight Time Teaching

FLIGHT NOTES Your sessions should help everyone involved to grow in
grace, including you, the teacher. As you include yourself in
the growth process, you can avoid the condescension and
condemnation that often happens when everyone needs to
improve but you. Remember that we are all on this spiritual
journey together. We all need to grow, and we all need grace.

Ox
Along with inspiring, we also need to ENCOURAGE.
To encourage in this context is to give your attendees biblical
principles to help them to cope with the everyday issues of life.
--
Everyone has struggles. Some seem monumental and others as
mere annoyances. Regardless, all will be blessed by learning or
being reminded of the biblical truths on how to cope with the
stressors of life.
Practical and usable should be how each session is described
by those in attendance. Your question to answer is ‘how can
-

an attendee use what they learn in class as they go through the

-

daily issues of life?’

-

STAY POSITIVE

>
“Positive thinking will let you do everything better than negative think-
ing will.” — Zig Ziglar

To inspire and encourage, you must stay positive. Your class

should be a no-negativity-zone. Negativity paints with a broad
-

swath by generalizing the worse in individuals and groups.

It feeds on conspiracies as it seeks to isolate rather than to
attract. Say no to negativity.
Staying positive does not mean avoiding hard Bible truths.
No topic should be off-limits. But your approach and the
results you want the attendees to derive from them should
be inspiring and positive. Your ultimate goal is to inspire and

Your Number One Question 3

encourage, not to condemn and discourage. What you focus FLIGHT NOTES
on will determine what attendees leave with.
To touch the hearts of those who attend your sessions,
you must follow the example of the greatest teacher, Jesus
Christ. Carefully examine his interactions with those when
He walked this earth. You will find that His ministry inspired
and encouraged those who were open to His teaching.
Our safety is in following the example of Christ. He
sometimes had to speak strong words of censure, but always
spoken in love. His attempt was always to reclaim and not to
push away. He brought light into darkness. That’s your role
model.
Make Question 1 your first question. Answer it, and you
will find that your preparation will be more fruitful and your
flight much more meaningful.

4 Flight Time Teaching

 TWO

Preparation Time

Give me six hours to chop down a tree and I will spend the first
four sharpening the axe.
—Abraham Lincoln

A
sound rule of thumb is that for every 10 minutes
of class time, you, the pilot, should have invested an
hour in preparation. A 40-minute class translates
into 4 hours of preparation time before you lead the class.
Preparation time will determine how impactful your ses-
sions are. Here’s why. Preparation time consists of two main
things: time spent in prayer about your class and studying
your Bible to understand the topic.
Prayer time is your lifeline to heaven. Most will have to
fight the circumstances of life to carve out a suitable time for
prayer. But as a teacher of spiritual truth, you must spend
time in prayer. Prayer keeps that vital connection with heaven
alive.

5
 Your prayer time in preparation to teach should include FLIGHT NOTES
two areas of focus. One is your class members. If you are for-
tunate to know about the personal lives of those in your class,
make sure your prayers include their concerns. Prayer works.
And, the more you pray for the actual needs of your class
members, the more you will be able to speak to their needs as
you lead your class.
If you are teaching a class in a public setting where visitors
and new members are wanted, make that a matter of prayer.
Pray for visitors and teach in a visitor-friendly manner.
The second focus of prayer should be for yourself. We
want to be in a proper relationship with Christ. For that to
be a reality, we must spend time connecting with the source
of our strength. Never fall into the delusion that you know
enough about the topic at hand, and you can shortcut the
process. Even if it’s a subject you have taught for years, be
open to new revelation and inspiration that only comes about
by prayer and meditation on the Word.
The reality is that being a Bible teacher benefits you as
much or more than anyone else. The time spent in prayer and
Bible study greatly enhances your walk with God, if nothing
else. Take your role as a Bible teacher seriously and put in the
time necessary to ensure, with God’s blessings, that your class
is impactful.
As you spend time in prayer, consider the number one
promise for all Bible teachers. It is one that you should claim
always. It is found in the Book of James.
If any of you lacks wisdom, let him ask of God, who gives to
all liberally and without reproach, and it will be given to him.
James 1:5
For every aspect of ministry, especially for teaching God’s
Word, claim this promise. Claim it with the intensity that it
demands. Reaching hearts and minds is a spiritual work, and

6 Flight Time Teaching

FLIGHT NOTES we don’t naturally possess that ability. Let’s press the Throne
room for help in time of need, including as we prepare to teach
others.

Lord help me today with

My job – help me to do it
My health – help me to improve it
My obligation – help me to meet it
My faith – help me to live it
My reputation – help me to be it
My weakness – help me to defeat it
My past – help me to leave it
My goal – help me to achieve it
My purpose – help me to do it
My future – help me to reach it
My love – help me to share it
—Curtis Hall

Preparation Time 7
 THREE

The Top Skill of a Facilitator

Tell me and I forget, teach me and I may remember, involve me

and I learn.
—Benjamin Franklin

B
efore we delve into the steps to a successful flight,
let’s take a look at one skill that plays an integral part
in every step of the process. Mastering this skill is vital
to your success.
This skill is one that we see employed by Jesus at a very
young age. The Bible records that when He was twelve years
old, His parents lost sight of Him for three days. After anx-
ious searching, His mother found Him in the temple engaged
in conversation with some of the most learned men of the
nation. Notice the details of the following verse.
And it came to pass, that after three days they found him in
the temple, sitting in the midst of the doctors, both hearing them,
and asking them questions. Luke 2:46

9
 Contained within that verse is the top skill you must mas- FLIGHT NOTES
ter. That skill is The Ability to Ask Great Questions.
- -

This skill is the key to making a class lively and interac-

tive. Learning to ask great thought-provoking questions is
- -

what unlocks the discovery process as you take your class on

--
a spiritual journey. Asking great questions is the fuel that will
power your guided adventure.
Asking thought-provoking questions will help you achieve
the participation needed so that everyone feels involved. Here
are some guidelines to help you develop questions for your
sessions.

WHO’S THE SMARTEST?

