Too often we define teaching as “the transfer of knowledge from one person to another.” This means we judge our success on how much the learner knows instead of how the learner responds. Real teaching is less about the transfer of knowledge and more about the transformation of lives.
In teacher/student relationships, adults easily fall into the trap of thinking that teaching is a one-way stream of knowledge flowing from teacher to learner. In the 21st century, a teacher isn’t necessary for this flow of information. Knowledge gained from books and computers is valuable, but it rarely promotes true learning that leads to life change.
Jesus didn’t teach to impart knowledge, but to change lives. The transfer of knowledge serves little purpose if it does not result in the transformation of lives. Teaching for knowledge alone is fruitless. Whether it takes place in the classroom or in the church, good teaching evokes change—change of behavior, change of mind, change of heart. Remember the words of James: “You believe there is one God. Good! Even the demons believe that—and shudder” (
Provide Care for the Learner
It’s cliché, but true: Students do not care what you know unless they know you care. Think about the best teachers in your life. Whether as a child or an adult, we learn the most from those we trust to have our best interests at heart. Change is difficult and often resisted. Students are more likely to engage in the hard work of change when they’re convinced their teachers care about their development.
Good teaching begins with the learner in mind. In His interactions with individuals, Jesus found the places where His gospel intersected with need in the most relevant way. He didn’t try to convince the woman at the well that she needed to be born again or offer living water to Nicodemus. With their respective emotional and intellectual needs satisfied, these two students could begin working out their faith.
Good teachers set learners on firm ground to “work out their faith.” Teachers must provide an environment in which students can engage the questions in their lives. Once in Sunday School, I remember questioning the historical reality of Jesus. I don’t remember the literal reply from the teacher, but I remember feeling as if I were the biggest sinner alive for thinking something so blasphemous. At the time, I needed to process this question in my faith journey. The question didn’t go away; instead, I learned never to ask questions in church again.
Sometimes needs are more tangible—food, clothing, school supplies. Some needs are social. Of course our students have spiritual needs. If we hope to provide teaching that will change our students’ lives, we cannot ignore their most pressing needs. Teaching begins by recognizing such needs and meeting the student in them.
Respect the Learner
Good teachers don’t assume prior knowledge from their students, but they don’t insult them by explaining every detail either. I appreciate pastors who retell significant stories to provide background and context for their teaching, but not everything needs to be explained. Jesus said, “Let those with ears hear” on several occasions; He didn’t always interpret His teaching for His students. When we figure things out on our own, the lessons stick much longer.
Explaining every detail creates passive learning and lazy learners. Not every question needs an answer. In a recent Bible study of the Book of John, I asked students, “Why would Jesus have chosen Judas as one of His 12 close disciples if He knew Judas would betray Him?” A few students made an effort to answer, but when no one presented a satisfying answer, I chose to move on in the study, leaving the question hanging.
I knew from their expressions that more than a few of them wanted an answer, but I knew that sharing my opinion would stifle their thinking. With the question still hanging in their minds, the learning didn’t end with our session. Once an answer is provided, the learning process ends.
This isn’t an excuse to leave students in the dark, but guiding students toward the right questions is sometimes more helpful than providing answers. Teaching is more about shining a flashlight to guide them to the light switch than about turning the lights on for them.
Provoke the Learner
Teaching does not lead to change unless the learner finds a challenge. The Bible shows us that Jesus’ teaching always required a response. Sometimes His students responded by checking out when the challenge was too much to bear, but those who accepted His challenge changed the world.
Teachers should help students learn how their lives’ should look, understand how they actually look and discover the godly way to bridge the gap between the two. This doesn’t justify using manipulation and guilt to provoke change. Teachers can provide the space and opportunity for students to recognize and acknowledge the areas of their lives that require change without demeaning or damaging them emotionally.
Making disciples requires discipline. My son recently began his first season of football. For the first few weeks, I found it hard to watch his coaches yelling and pushing him so hard on the field. Then I realized that physically he would go only as far as he was comfortable unless his coaches pushed him to go a little farther, to find out just where his limits were. Most of us are the same. We are willing to push ourselves until the limit of comfort is reached, and nothing changes.
Good teachers, as coaches, push students just beyond their limits of comfort, helping them realize what they can become through God’s grace.
Show and Tell
As a teacher, words are important; but a negative action can destroy every good word a teacher has spoken. Actions paired with our words have lasting impact.
When the youth from our church return from camp each summer, the pastors, worship leaders and counselors who affect the most change in their lives are not the best speakers. They are the leaders who fully engage in the lives of the campers, interacting with students outside of worship and Bible study.
Lessons learned through words carry much greater weight when students are able to see those lessons lived out in the world. The life of a teacher should carry as much transparency as possible. Healthy boundaries in relationships are necessary, but the more students are able to see their teachers live out their faith day-to-day, the more likely the words from their teachers’ mouths will lead to change.
Just as Jesus lived His life in communion with His disciples, teachers’ lives should be open and accessible examples for the learners in their lives.
Transformation Beats Transfer
“Therefore, my dear friends, as you have always obeyed—not only in my presence, but now much more in my absence—continue to work out your salvation with fear and trembling, for it is God who works in you to will and to act in order to fulfill His good purpose” (
These words from Paul point to a healthy teacher-student relationship with the church at Philippi. When present, he met the spiritual needs of this congregation. When absent, he expressed confidence in their ability to stand firm against false teaching. He challenged and provoked them toward lives worthy of the gospel of Christ. He openly shared his struggles and his life through his letter and the messengers Timothy and Epaphroditus.
Ultimately, God is at work in the life of our youth—sometimes through our efforts, but sometimes despite them. God’s work in their lives will endure forever while ours lasts for a season. Whether for single lesson or seven years of ministry, our lasting impact on our students should be more than a body of knowledge that we’ve imparted. We should pray that our teaching leads students into a transformational relationship with God that will continue to bear fruit for a lifetime as they live to fulfill His good purpose.
