As teachers, we like to recognize and capture "teachable moments," those times when people can learn a lesson or a truth from the unexpected. Though they weren't simply moments, some of the most significant "teachable experiences" recently were this past year's hurricanes. Since then, we've learned several things from the storms. One is the importance of planning. People who live along the Gulf Coast are particularly aware of the importance of planning for this year's hurricane season, but we now know the effects of a major storm can be far-reaching, and thus the entire country should be prepared in some way.

Of course, negative events like storms are certainly not the only things for which we should be prepared. For instance, students understand the importance of preparing for exams. Similarly, adults in the work world know that we must be prepared for the day's meetings, for an upcoming project, or simply for conducting the routine tasks of the week. And the older we get, the more we begin to understand the importance of planning for retirement.

Teachers, especially, understand the importance of being prepared. Without careful planning, facilitating learning is difficult. But those of us who volunteer to teach adults at church often find it difficult, with other family and work responsibilities, to spend hours preparing for Sunday school.

However, good teachers who want to facilitate active learning do have a plan, and some preparation doesn't take an inordinate amount of time. As you prepare, consider the following tips:

• Don't skip reading the text. As simple as this sounds, it's tempting to skim the text on which the session is based, especially if we are familiar with the story or passage. But when we read Scripture carefully, even familiar lines can take on new meaning. So read the text carefully, all at once.
  
  
• Put yourself into the text. Sometimes it helps to have a friend or family member read the text as you listen, with eyes closed. Or, you can simply reflect personally on the text as you read it aloud. In either case, as you reflect, ponder points at which you find yourself drawn to the text. What part of the passage is comforting? What parts make you feel uncomfortable? Can you relate to any part of the passage? Has your experience been similar in some way? If the text is a story, with which character can you relate? How might you interact today with the characters in the story? Using a study technique such as this one will help you prepare to guide learners to make practical and personal applications as they explore the text.
  
  
• After you've read the text through, read it again, this time looking specifically for connections within the text. How is the text put together? It's really helpful to read actively this time, with a pencil in hand. As you read the text slowly, make some notes. For example, you might notice that a particular word is repeated several times. Underline that word every time it occurs. Try to imagine why that word, or related words, might be repeated so often. Chances are, you'll come up with a new insight about the text.
  
  
• If the text is a narrative, see if the text is composed of smaller units of texts. For instance, every story has a beginning, middle, and end. If the beginning and the end of the story are similar, ask yourself, "How might that similarity shed light on an interpretation of the middle of the story? What insights are to be gained?" Similarly, the text on which the session is based might include two or three stories. Perhaps they all share some common characteristics. Or maybe one story is sandwiched between the pieces of another story. Maybe a story in the middle is just a bit different from the story that precedes it and the story that follows it. Noting these kinds of connections helps us to prepare by calling our attention to fresh insights. As a teacher, you'll soon discover the importance of digging into the text yourself before facilitating the Bible study session.
  
  
• Plan to lead participants to explore the text for themselves. Based on the kinds of preparation you have done so far, develop some questions, in advance, to ask participants. For example, you might plan to invite participants to imagine themselves in the text as you read it aloud to them, just as you have done previously. And, as the group explores the passage, you might want to ask specific questions about the text, based on the preparation you have already done.
  

Plan to use one of these methods, or a similar one, as you facilitate the group process. Write down which process you will use, and make note of associated questions you will pose for learners. Then, during the session, you may be delighted with the energy of the group and their active participation in learning.

Preparation is really most valuable for creating an exciting learning environment. But of course we can't plan for everything. So what happens when the unexpected comes along during your facilitation of the session? It's something we'll explore in a subsequent article

Lawanda Smith is an instructor of English and Religion at Louisiana State University Alexandria. She also enjoys "supply" preaching at various churches in Louisiana. She enjoys reading, writing, computers, and playing with her cats