Thought-provoking questions are not - stump-the-student
questions. They are not a way to show off your Bible knowl-
-

edge or to demonstrate a high level of education or learning.

I The best questions are the ones to get your attendees to think IIG > -

and to become engaged in the discussion.

- Avoid asking questions that are difficult for anyone but
yourself to answer. Generally, asking those types of questions
-

will result in little to no participation, and you will be answer-

ing all of your questions. On the contrary, simple questions
can unlock an interactive experience that everyone will enjoy
W

&
and find beneficial.
If you find that when you lead a session, you are answering
your questions, you are not asking the right type of questions.

THAT MADE ME THINK

The best questions are thought-provoking questions that
stimulate discussion. The general rule is asking open-ended
questions using the Five W’s (Who? What? When? Where?

10 Flight Time Teaching

FLIGHT NOTES Why?) and How? But open-ended questions, in themselves,
are not enough. You must develop and ask thought-provoking
questions.
Thought-provoking questions are questions that enlist a
broader thought process to arrive at the answer(s). If ques-
tions are answered merely with clichés or trite responses, then
the questions are not thought-provoking.
A thought-provoking question means the question goes
beneath the surface of the typical open-ended question. It
stretches the participants’ minds to think deeply and broadly
about the topic.
Here’s an example of surface questions versus thought-
provoking questions using the story of Joseph in captivity.

Example Surface Questions:

Question: Who was Joseph? Answer: One of Jacob’s
sons.
Question: Why was Joseph put in jail?
Answer: He wouldn’t sleep with Potiphar’s wife.
Question: Did God deliver Joseph from jail?
Answer: Yes.

That series of questions and answers were not very engag-

ing or thought-provoking. Let’s examine the same subject but
ask a better set of questions.

Example Thought Provoking Questions

Question: Joseph, the son of Jacob, was put in jail for
not sleeping with Potiphar’s wife. How do you
think Joseph was able to resist this temptation?
(Note: You should anticipate the many answers.)
Answer: He loved God. He was a good person. Etc.

The Top Skill of a Facilitator 11

 Question: How was it possible for Joseph to have FLIGHT NOTES
such a relationship with God while working in a
foreign land, without a support structure, such as
an organized group of believers?
Answer: Various answers given.
Question: Does God deliver all of his faithful
followers from their symbolic prisons?
Answer: Yes/No answers given.

Included in that series of questions is a yes or no question.

Use yes or no questions as long as you follow them up by ask-
ing the class or the individual, “Why did you say yes, or why
did you say no?”
Asking thought-provoking questions does not mean the
same as asking hard questions. Often a question posed is too
difficult to answer, so the question is met by silence.

WHO STUDIED?
Avoid asking questions that only someone who has reviewed
the topic at hand can comfortably answer. It would be best if
you avoided questions that take prior studying to answer. You
want to create an environment of openness and dialogue for
everyone, not just those who may be familiar with the topic
under discussion.
In preparing your outline for a class that includes devel-
oping questions, you should do so from the eyes of a visitor.
What if someone who attends your session just wandered
into it by chance. How would you frame your questions to
increase the likelihood of their participation? Teaching/facili-
tating from the eyes of a visitor should be your guideline.
By just grasping this one aspect of successful teaching –
doing everything from the eyes of a visitor – you will do more

12 Flight Time Teaching

FLIGHT NOTES to revolutionize your manner of teaching than anything else.
Consciously kept in mind that you may be presenting your
topic to those who are utterly unfamiliar with Bible truths or
the subject discussed. Find a way to simplify your teaching so
that all would benefit from being in your class.
Your role is to take your class on a Bible-based journey.
You want to ask your questions in a way that helps to move
the flight along. You’ll find more information on this in the
following chapters.
Often teachers dread the silent pause after a question is
posed, so they immediately answer the question themselves.
If the question is good, then give the class a few moments to
consider it before you, the teacher provides the answer.

FAKE QUESTIONS.
Another reason the attendees do not answer questions is that
the teacher never intended them to. Often teachers will ask
questions for their benefit to keep talking. All of us have expe-
rienced being in that type of class. It’s usually a one-way pro-
cess either in the form of a lecture or a mini-sermon. Asking
and answering your questions will never generate a discussion.
And without a discussion, you are not taking your class on a
journey.

LET’S GIVE THEM SOMETHING TO TALK ABOUT

It’s estimated that the normal pace for English speaking aver-
ages between 120 to 160 words per minute. That translates to
5400 – 7200 words for the typical 45-minute session
How many of those words are being spoken by you, the
teacher? If you answer that you are talking the majority of

The Top Skill of a Facilitator 13

those 5400 – 7200 words, you are more than likely missing FLIGHT NOTES
the mark as an effective facilitator.
Although the information shared may be valid and use-
ful, you must be wise in your manner of presentation. The
evidence shows, without question, that attendees learn more
and enjoy the process of learning when there is an opportunity
for meaningful interaction and dialogue.
To give members “something to talk about” means that
you have guided your class in a manner where they are actively
participating, and the learning is mutual and shared. Here are
a few dos to aid you in having great discussions:

• Do prepare thought-provoking questions for each

part of your theme
• Do anticipate the probable answers you’ll receive
and have follow-up questions ready
• Do make your questions appropriate for visitors as
well as long-time members

In connection with giving them something to talk about,

we also want to lead the discussion in a Christ-like way.
When we examine the method of Christ teaching, we find
that His words were liberating and inspiring. More pointedly,
the Bible writer Mark gives a hint of His manner of teaching.
It reads:

And the common people heard him gladly. Mark 12:37

From that text alone, we can glean that Jesus’ method of

speaking was simple and clear that all manner of people could
grasp and relate. I love the way my favorite author denotes
this:

14 Flight Time Teaching

 -
FLIGHT NOTES “Christ always used simple language, yet His words tested
the knowledge
u
of deep, unprejudiced
- thinkers. Teachers
of today should follow his manner of teaching. Spiritual
truths should always be presented in simple language,
-

that they may be comprehended and find lodgment in the

- -

heart. Thus Christ addressed the crowds that pressed and

-

thronged about Him; and all, learned and unlearned,

were able to comprehend His lessons.” (Ellen G. White;
Counsels to Parents, Teachers, and Students; page
261)

