Evangelism and Spiritual Warfare, Mentor's Guide, MG08

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E V A N G E L I S M A N D S P I R I T U A L W A R F A R E

still be a useful learning tool. A corollary to this is to assume that the question raised by one student is very often the unspoken question present among the entire group. • Second, try and focus the discussion on the concrete and the specific rather than the purely theoretical or hypothetical. This part of the lesson is meant to focus on the actual situations that are being faced by the specific students in your classroom. • Third, do not be afraid to share the wisdom that you have gained through your own ministry experience. You are a key resource to students and they should expect that you will make lessons you have learned available to them. However, always keep in mind that variables of culture, context, and personality may mean that what has worked for you may not always work for everyone. Make suggestions, but dialogue with students about whether your experience seems workable in their context, and if not, what adaptations might be made to make it so. • Have I anticipated in advance what the general areas of implication and application are likely to be for the teaching that is given in the lesson? • Have I created a way to bring student questions to the surface and give them priority? • Will this help a student leave the classroom knowing what to do with the truth they have learned? Finally, because the Ministry Project is the structured application project for the entire course, it will be helpful to set aside part of the Connection section to have students discuss what they might choose for their project and to evaluate progress and/or report to the class following completion of the assignment. Three useful questions for evaluating the Connection section you have created are: