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 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 importance of each piece of equipment. Then say, “God protects us from Satan the way this gear protects the fireman from the flames. John, point out a piece of equipment and share God’s version if it and how it protects His children.” People are always more willing to talk about what they see than what they are asked to assume.

7. Bring in resource people. Another way to promote class discussion is to take the class to the moon - no, not literally, though you might want to send a few. Bring in people who are different from anything they have ever experienced. Invite a blind individual to come and teach class on how God is the light of the world. When the circus comes to town ask the lion tamer to tell about the risks and rewards of training the big cats. These classes are great for students to get to ask questions and stimulating learning based on where they want to take the discussion.

8. Play a tune. What music is popular right now? What CD does every teen in your group own? Play the songs in class, supply a copy of lyrics, break the class into the groups, let them decipher the message of the song and any spiritual connotation. Select a group leader and ask him or her to share their group’s findings. Another option would be to take them to the moon again. Play some music from your youth and let teens compare it to their music today. Take them to Venus by playing some of your parent’s music, your music, and their music for the ultimate comparison. If nothing else, they’ll leave talking about how old you are.

9. Be able to change approa