All class participants, uneducated and educated, should be

-
able to comprehend your words and find the time spent in the
class beneficial and rewarding.
Our words should be inspiring. Our goal as facilitators
should not be merely to direct a conversation or to give infor-
mation. Our hope is that those in the sphere of our influence
are made better by being so.
Pray that your testimony will be “The Lord GOD hath
given me the tongue of the learned, that I should know how to
speak a word in season to him that is weary.” Isaiah 50:4

The Top Skill of a Facilitator 15

 FOUR

The Flight Takeoff

Content is king, but engagement is queen

—Mari Smith

Y
our first goal as you begin to facilitate is to get
the plane, your class, off the ground. Here’s how you
know your plane is off and on its way: when class
members participate.
Your goal is maximum participation, and to start your
class correctly, you need hands in the air. There are several
ways to achieve this, but one sure-fire way is by asking a par-
ticular type of question. You want to ask your initial question
in a manner that anyone can answer — visitor or member.
I suggest you start by asking a definition question. For
the sake of our discussion, let’s imagine we were studying the
topic of being a witness for God. One of the areas of focus
might be the aspect of having compassion. To begin the spiri-
tual journey of the class, you can frame your opening question
like this:

17
 What does the word compassion mean to you? FLIGHT NOTES
Framing your initial question in this way allows anyone
to answer. The only qualifier in the question was what does
it mean “to you.” Anyone can answer that question. One did
not have to pre-study to answer or need to have any biblical
knowledge to answer. Simple questions allow everyone to par-
ticipate in the class discussion, and once hands are in the air
and answers are being given, your plane has left the ground.
The more uncomplicated and fundamental the question,
the more responses you will receive. Asking the definition of
a keyword in the topic under discussion will also encourage
everyone to become involved in the class discussion.
If visitors are in the class, they may not be familiar with the
topic, or may not be Bible students, so if necessary, explain/
rephrase responses for their benefit. Remember, your purpose
is to take the class on a journey to the discovery of Bible truth.
Allow multiple answers to the fundamental questions
— even if you hear the one answer you were hoping to hear.
Give as many people as possible an opportunity to share their
definitions and responses.
If you are using a dry-erase board or flip chart, write down
in a bullet point format, the thoughts and answers partici-
pants give during this phase of the class discussion.
Regardless of the answers given NEVER, EVER tell
someone, “You’re wrong.” If a participant gives an inaccurate
answer, or the answer is off the discussion point, respond with
phrases like “That was interesting” or “Thank you for sharing
that with us.”
Never embarrass a participant who has a viewpoint or
understanding that is different from yours. Apply the Golden
Rule to class discussions:

18 Flight Time Teaching

FLIGHT NOTES “Therefore all things whatsoever ye would that men should do
to you, do ye even so to them” Matthew 7:12

Have a sensitive demeanor toward each class partici-

pant. Those members most shy will never participate if they
sense their answers will be subjected to judgment or ridicule.
Participants need to be secure in the knowledge that every-
one’s viewpoint is respected.
You have now begun the journey. Let me now show you
how to continue your flight.

The Flight Takeoff 19

 FIVE

The 3-Step

Efficiency is doing things right; effectiveness is doing the right things.

—Peter Drucker

T
his next phase will help drive your preparation.
It’s called 3-Step. This method of leading your class
members through a series of questions will make a
profound impact on your effectiveness.
The 3-Step will enable you to ask a series of great ques-
tions that generate discussion. It’s also a method to open the
Bible so that everyone, whether visitors or longtime members,
will greatly benefit.

HERE’S WHAT 3-STEP ENTAILS:

1) Ask a question
2) Get answers
3) Have a volunteer read a related Bible passage

21
HERE’S HOW IT WORKS. FLIGHT NOTES
You started your class by asking a question or a short series of
questions. You received various answers, some of which were
explored more than others. You next ask a volunteer to read a
particular text. Once the text is read, your next question will
be based on what has just been read.
Perhaps a question such as “what does this text tell us
about compassion” or “what do we learn from these texts that
help us understand compassion?”
Imagine you are discussing the story of the Good Samaritan
and you asked the following texts to be read:

So he went to him and bandaged his wounds, pouring on oil and

wine; and he set him on his own animal, brought him to an inn,
and took care of him. On the next day, when he departed, he took
out two denarii, gave them to the innkeeper, and said to him,
‘Take care of him; and whatever more you spend, when I come
again, I will repay you.’ Luke 10:34, 35

Your next question (step 1) would be, “what do these

verses teach us about compassion?” As the class leader, resist
the urge to tell the class the highlights of the verses. Allow the
class members an opportunity to give their input.
After one person gives their answer and it has been dis-
cussed as much as is appropriate, ask the class if anyone else
would like to share what they think the verses are saying (step
2). Keep in mind that as the class facilitator, you have pre-
pared in a manner that you already anticipate what the typical
responses will be. Just as important, you are using the ques-
tions, the answers given, and the text read to lead the class to
a relevant landing/takeaway from the session.

22 Flight Time Teaching

FLIGHT NOTES After you feel that you have received sufficient answers,
you begin the process all over again. Ask another volunteer to
read a passage of scripture (step 3) and start the process again
by asking the class the question (step 1) of what the texts
mean/say/suggest, etc.
Ideally, your subsequent questions should build on the
point under discussion. Allow as many as possible to pro-
vide their answers or input (step 2). Flesh out the answers if
appropriate. Take your time and enjoy the process. After get-
ting the needed answers, next, ask another volunteer to read a
different text(s) (Step 3).
Repeat this process four or five times, and you will find
that your class time will go by quickly. My suggestion is to
make sure to leave time towards the end of your session to tell
a relevant Bible story to close the class out. Make sure that it’s
a story that drives the biblical point home and challenges each
class member to reach higher in their Christian experience.

