“WEB ONLY:
How Long Does it Take for a Teacher to Grow Up?”

Personal and practical thoughts on becoming the teacher I was created to be after 20 years
By Michael Collison

Last Sunday I delivered the sermon in our corporate worship. It was a terrific experience. People were stirred, challenged, and I was affirmed by a few adults in the hall. I don’t take to the pulpit too often, but every week for twenty years I’ve studied, prepped, set up, and taught middle and high school students God’s Word.

This week I was back at the helm of our Sunday morning sr. high group and enjoying it more than ever. What a ball it is to sit with a group of students – the easy laughter, the sleepy faces, the limited expectations. To our students, drawn or dragged, to our group, I give my personal guarantee: If you get here, I will make it worth your time and energy. I will bring spiritual food for thought, prayer, ridiculousness and fun, stories, reviews, surprises, community builders, personal provocation, truth, laughter, sugar and caffeine. I am a teacher.

You must know that I am a classic ADHD personality with a creative bent and a passionate extrovert who draws volumes of energy from groups. All week I drink deeply of scripture and ideas and by Sunday I am “full.” When all that is in me crashes into a group of students, the energy is intense. The resulting collision is an hour of vigorous exchange of scripture, discussion, one-liners, stories, off-beat video, digging in, wrestling with, handouts, giveaways, and odd object illustrations. Sure not every week is a grand slam, but God, by the mysterious work of his Spirit, moves in and among us in a way that is beautiful and satisfying.

I am teacher. I was made to teach. Teaching permeates every area of my life. I echo Paul’s sentiments, When I preach the Gospel, I cannot boast, for I am compelled to preach. [1 Cor 9:16] I am compelled to teach.

I studied music education and have been giving music lessons unbroken since high school. When I left college with my BME and four years of youth work with a large middle school ministry, I went to work for the church. I had a desire to teach beyond the limits and parameters of the school system. I wanted to be free to run wild through the Bible. I wanted to be able to take kids into the belly of cave and teach them about darkness and light. I wanted to be able to teach students about service, love, and belief while replacing the toilet of an athiest. I wanted to be able to use my music in a wide variety of ways, from leading worship to a blues jam at a local pizzeria. These thoughts drew me to the church as the best environment to use my teaching gifts.

I am a learner. I was made to learn. Curiosity and learning new things are my trademarks. I crave new books, music, movies, and ideas. I’m a try-most-anything-once person. I sat at a concert hall recently watching an orchestral performance and as the music floated beautifully, I pondered. Having taken music methods on multiple instruments, I could “feel” the instruments as they were played. Having studied conducting, I could “feel” the score, baton, and cues. Having worked with sound and recording, I could “feel” the sound tech setting up and testing the microphone. During intermission, I used the men’s room. Having done construction and remodeling, I could “feel” the beautifully done restroom – the tile, the caulk, the choice of fixture and paint. New and experiential learning is the fertile soil for my teaching. This is why youth ministry is such a great fit.

I guess you could say at forty, I can still “feel” adolescence. This may be one of the most important assets to longevity and effectiveness in youth ministry. One of my favorite questions to ask people is, “How old do you feel inside most of the time?” My younger brother has always been twenty years older than me. It comes as no surprise that some of my best middle school leaders will answer with no embarrassment, “13 or 14.”

Yet for the numerous lessons I’ve taught, the spiritual direction I’ve given, the laughter I’ve stirred, the moments of inspiration I’ve provided, and the helpings of God’s Word I’ve served up, I am still growing up. I am a teacher who is being steadily transformed from a good Bible teacher to an instrument God can use best. Here are a few of my places of greatest transformation:

My teaching has been transformed by facing, confessing, and battling my idolatry in the classroom.
As a teacher I have my idols. God has slowly, and with anguish of ego, revealed the faces of my teaching idols. Control, influence, ambition, being the brightest star in the room, being funny and clever, pushing for visible results and fast fruit, pigeonholing students, focus on my desires, and the ever-lurking pride.

David’s prayer is mine, “Search me, O God, and know my heart…see if there is any wicked way in me.” As a teacher who usually teaches twice a week, I am constantly searching my motives with these questions– Why am I teaching this? What do I want out of it? If I do this, who will benefit most? Are my motives right?

My teaching is being transformed by examining, setting, and sharing my example before my students.
All teachers are examples. Mine is often a cautionary tale, but I share it with authenticity. Scripture is clear:

Set an example for the believers in speech, in life, in love, in faith, and in purity…devote yourself to the public reading of Scripture, to preaching and to teaching. [1 Tim 4:12b-13]

In everything set them an example by doing what is good. In your teaching show integrity, seriousness and soundness of speech that cannot be condemned. [Titus 2:7]

Who is wise and understanding among you? Let him show it by his good life, by deeds done in the humility that comes from wisdom. [James 3:13]

The message of God’s word is truth and completely credible. My teaching of Scripture is made credible by the way I practice it in my life. While teaching often deals with theory, philosophy and pondering, the facts of how I live out my life remains essential to students accepting the message.

My teaching has been transformed by the preparation of my heart.
The teaching process is seductive soil. Take one ambitious, smart aleck, talkative, authority defying, youth worker armed with some ideas and knowledge, and add an audience. Pride is legion. Paul warns, “Knowledge puffs up, but love builds up. The man who thinks he knows something does not yet know as he ought to know. But the man who loves God is known by God. [1 Cor 8:1b-3] Teaching relies on words, and many of them. Proverbs 10:19 notes that “When words are many, sin, is not absent.” Every word of God is flawless.” ^[30:5] But mine aren’t. “Do you see a man wise in his own eyes? There is more hope for a fool than for him.” ^[26:12] “He who guards his lips guards his life, but he who speaks rashly will come to ruin.” ^[13:3]

The most important times of teaching preparation for me are preparing my heart. Without intentional times of sacred space with God, his Word, and prayer, my teaching lacks power. The weekly disciplined spiritual space where I lay aside all planning is where I align my heart to God, relinquish control, influence, personal goals, outcomes, and dreams. As a seasoned teacher, I can teach a decent lesson with little personal spiritual preparation, but I will leave the group unsure if what and how I taught was the best Word and way. Study, reading, and brainstorming ideas is great fun and energizing. But I find the deepest joy when I bring my students a small spiritual truth whispered to me in the early hours when I was simply pursuing and enjoying God, not mapping out the lesson.

As a young teacher I was seduced by the lesson process- plan, prep, deliver – as the source of my teaching’s power. Now I beg God for the Word that my students need to hear most, regardless of the planned lesson. I desperately pray that this scripture to be my reality: “My message and my preaching (teaching) were not with wise and persuasive words, but with a demonstration of the Spirit’s power, so that your faith might not rest on men’s wisdom, but on God’s power. This is what we speak not in words taught bus by human wisdom but in words taught by the Spirit, expressing spiritual truths in spiritual words.” ^{[1 Cor 2:4-5, 13]}

My teaching has been transformed by praying for my students in a new way.
Teaching students offers no guarantee that you will shepherd and care for them well. The easy and faulty assumption is that if I have given them my best teaching, they have gotten the best thing. Good relevant, spiritual teaching is indeed core to discipling and maturing students but I confess to having spent more time preparing to teach than connecting with kids. Some of this is simply my style, bent, and schedule. God opened up a new and different way for me to do this.

Four years ago, inspired by a prayer conference, I vowed to pray for all my students. I began by praying through my student name list. A roster is fine for focusing on who, but not what students need prayer for. So I began a simple exercise that has renovated my teaching and shepherding – prayer cards. I gave each student a 3×5 card and had them to put their name on it and prayer requests. They were a little hesitant at first, but did it. I put them in my pocket and used them as my prayer focus. This became our group practice and my prayer habit.

The prayer cards are still simple, but have evolved. I now give them two cards, I call it prayer matching. I’ll pray for you and you pray for you. We’ll agree in prayer this week. I offer them a few prompts: PR – prayer requests, OC – open chair, who do you know that needs God? WOW – Worry of the week, THANKS, and the wildly successful 31 FLAVORS – A list of 31 virtues that we need. This came about because students were hesitant to fill in “Sins that need to be confessed in writing.” So we pray the good. We pray against sin by praying for the oppposites – mercy, kindness, integrity, purity, hope, etc. Also as a bonus, kids will drop little notes and FYIs for me. I usually prayer through these cards twice a week. These prayer cards have drawn me into the life of my students in prayerful and meaningful ways. As a big group guy, I get a little slice of what’s happening in the lives of my flock and have many more personal mini-conversations on Sundays.

