he room. Have each student choose one question to discuss. Two general rules: 1) Make sure each student receives full class attention. 2) Never make fun of an answer. Tip: Make the questions easy, but never answerable with “yes” or “no.” Design them so a wrong answer is almost imGetting teenagers to talk in Bible class is not easy. Here are 10 tips to get them talking...

1. Make sure the subject is relevant. A class on The Christian Symbolism in World War II might be of some interest (maybe) to someone in your church, but not to teens. Stay on top of youth culture and create classes that meet teens where they are. Teens might tire of hearing about sex and drugs, but the subjects will always be relevant. Other subjects may reveal themselves as a teachable moment, such as a classmate’s untimely death.

2. When asking questions, call on students by name to answer. No teen wants to give a wrong answer, so few in class may volunteer an answer with risk on the line. But when a person is called by name, he or she feels obligated to give a response. Instead of asking, “Who can tell me why Jesus is special to you?” turn it into a statement, “Lucy, tell us why Jesus is special to you.”

3. Grab Bag. Put questions in a bag relevant to the topic and pass it around around the room. Have each student choose one question to discuss. Two general rules: 1) Make sure each student receives full class attention. 2) Never make fun of an answer. Tip: Make the questions easy, but never answerable with “yes” or “no.” Design them so a wrong answer is almost imp

est (maybe) to someone in your church, but not to teens. Stay on top of youth culture and create classes that meet teens where they are. Teens might tire of hearing about sex and drugs, but the subjects will always be relevant. Other subjects may reveal themselves as a teachable moment, such as a classmate’s untimely death.

2. When asking questions, call on students by name to answer. No teen wants to give a wrong answer, so few in class may volunteer an answer with risk on the line. But when a person is called by name, he or she feels obligated to give a response. Instead of asking, “Who can tell me why Jesus is special to you?” turn it into a statement, “Lucy, tell us why Jesus is special to you.”

3. Grab Bag. Put questions in a bag relevant to the topic and pass it around around the room. Have each student choose one question to discuss. Two general rules: 1) Make sure each student receives full class attention. 2) Never make fun of an answer. Tip: Make the questions easy, but never answerable with “yes” or “no.” Design them so a wrong answer is almost im

moment, such as a classmate’s untimely death.

2. When asking questions, call on students by name to answer. No teen wants to give a wrong answer, so few in class may volunteer an answer with risk on the line. But when a person is called by name, he or she feels obligated to give a response. Instead of asking, “Who can tell me why Jesus is special to you?” turn it into a statement, “Lucy, tell us why Jesus is special to you.”

3. Grab Bag. Put questions in a bag relevant to the topic and pass it around around the room. Have each student choose one question to discuss. Two general rules: 1) Make sure each student receives full class attention. 2) Never make fun of an answer. Tip: Make the questions easy, but never answerable with “yes” or “no.” Design them so a wrong answer is almost im

eels obligated to give a response. Instead of asking, “Who can tell me why Jesus is special to you?” turn it into a statement, “Lucy, tell us why Jesus is special to you.”

3. Grab Bag. Put questions in a bag relevant to the topic and pass it around around the room. Have each student choose one question to discuss. Two general rules: 1) Make sure each student receives full class attention. 2) Never make fun of an answer. Tip: Make the questions easy, but never answerable with “yes” or “no.” Design them so a wrong answer is almost im

he room. Have each student choose one question to discuss. Two general rules: 1) Make sure each student receives full class attention. 2) Never make fun of an answer. Tip: Make the questions easy, but never answerable with “yes” or “no.” Design them so a wrong answer is almost impossible.

4. Use real-life situations for illustrations. God formed the world so everything would point back to Him. That means almost any situation can hold spiritual significance. Keep your illustration antenna extended to pick up any usable situations. Write down anything that happens to you that you may be able to use later. Read Ken Davis’ book, Secrets of Dynamic Communication, to learn great ways to locate and use illustrations.

5. Tell stories. This differs from illustrations in that they are longer, and filled with details. Around Christmas time read a chapter to the class from a Max Lucado book. Rework parables so they have modern characters and language. Share short stories from various books. Stories promote class discussion by first gaining the classes’ interest, and then by allowing them to talk about something they just heard, not something taught six weeks ago.

6. Get Visual. Don’t panic. We’re not talking about a flannelgraph. Have a fireman come to devotional dressed in his uniform. Have him talk about the imp