The 3-Step 23
 SIX

Telling Stories

Storytelling offers the opportunity to talk with your audience, not at

them.
—Laura Holloway

S
tories, well told, can capture the attention of class
participants. A good quality story can make a real dif-
ference in the energy level of a class discussion. A good
quality story transports hearers to another time and place and
makes lessons come alive as fresh and relevant.
The sources and variety of good quality stories are limit-
less. However, there is nothing more impactful than reciting
the real-life stories printed in the Bible. Bringing to life the
words in the Bible using enthusiasm and energy is very effec-
tive in making Bible principles relevant to modern-day hear-
ers.
Jesus (our best example) was a Master Storyteller. There
are 57 different parables (stories) recorded in the New
Testament told by Jesus. These parables teach a wide range of

25
lessons that include charity, love, justice, vindication, mercy, FLIGHT NOTES
humility, service, and other vital points of spiritual life.
The hearers of Jesus’ parables were spellbound and, at
times, were not even aware that they were the subject of the
parables. His authenticity, choice of words, and demeanor all
contributed to the powerful impact of each parable.

WHAT MAKES A GOOD STORYTELLER?

Several components that make teachers good storytellers
include:
(1) Enthusiasm. Don’t expect a story to come alive if
presented in a lifeless manner. Tell the story with
energy. Practice telling the story at home, even if
you are the audience of one. Convey the story as if
you witnessed the events.
(2) Relevance. A good storyteller can share a story
and make the point without the necessity of
mental gymnastics from those listening to the
story. Hearers should be able to easily and quickly
identify the connection between the story and the
topic. The story must relate to the topic under
discussion. There is a biblical story for every occa-
sion.
(3) Insight. Find the jewels of truth casual readers may
overlook. During your preparation time, find a
relevant Bible story and research it thoroughly.
Pay close attention to the details that provide the
fabric of the story. What was the physical layout
of the setting? Who was present? What was their
mood? What significant events were happening at
that time?

26 Flight Time Teaching

FLIGHT NOTES Use all the above factors to ‘paint’ a vivid scene for your
Bible story. Allow time for class participants to share lessons
learned from the story. Discover how a simple, well-told story
can stimulate a great class discussion.

ENERGY & ENTHUSIASM

Energy and enthusiasm are not only keys to being a good sto-
ryteller; it is also a necessary ingredient in how you facilitate
from start to finish. Enthusiasm makes the difference between
an ordinary class session and an extraordinary class session.
Letting go of inhibitions is liberating!
The facilitator who uses the power of enthusiasm will
make a more significant impact on class participants than the
teacher who does not. Regardless of your natural demeanor,
being enthusiastic will always lead to a more successful role as
a Bible teacher.
It is a mistake to believe that Bible truth presented with-
out much effort is all it takes to lead a successful class discus-
sion. Facilitators must use all their faculties to ensure each
class discussion is impactful.
Bringing the ENERGY to start the class discussion with
the right tone will make the class discussion lively and excit-
ing.
Use good posture and appropriate gestures to enhance
your “stage presence.” Your body language is just that – a
language. It should always say that you are confident in your
role as a teacher and knowledgeable in the subject matter. If
you stand during your class and space allows, move about to
engage different areas. However, in all of your movements,
remember to not be a distraction to the discussion by using
overly exaggerated movements.

Telling Stories 27
 Show energy in your greeting to class participants. Show FLIGHT NOTES
enthusiasm by smiling. If you are in a separate classroom,
greet each class member and visitor when he or she enters the
room with a warm smile and firm handshake. Be sure to make
eye contact during the greeting.
Begin the class discussion with positive facial expressions
and words. Remember, you want to set the right tone for the
class session.
If you had a stressful week, keep that information to your-
self. Never, under any circumstances, start the class session
rehearsing the trials and tribulations you experienced during
the week. Instead, start and end each class session with a posi-
tive tone.
Be excited about each class session. You will find the
excitement contagious. Keep the mindset that you are about
to embark on a great discussion while experiencing the joy of
Christian fellowship.
.

28 Flight Time Teaching

 SEVEN

Ue Your Bible

Your word is a lamp to my feet

And a light to my path.
—Psalm 119:105

C
entral to all that we do is the purpose of what
we are doing – teaching the Bible. Unfortunately,
many teachers are solely relying on the rereading
of study guides to lead their classes. If there is a daily outline
intended for home study, it is of little advantage in taking your
class time to reread what was read at home. I strongly urge
a different approach for most teachers. That approach is to
teach with your Bible alone. That includes teachers of groups
that study a prescribed guide.

THEME
If your class is centered around a shared lesson guide, rather
than reread the guide to the attendees, find the theme of the

29
study and hone in on that. The theme is the one vital truth FLIGHT NOTES
the lesson guide is centered around. This core thought is to
be used as the foundation to develop your class discussion
materials. To identify the lesson theme, answer this question:
What practical truth connects all the different sections of the
study guide?
The theme is not necessarily the title of the published les-
son (although in many cases it is). Carefully note what high-
lights the author of the guide is seeking to share. You may not
hone in on the theme during the first reading of the guide. It
may come later after you digest the lesson materials. Carefully
study all supporting Bible texts the study author provided.
Use a Bible index or the topical study section to find related
texts for the lesson topic.
Every theme you identify should have a connection to the
core truth of the Bible, which is Jesus Christ. There is no bib-
lical topic that exists apart from Jesus Christ. The closer we
are to Him, the more clearly we will find connections. After
discovering the theme, prepare to shape it into a vehicle for
truth discovery and practical application.
Helping your class members to understand better and
apply the teachings of the Bible must be your goal. To reach
that goal, we must spend quality time in each class doing just
that - reading and discussing the Bible.
God’s Holy Word must be the cornerstone of your learn-
ing. Although you will include other resources in the lesson
preparation, the Bible should be your primary source. In the
Bible, we see God moving and interacting with men. In it, we
learn how to lead Godly lives and receive strength and insight
to share with others.
In Bible study, the purpose is not to dogmatically prove
points already held, but instead to seek and learn God’s will.

30 Flight Time Teaching

FLIGHT NOTES In doing so, you will discover relevant truths to share with
your class.
Class discussion time should be known as a time when the
Bible is opened and studied as a group. There should never be
a time when you go through an entire class discussion without
reading from the Bible. It is not enough to repeat Bible texts.
Read Bible texts throughout the session.
Have class participants involved by asking them to read
selected Bible texts. Sharing the reading of Bible texts is an
opportunity for class participants to become involved in the
class session, especially individuals who do not volunteer to
answer questions.
To avoid embarrassment, avoid randomly selecting some-
one to read. Always ask for volunteers. If you are not famil-
iar with everyone attending your class, you may mistakenly
choose someone to read who has difficulty reading and cause
that person public humiliation. Become acquainted with class
members and be sensitive to all.
Class participants will appreciate reading and sharing
Bible texts. Some class participants do not read the Bible dur-
ing the week. Reading Bible texts during the class session is
an opportunity to sow seeds about the practicality of God’s
Word; how His Word can be applied to our lives.
When preparing your materials, make every effort to
clearly understand the Bible texts you plan to read during the
class session. Sharing insight into Bible texts such as context,
the broader issues addressed, and the culture of that era when
written will enliven class discussions. These and other back-
ground insights will give new life and meaning to what may be
commonly read scriptures to some class participants.
The purpose of each class is to gain a deeper understand-
ing of God’s word. To achieve that more in-depth knowledge,

Use Your Bible 31

we must open the Bible and read the words we claim are life- FLIGHT NOTES
changing.

“My son, if you accept my words and store up my

commands within you, turning your ear to wisdom and
applying your heart to understanding, and if you call out
for insight and cry aloud for understanding, and if you look
for it as for silver and search for it as for hidden treasure,
then you will understand the fear of the LORD and find
the knowledge of God. For the LORD gives wisdom, and
from his mouth come knowledge and understanding”
Proverbs 2:1-

32 Flight Time Teaching

 EIGHT

Hijacked

The successful warrior is the average man, with laser-like focus.

—Bruce Lee

L
et’s recap what we have covered so far. Taking
into account that you have adequately prepared, the
flow of your class should resemble the following:
As you display energy and enthusiasm to begin each ses-
sion, your goal is to initiate participation as soon as possible.
That signals the start of the spiritual journey you will be tak-
ing your class on. Using questions is the best way to stimulate
a discussion.
After you have taken off on your flight of discovery, initi-
ate the 3-Step method. 1) Ask a question. 2) Get multiple
answers 3) Ask for a volunteer to read related texts. That will
then form the basis of your next question such as, what do
these texts show/ tell us, reveal, etc.
The class session is going as planned, and the Bible jour-
ney is underway. Suddenly a class participant responds with a

33
remark that is a pet peeve or grievance in an attempt to ‘hijack’ FLIGHT NOTES
the class and change the direction of the discussion. It could
also happen subtly by a participant asking a controversial
question or making a controversial statement
How you handle this delicate situation determines the
effectiveness of future class discussions. The hijacker could be
a regular class attendee, and in prior class sessions, you noted
the pattern of this person’s participation behavior.
Regardless of how the hijacking attempt arises, Two Rules
must always remain true.

Rule 1: The class leader/facilitator is always respon-

sible for class discussion and direction. Do not
abdicate this role to anyone. You, as the pilot, have
the right to direct the subject matter and the class
discussion.
Rule 2: We are to edify one another and encourage
each other in the Christian walk. There is no
place for negativity and general aspersions about
anyone.

Special preparation is required to diffuse a hijacking

attempt successfully. First, make the class a subject of much
prayer. Ask God to prepare the hearts of those who attend the
session and that the truths of His word will find open hearts.
Ask God to prepare you, as the teacher, for any eventuality
that may arise during the class session. Ask for, and claim, the
promise of discernment and the grace to deal with all person-
ality types.
Here are three proven techniques that will diffuse a
hijacker’s attempt to distract and take over or redirect the
class discussion. Look directly at the individual, make eye
contact, and say:

34 Flight Time Teaching

FLIGHT NOTES 1. “Let’s hold that thought for now while we discuss the
current subject.” Then immediately return to the
current discussion topic.
2. “Let’s hold that thought until after the lesson study
discussion, and we can talk about it in more
detail.” Then immediately return to the current
discussion topic.
3. “I understand your point, but we will not be discuss-
ing that particular issue today.” Then immediately
return to the ongoing discussion topic.

All three responses have one thing in common; a hijacker

will not determine the direction of the class discussion. Each
response should be spoken in a tone of voice that is free of
irritation, but forceful enough to convey your position as the
pilot of the class discussion topic.

“Be self-controlled and alert. Your enemy the devil prowls

around like a roaring lion looking for someone to devour.”
1 Peter 5:8

Thankfully not every class is not plagued with a hijacker

who has ulterior motives. Sometimes your class can veer off
course because of certain personality types that are detrimen-
tal to completing the journey. Here are some examples that
are probably familiar to you.

PERSONALITY TYPES
Coping with different personality types by using techniques
that keep the class running smoothly and enjoyable for all,
takes a skill that all teachers can develop over time. Part of this

Hijacked! 35
skill is recognizing the different personality types encountered FLIGHT NOTES
during class discussions.
Below are some common personality types that facilitators
encounter. Included are strategies that will assist with diffus-
ing a behavior that negatively affects the class session.