My students get the assurance every week that they will be remembered in prayer. I collect the cards have my secretary hole-punch them and put them on a ring. When a student graduates, I give them their bundle. Filled with memories, stories, and prayers prayed, it truly it is the best grad gift I give. Paul affirms these prayers:

We have not stopped praying for you and asking God to fill you with the knowledge of his will through all spiritual wisdom and understanding. And we pray this in order that you may live a life worthy of the Lord and may please him in every way: bearing fruit in every good work, growing in the knowledge of God. [Col 1:9-10]

I urge, then, first of all, that requests, prayers, intercession and thanksgiving be made for everyone. [1 Tim 2:1]

I beg God to make this true of me. “He is always wrestling in prayer for you, that you may stand firm in all the will of God, mature and fully assured.”

My teaching has been transformed by the discovery and understanding of my spiritual bents.
Sacred Pathways, by Gary Thomas, helped me understand more clearly the ways I draw near to God most easily. [Insert 10 types and website]My personal pathways to God have been the catalyst for my teaching style and forms. My assumption was that the way I draw near to God and grow spiritually is the best way for my students to as well. This is why I was so effective with kids who shared my pathways. However, now that I am aware of the variety and flavor of the spiritual bents, I work to find ways to honor our differences and connect more kids with God by going beyond my style. I still teach out of my strengths, but I want to affirm student’s own unique spiritual style as I am able.

My teaching has been transformed as I have discovered and refined my communication styles.
A tool that has proved highly useful for my discovery of my communication style and the sharpening of it is Refining Your Style by Dave Stone. It is a quick and helpful way to sort out how I best bring the Word of God to our students and adults. I felt released to be myself, but work on some specific refinements of what I am already doing. I found seven styles that I use boldly and frequently. It was freeing to let go of the rest. Here’s his thirteen general types.

Everyone teaches with a unique combination of the different styles.
—The Creative Storyteller
—The Direct Spokesperson
—The Scholarly Analytic
—The Revolutionary Leader
—The Engaging Humorist
—The Convincing Apologist
—The Inspiring Orator
—The Practical Applicator
—The Persuasive Motivator
—The Passionate Teacher
—The Relevant Illustrator
—The Cultural Prophet
—The Unorthodox Artist

“Each of us communicates with a mixture of styles. Most us will have to employ every single style…at some point. I encourage you to be yourself.” Looking back reveals how I have grown as a teacher.

My preferences
As a rookie teacher my focus of attention was on my preferences. I was driven to instruct, train, equip, and challenge students, but I most often taught what and how I liked best, whether or not it was the best for my students. I’d walk away having enjoyed the sound of my voice, my wit, my “wisdom.” Years later, I am seeing my teaching role as most about what will help my students become who they are to be and more open to adjusting my preferences to that end. When I was young, I valued my uniqueness. These days I treasure the uniqueness of my students with awe and wonder. This is what I want to draw out.

My high energy style
Being a strong “charismatic” teacher can be a strong catalyst. Negatively, my frantic raging-bull style can easily leave students feeling unheard, devalued. My personal confidence, self-awareness, knowledge of spiritual gifts can help or when misapplied, hinder their quiet, fragile new journey to discover their gifts and passions. There are few students in my group with as much energy, drive, insatiability as me.

My solo tendancies
As a “solo artist” I am learning the new skills of empowering my students and leaders to teach. I am turning increasing amounts of energy toward developing the teaching gifts in them. This is hard and demands constant vigilance asking: Is there someone better than me to teach this? As someone once said, “The Gospel is too big to be told by one person.”

My lesson plans
I teach the Bible on a three-year rotation – Old Testament, Gospels, and New Testament letters. This allows my 6-8 grade group and 9-12 grade groups to travel cover to cover twice before they graduate. My curriculum plan is laid out in advance. For years, my big lesson plans were rigid and untouchable. Do or die, I will push through the notes. These days I begin with stories, prayers, and brief things close, personal, and reflective. When I am done with those, then I begin the lesson proper. Now what gets stopped short is the lesson. Usually I have too much material anyway and need two weeks to cover the subject anyway.

Where are future growth areas of my teaching?
To go beyond teaching and inspiring, to find new ways to connect each of my students more deeply with their mission to serve, love, and share with their friends, enemies, and peers that will never darken the door of my Sunday morning group.

It was he who gave some to be pastors and teachers, to prepare God’s people for works of service, so that the body of Christ may be built up. Until we reach all unity in the faith and in the knowledge of the Son of God and become mature, attaining the whole measure of the fullness of Christ.

God is patiently teaching me, and helping me grow up, may I do the same for my students.

AUTHOR BIO:
Michael Collison is the Associate Pastor of Student Ministries at Appleton Community Evangelical Free Church in Appleton, WI. He has been teaching students since college and loves teaching his own four kids at home with his wife Linda.