The New Testament Witness to Christ and His Kingdom, Mentor's Guide, MG13

/ 2 4 9

T H E N E W T E S T A M E N T W I T N E S S T O C H R I S T A N D H I S K I N G D O M

One of the critical tools your students must master is not merely the ability to discern the truths in a presentation, but to explore the implications of the truths for their personal lives as well as for those whom they serve. In helping your students think through their own situations, you might want to design some questions or use those provided below as water to “prime the pump” of their interests, so to speak. What is significant here is not the questions written below, but for you, in conversation with your students, to settle on a cadre of issues, concerns, questions, and ideas that flow directly from their experience, and relate to their lives and ministries. Do not hesitate to spend the majority of time on some question that arose from the video, or some special concern that is especially relevant in their ministry context right now. What is most important here is to empower your students to have the courage and boldness to explore the ramifications of the truth. Therefore, the goal of this section is for you to enable them to think critically and theologically in regards to their own lives and ministry contexts. Again, the questions below are provided as guides and primers, and ought not to be seen as absolute necessities. Pick and choose among them, or come up with your own. The key is relevance now, to their context and to their questions. In covering the material for the lesson, make sure that you review all the assignments, materials, questions, and responsibilities that the students are responsible for in the next class session. Do not take anything for granted here; sometimes, students will avoid asking what they think are “stupid” questions, even though they do not personally understand some item on the agenda or in the assignment. Create an atmosphere where your students feel the freedom to ask anything about anything required, and encourage even the most so-called “elementary” questions. You can never set a goal to become too clear with your students regarding their assignments, for it is a rule of classroom management: if something can be misunderstood, it probably will be .

9 Page 37 Student Application and Implications

10 Page 41 Assignments