• Brother University. He is educated, and he wants

everyone to know it. There is rarely a question he
does not attempt to answer. His hand is continu-
ously raised. To offset his dominance, kindly say,
“Let’s hear from a few others who haven’t had a
chance to participate.” This statement indicates you
value everyone’s input.
• Sister Time Killer. When she speaks, it seems like
an eternity. Her remarks consume a good deal of
valuable class discussion time. Unfortunately, she is
unaware of how much time she consumes. Limiting
her response time is crucial. Before the class discus-
sion begins, tell class participants comments must
be brief, and to the point, so everyone can partici-
pate in the discussion. When Sister Time Killer’s
comments exceed the allotted comment time, step
in, regain control of the class discussion by thank-
ing her for the input. Re-engage the class by asking
a follow-up question or making a comment on what
she said.
• Sister Repeater. She is the twin of Sister Time
Killer. Sister Repeater participates by sharing her
comment and then repeats her comment over again,
adding more information each time. This habit
consumes valuable class discussion time and tends
to dilute or shift the emphasis that may be building

36 Flight Time Teaching

FLIGHT NOTES on the topic. To regain control of the discussion,
remind class members to make brief comments, so
everyone has an opportunity to participate. If nec-
essary, interrupt by saying, “Sister Repeater, thank
you for that comment.” This statement will indicate
her comment was heard and acknowledged. This
is one of the most challenging personality types to
cope with. However, using tact and consistency,
Sister Repeater will soon realize her comments
must be brief.
• Brother Cliché. Whatever the topic, he has a stan-
dard answer in the form of a cliché to share. He is
usually a long-time member of a church and speaks
in church jargon. It is essential not to accept clichés
for answers. Ask Brother Cliché to explain his
answers in his own words. This response will send
him a signal that ‘original’ comments are desired.
Clarity and understanding is the goal.
• Brother I’m Right. He wants to have the final word
on almost every subject. So, after his comments, ask
the class if anyone one else has any thoughts on the
subject. Don’t give the impression to the class that
Bro. I’m Right is always the final answer.
• Sister Life Story. She tends to answer discussion
questions by sharing long personal stories. On rare
occasions, one of her stories is acceptable. However,
this continued practice will veer the class discussion
off the topic. Without alienating Sister Life Story,
remind the entire class of the subject at hand and
the time constraints for answers.
• Brother Upset Stomach. He tends to frame all his
answers negatively. Although there may be some

Hijacked! 37
 merit in what he says, it is crucial to maintain a FLIGHT NOTES
positive environment even when the topic is soberer
than most. Never let a negative comment be the
final expression on a subject. Smile and find a way
to appeal to the best in people and reference the
mercy of God.
• Brother Turtle. He seems very shy and withdrawn,
which could be because of insecurities about the
class setting, or his quiet demeanor may be usual.
Never put Brother Turtle on the spot to answer a
question. Encourage him by briefly glancing in his
direction, but never give him a look that may lin-
ger too long and cause him to feel uncomfortable.
Given time, Brother Turtle may participate in the
class discussion when he feels secure in the class set-
ting, and the topic is relevant to him.

Your role as the facilitator of the class discussion includes

keeping the class discussion on track and free from distrac-
tions and comments that do not add value.

38 Flight Time Teaching

 NINE

The Landing

We do not have to make the Bible relevant — it already is!

But we do have to show its relevance.
—Rick Warren

E
very class you lead must have a clear landing
target. What was the purpose of the class? What is it
that you want class members to take away from your
session? Knowing this first is crucial to being successful.
If you are a teacher that uses a study guide that all class
members have reviewed, your takeaway may already be clearly
defined. Even so, as you go through the preparation process
for teaching, you may discover that there is something, in par-
ticular, you want your class members to appreciate. However
you conclude what the takeaway will be, you will use that in
crafting your flight plan.
For example, let’s say that the topic is the love of God.
What about that do I want the people in my class to take away
or most appreciate? Perhaps it’s that love includes sacrificing

39
or that love is enduring or that love is kind. Whatever it is, I FLIGHT NOTES
need to target it and explore what the Bible has to say about
that particular aspect.

Creating a Take-Away is a simple process:

In the center of a sheet of paper, write the word, phrase, or
thought identified as the theme of the topic. Next, draw four
circles on the outer perimeter of the theme. In each circle,
write a word, short phrase, or sentence about key issues likely
being faced by class members.
Using the information written in the diagram, begin to
narrowly focus your studies on what the Bible says about
them. Carefully note everything you discovered on how to
relate to these subjects. Your purpose in this phase is to deter-
mine the benefits that class participants can use to deal with
these issues and concerns successfully.
You will often find that as you invest time in studying the
subject, the takeaway may take shape differently than what
you initially thought. That’s a good thing. Be open to revising
the aim of your class. As you give time to prayer and study,
your mind will undoubtedly be open to new ideas and con-
cepts. I call that an ‘aha’ moment. The more aha moments you
as the teacher have in advance of your class, the more likely
your class will experience an aha moment. And to experience
the look of discovery on your class member’s faces is priceless.
At the end of your session, make sure you reached your
destination with a clear message for the class participants to
Take-Away. Be sure to schedule time at the end of the session
to summarize or discuss takeaway points properly.
Make sure everyone is clear on the takeaway you are pre-
senting. If you followed the process correctly, it would seem
like a natural conclusion rather than an insertion of your
point of interest.

40 Flight Time Teaching

FLIGHT NOTES Your purpose and aim as a teacher must include helping
class participants discover and apply biblical truths to his or
her everyday life. The discussion summation must reflect the
theme by a direct request for everyone to reach higher heights
of Christian living with a particular emphasis on the takeaway
points discovered in the lesson.
Present your closing remarks with passion and sincerity.
Your passion should reflect a high level of importance and
convey in a manner that is lively but not offensive. This is not
an opportunity to give a small sermon, but rather heartfelt
encouragement. Be passionate without being obnoxious.
The sincerity of your closing remarks will be evident if the
shared takeaway points are as meaningful to you as you want
them to be to class participants. It’s a true statement that you
cannot give what you do not possess. Being genuine is conta-
gious.
All the previous segments of the class session should have
flowed with seamless transitions, so do the same with the
closing remarks. Do not announce you are giving a closing
statement or summation, just do it. The closing statement and
summation should take no more than two or three minutes.
Make a general appeal to the class to embrace the takeaway
points of biblical truth.
You must know where you intend to land before you begin
your journey. Proper preparation depends on understanding
the goal of the class. Regardless of the goal you have, you want
to avoid having your classes operating as just Bible history
classes. There is value in understanding and knowing Bible
history. However, beyond history, we want our classes to be
inspirational.
Next, end the class session with a prayer that includes the
takeaway points discussed and ask for Divine help in achieving
the goals outlined.

