Key Thought : Christ’s loving service to us should awaken a loving response as the basis for our witness as reflected in our loving ministry to others. [Teaching plan for A Love Response June 4, 2012] 1. Have a volunteer read I John 4:18,19. A. Ask class members to share a short thought on … Continue reading –>
What would you think of someone who constantly and loudly declared that they were motivated and yet attempted nothing? What about someone who claimed to be dedicated yet never revealed to what, or to whom, they were dedicated? As we have seen, love is a most powerful motivator; but to only declare our love, even … Continue reading –>
Over the centuries guilt has been used to motivate people to action. Evangelism leaders have often reminded us that God has given us responsibility and that we must use our God-given talents and gifts. We are told that God or the church is depending on us. If God has done so much to save us, … Continue reading –>
Have you ever wondered why often it seems difficult to motivate people to long-term commitments in church projects? Perhaps the answer can be found as we think of some other situations where a very high degree of motivation and commitment are evident. What is it that motivates a parent to donate one of their kidneys … Continue reading –>
Read for This Week’s Study: 1 John 4:18-19; Rom. 3:19-20; John 15:13; Rom. 5:6–8; John 6:28-29. Memory Text: “ ‘If you love Me, keep My commandments’ ” (John 14:15, NKJV). Key Thought: We should work to win souls to Christ; the question we need to ask ourselves is, What motivates us to do just that? Although our memory text is … Continue reading –>
Do you know what a “wall flower” is? Someone, at a party who spends most of his or her time standing and watching, rather than participating. In the online world, “lurkers” are the folks who go into chat rooms or on discussion boards on the internet and just read what everybody was talking about, but … Continue reading –>
As mentioned in last Friday’s further study section, twelve months is a good length of time to plan ahead. Depending on what witnessing and evangelism program you are planning, specific time frames will vary with different goal strategies and priorities. However, there are some general points to consider. Document what you aim to achieve throughout … Continue reading –>
Elsa V. Malig-on Three-year-old Jenny never missed the morning and evening worships in our village. So when she didn’t attend one morning, I missed her. “Where is Jenny?” I asked “She’s sick, teacher!” one boy answered. After worship I went to check on Jenny and found her lying in her family’s one-room house, writhing with … Continue reading –>
There is a phenomenon that is sometimes difficult to explain but can best be described as “circular influence.” Concerning harmony and involvement, circular influence goes like this: by getting people involved you promote harmony, which in turn encourages people to become involved, which in turn promotes harmony. You can see the circular influence principle at … Continue reading –>
“Mel, I’m going to throw these bossy lesson guides into the trash. They aren’t helping me a bit!” “What? That’s a ridiculous thing for a Sabbath school teacher to say. I think these lessons are great.” “But they’re written like a set of management lessons to give to managers at work.” “Except the work is on a … Continue reading –>
Spiritual growth comes only as we connect with Jesus. It cannot be produced by human beings simply performing specific tasks, even witnessing and evangelism tasks. A church cannot “program” spirituality into its members. However, it is a great truth that as believers respond to God’s call to be disciples, their personal walk with the Lord … Continue reading –>
Key Thought : All church members have a field of labor where they may utilize their spiritual gifts in ministry. [Teaching Plan for Releasing Into Ministry May 28, 2012] 1. Have a volunteer read Matthew 7:17-20. A. Ask class members to share a short thought on what the main idea of this text is. … Continue reading –>