The Landing 41
REFLECTION TIME FLIGHT NOTES
The role of a Bible class facilitator is gratifying. Whether you
are leading a small or large group discussion, these principles
will work. Of course, other factors can increase the success
of your class, such as seating arrangements, visual props, flip
charts, PowerPoint, etc. Keep in mind that the most crucial
element to the success of your sessions is you. You must pre-
pare.
Also crucial to your growth as a facilitator is a self-evalu-
ation. Make it a habit to evaluate each session. Identify what
went well and consider ways of building on that.
Likewise, give honest consideration of areas that did not
go well or as planned. Could there be a better way of doing
whatever that might be? Should you eliminate something
from future classes? Keep the mindset that we are all lifelong
learners.
Everyone wants to succeed. Success may be defined by the
numbers of attendees, or by getting through the entire ses-
sion, or by avoiding any glaring blunders. The definitions of
success vary from teacher to teacher. All of us should spend
some time reflecting on how well we did or didn’t do.

Here’s my acronym for success for teachers/facilitators.

S – Seek It
U – Understand It
C – Compose It
C – Convey It
E – Explore It
S – Show It
S – Sell It

42 Flight Time Teaching

FLIGHT NOTES Seek It.
Teachers must spend adequate time researching for their ses-
sions. There should be the use of much biblical research, and
other related sources of information to serve as a foundation
for your upcoming class.

Understand It.
Through prayer and study, teachers must “get it.” The Bible
promises that God will give us understanding, and we should
not leave this second phase until we understand the essence of
the lesson.

Compose It.
You’ve done your research and understand the theme. Now
you need to prepare your guideline and talking points in a
way that helps the session flow. Each part of the subject you
plan to explore should have biblical references to build upon.
Streamline your research into a few key points. Too much
information can be just as bad as too little.

Convey It.
Once the class starts, you have to bring energy. Attendees are
more responsive to presenters that are energetic and lively.
Smiling always helps.
It is also helpful to start the class with an interesting story
or some interesting facts or statistics. Be intentional about
how you start. Make sure to make this a part of your planning.

Explore It.
The best way to explore the topic is through great questions.
You should have questions that will lead the attendees in
the direction of your theme. Anticipate what the answers

The Landing 43
to your questions will be and have more questions for the FLIGHT NOTES
answers given. Go beneath the surface of clichés and standard
responses. People love a good discussion, and it all starts with
great questions.

Show It.
Now that you have begun the process of exploration through
your questions, make sure that you can reach your destina-
tion. Bring the discussion to the point where you can show
the gems of truth you discovered through your preparation.
There should be a method to the madness.

Sell It.
If the God of the universe has shared something with you
for you to in turn share with your class, you need to sell it.
Be passionate without being offensive. Don’t start strong and
end weak. Give energy to your close and appeal to a more
profound commitment to our Lord and Savior Jesus Christ.
It is the purpose of what we do.
I like the way Jim Rohn put it: “Success is neither magical
nor mysterious. Success is the natural consequence of consistently
applying the basic fundamentals.”

44 Flight Time Teaching

 TEN

Cabin Service

It’s the little details that are vital. Little things make big
things happen
—John Wooden

M
ake the flight as enjoyable as possible by mak-
ing the best use of the space where your sessions
are held. Let’s begin with an individual room.
Properly using an individual classroom means more than
lining up chairs in rows and shutting the door to keep out
distractions.
Using the classroom properly means maximizing its use to
accomplish teaching goals.
A part of your goal is to have a great class discussion.
Setup the individual classroom to align with that goal. From
the placement of chairs, the dry-erase board, and visual aids
(if used), to where you stand or sit during the class discus-
sion, all should align with your goal to have an atmosphere
condu¬cive to openness and dialogue.

45
 Depending on the room dimensions, arrange chairs with FLIGHT NOTES
the entrance to the room facing the back of the chairs. The
purpose is to minimize the distraction of people entering and
exiting the room during the class discussion.
Additionally, some individuals are intimidated when
entering a room where everyone is seated with the front of the
chairs facing the entrance. Eliminate any obstacle that may
cause an individual to avoid attending your class.
Do not arrange chairs in neat horizontal rows, one row
behind the other. Instead, arrange chairs in a circle or a
semi¬circle layout. Your goal is maximum class participation
and class discussion. Allowing class participants to see each
other during the discussion session encourages cross dialogue.
If you prefer to stand during class sessions, try not to
stand behind a podium. Standing behind a podium creates
a barrier to open dialogue between you and the class par-
ticipants. If you need to use a podium for class discussion
materi¬als, place the podium beside you to easily-retrieve
discussion materials.
It may take time to adjust to standing in front of a group
without a podium for support. With practice, you will find
that by not standing behind a podium, you have the freedom
to move around the room with ease during the class discus-
sion.
This same principle applies if you choose to sit during
class sessions. Try not to place a table or desk between you
and class participants. Remove all barriers that interfere with
the flow of class discussions.
If participants sit around a table for the class discussion,
stand or sit at a table focal point that allows you to move
around freely, especially if you plan to use a dry-erase board.

46 Flight Time Teaching

FLIGHT NOTES DRY-ERASE BOARDS (WHITEBOARDS)
Using a dry-erase board during class can enhance the session
by providing a visual to the thoughts or points and questions
during the discussion.
Class attendees always enjoy seeing visuals to the discus-
sion. Use the board to write down a series of short answers
given by the attendees or valuable points made during the dis-
cussion. Remember, less is more when using dry-erase boards.
It is important to use the board properly by limiting the
amount of information you place on it. A dry-erase board
becomes a distraction if teachers write too much detail and
information on it. You do not want the class participants
to focus on the dry-erase board as a means to grasp the key
points being discussed. If class participants are focused on
reading the information written on the dry-erase board, they
are not involved in the class discussion.
When writing on dry-erase boards, avoid turning your
back to the class. For example, if you are right-handed, stand
to the left of the dry-erase board.
Depending on the size of the class, ask for a volunteer to
write on the dry-erase board. This is another excellent way for
individuals to participate in the class session. Be sure to kindly
ask the volunteer to print and write the words/ numbers large
enough for all to see.
If you use a flip chart instead of a whiteboard, either flip
the pages when starting a new discussion point or tear the
sheets off the flip chart and tape the pages to the wall. I rec-
ommend using a flip chart with self-stick removable adhesive
paper for easier handling.

Cabin Service 47
POWERPOINT PRESENTATIONS FLIGHT NOTES
When using PowerPoint presentations to aid in class discus-
sions, the same principle applies — less is more! Avoid the
desire to include many details and facts on a slide. The slide
should be a visual aid to the class discussion— not a substi-
tute teacher.
Don’t read the information on the slide to the class word-
for-word. Reading each slide aloud makes a PowerPoint pre-
sentation boring.
Although animation and sound clips are available, adding
them to PowerPoint presentations will distract most discus-
sions. Again, remember — less is more! The point is to keep
engagement at all times even while using visual aids

SANCTUARY CLASSES
In many churches, teachers do not have the luxury of individ-
ual rooms for class discussions. Many teachers conduct their
classes in the church sanctuary, usually with other teachers
teaching their respective classes close to each other.
There is a distinct disadvantage to this type of class-
room setup. Classes held in the sanctuary usually limits view
because participants sit behind each other and at opposite
ends of pews or a row of chairs. The ideal setup is one in
which participants can sit and view each other.
Although classes held in the sanctuary are not the ideal
setup, there are ways to make this setting more tolerable.
Encourage participants to sit closer together. If there is seat-
ing available closer to the nucleus of the class, ask participants
to move closer. Participants will usually cooperate if asked.
If participants have difficulty hearing the class discussion
because of the proximity of surrounding classes, make an

48 Flight Time Teaching

FLIGHT NOTES extra effort to ensure all class participants can hear. Repeat
every question or comment given by a class participant, when
necessary, to those farthest away so that nothing is lost in the
discussion. When doing this, remember you are repeating
everything for the benefit of engaging participants in the class
discussion. You do not want to be the chief answerer to class
discussion questions or comments.
Teachers/facilitators who share a common area, such as a
church sanctuary, should be respectful of surrounding classes.
Try to keep the volume of your voice high enough for only
your class to hear you speaking but not loud enough to cause
a distraction to nearby classes.
If you use visual aids or a dry-erase board, be sure these
items are ready before you start the class discussion. You don’t
want to lose time or class participants’ attention by setting up
materials during the class discussion.
If you plan to cite from reference books, have the books
open to the desired pages or use page markers to make the
transition from each reference book seamless.
With proper preparation, and using the right techniques,
you can present an enjoyable discussion session for all class
participants.
.

Cabin Service 49
 ELEVEN

The Summary

L
et’s recap the process of FLIGHT TIME
TEACHING. Your role as the class pilot is to take
your class on a journey. This is a Bible-based journey
where you must get the plane in the air, travel to your destina-
tion without getting hijacked, and land at a designated place.
Your flight does not take off until you get participation.
You must ensure that interaction is a normal part of each ses-
sion. Asking questions to begin and fuel the journey of your
flight will ensure that the attendees are a part of the discovery
process.
Keep your session moving at a lively pace and avoid hijack-
ers who would like to divert the class to a target of their choos-
ing.
Finally, you must land somewhere that is relevant, practi-
cal, and usable while, at the same time, inspiring and encour-
aging. That takes serious preparation. But beyond what you
do, it will take God’s blessing.

51
 As a class teacher/facilitator, you will never have all the FLIGHT NOTES
answers or information to do this work. That’s the way it
should be. Our reliance can never be on our wisdom. We
must look to God.
Regardless of your level of expertise, there are higher levels
to be reached. When we look at the habits of high-achievers
we find that, without exception, they continue to work on
improving the things they already do so well. Being excep-
tional should never be taken for granted.
High-achieving individuals all have several traits in com-
mon that supersede the question of natural gifts and talents.
I’m convinced that doing only what comes easily or naturally
is not the answer to being our best.
Here are some ways to be our best:
1) The understanding that improvement is possible. A
sense of higher levels to reach.
2) The desire for improvement. Self-motivation is a core
attribute.
3) The realization that learning from others is wise. No
one knows it all.
4) The patience to experience growth when doing so
takes time and commitment.
Even if what you do or like to do comes natural to you,
there is always room for improvement. The human mind,
being so wondrously made, is designed for life-long learning.

I will praise You, for I am fearfully and wonderfully made;

Marvelous are Your works,
And that my soul knows very well. Psalms 139:14

God gave each one of us the ability and capacity to grow

and improve regardless of our starting point in life. The keys
to unlocking our potential are in striving to do our best and

52 Flight Time Teaching

FLIGHT NOTES always seeking for improvement in whatever we choose to do.
This may not be easy but the rewards are always worth the
efforts.
Let the promise found in the Book of James be your
watchword as a teacher.

If any of you lacks wisdom, let him ask of God, who gives
to all liberally and without reproach, and it will be given to
him. James 1:5

Happy flying and remember, Always Aim High!

The Summary 53
LET’S TAKE YOUR CLASS ON A JOURNEY!
That’s what FLIGHT TIME TEACHING is all about – taking the
members of your class on a journey of discovery through their Bibles.
As a facilitator of a Bible study class, whether large or small, class par-
ticipation and interaction is a vital part of what makes the best classes
the best.

Moving people to a defined vision is an art form. Motivating people,

from stagnant, limited thinking, is a craft. Developing people
is an experiential work, verifiable by testimonies of leaders and
participants, of uniquely developed principles. Engaging Curtis’
service is not simply smart, it is imperative. Accessing his thoughts
and ideas through this volume is not just a good idea; it proves your
acuity in comprehending, next-level leadership.
—Samuel Thomas, Jr.
Senior Pastor, Global Revivalist, Leadership Consultant

Curtis Hall
www.flighttimeteaching.coml