May 8, 2025 • 43 mins
Now is the time to grow a healthy, thriving youth ministry...if you'd like to work with us, check out GrowYourYouthMinistry.com *** Ever felt that disconnect when speaking to your youth group? You know—that moment when despite carefully choosing your words, something just isn't clicking? In this episode, we will dive into three game-changing approaches to immediately elevate your teaching effectiveness in youth ministry. Get ready to accelerate your teaching and watch your student ministry thrive! This episode is the youth pastor's roadmap to making that happen!
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You may also enjoy these episodes:
(#163) These 5 Tips Will Help Your Youth Group Retain Your Sermons!
(#089) How to Get Better Engagement During Sermons in Youth Ministry
(#107) How to Deliver Better Sermons - 5 Youth Pastor Tips
(#218) Steal These 5 Tips to Never Run Out of Sermon Ideas for Youth Ministry
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Are you looking to improve your teaching skills
quickly?
Today, we're gonna give youthree foolproof ways to do just
that.
Speaker 2 (00:18):
Welcome to the Ministry Coach Podcast where we
give you weekly tips and tacticsto help you fast track the
growth and health of your youthministry.
Speaker 1 (00:29):
My name is Jeff Laskola and this is is Kristen
Laskola, and today we're talkingabout how you can immediately,
right away, improve yourteaching skills, and I feel like
teaching is one of those thingsthat we could probably do like
infinite amount of episodes on,because it's an art and a skill
that is not like so concrete oflike push this button, do this
(00:53):
thing and voila, out comes atalk.
I feel like sharpening yourskills, even if you're a really
good communicator and you'vebeen speaking for a long time
and you feel pretty confident.
I feel like you can always beimproving.
And then there's the other side.
You know people that are like itis not my A game.
I have to do it because of myjob as a youth pastor, but I
(01:16):
wouldn't say this is where Ishine by any means, and this is
for all of you.
So let's dive in.
Number one, something that'sreally.
This is not something I'vepersonally struggled with.
However, I see it coming upover and over and over with
speakers that I'm coaching andit's this unhealthy relationship
(01:40):
with their notes.
So do you remember like beingin school and like a kid would
have to get up to give apresentation and they would like
have a piece of paper?
and they were reading it or likeeven like a cue card.
You know those little three byfive cards and they were just
staring at it and I don't knowif you remember that feeling and
(02:00):
it's like I hear the wordsyou're saying feeling, and it's
like I hear the words you'resaying.
There's still words and it'sstill information, still ideas.
However, I can't like absorbwhat you're saying.
It's not like penetrating, it'snot like making an impact.
I'm not feeling what you'resaying, I'm hearing it, but it
(02:20):
is just so much just information.
And so what you need to rememberis notes are not a bad thing.
Like often when I've you know,I have notes right here for our
podcast I use notes when I speak.
However, it's more of like Ithink of my notes as almost like
a map, and so I glance down andI kind of understand where I'm
(02:43):
at in the map and I don't needto read it or look at it or
deliver like read the sentencethat I wrote.
But me writing the notes was megetting it all out and putting
ideas like out on in flesh likethey exist, and now I'm going to
tell you about them, but fromknowledge not.
(03:07):
You know what I mean.
And so if you use prepackagedcurriculum.
I would say this is a lot harderto do, because these aren't
necessarily your words, and sothe way that you study the
prepackaged curriculum noteswill probably be a little
different.
And so you don't want to soundrehearsed by any means.
(03:28):
But I don't think rehearsal isbad, it's like.
So, think about, like a eulogy,or a wedding versus a sermon
those styles are very, verydifferent.
A sermon those styles are very,very different.
(03:48):
When someone gets up and givesa eulogy about a family member
that died, they usually, ifthey're not used to public
speaking, they will read it.
It's still meaningful becauseyou're not trying to communicate
like a biblical truth.
You're telling a story aboutyourself, and it's just
different.
And so that style has a place.
(04:12):
But it's just not really likethe pulpit necessarily, because
what happens is when you'reglued to your notes, instead of
engaging with your audience,your audience is now disengaging
from the material.
So think about it this way youare the medium of the message,
and we've talked about thisbefore.
But in a sense, the medium isthe message, like you and the
(04:34):
message, where does one end inthe other begin?
The way that it's heard,received, felt, absorbed is also
wrapped up in the medium itself, and that's why two
communicators can be saying thesame exact thing, yet one is
very powerful and you feel itand you understand it and you
absorb it.
(04:54):
How many times have you heard aspeaker Like I remember growing
up in church?
I'd heard the story of thewoman at the well numerous times
, and then, out of all the timesat church, why can I remember
hearing it for the first timefrom our senior pastor, chris
(05:14):
Brown, and I remember my jawhitting the floor.
I was in college and he was aguest speaker at our college
group and I'm like, oh my gosh,it's's like I've never heard
this before, like it's the sameexact material, same exact
verses, same exact story, butthe way he engaged with us and
just started to get us to feelwhat was going on and the way he
(05:36):
, like, was delivering this,these words, it was like I was
hearing them for the very firsttime, because he was a dynamic
communicator.
Now we can't all be.
Chris Brown, don't try to be,because it'll show that you're a
imitation.
You need to find your own voice.
But all that to say, don't relytoo heavily on your notes.
(05:58):
You should not be reading.
You should be giving them aglance, but not.
This drives me crazy.
Me crazy, too, with speakerswhere they go um, sorry, hold on
, I lost my place.
And it's like the quickest wayto get your audience to
disengage is to pause and haveto find your place, and what
(06:18):
that means is kind of bringingus to number two before you get
there, though, I just wanted toadd on a little bit Please.
Speaker 2 (06:25):
Jeff, I've seen speakers and actually some
fairly well-known speakersespecially like in the youth
ministry space, who really dorely heavily on notes, which is
fine, but, like you're saying,right, when they go to start
reading their notes tablet,computer, whatever they have,
you know, up it Like you're upit, like you're saying it
(06:45):
signals that disengagement.
Speaker 1 (06:50):
I feel like it's like the same thing as when someone
is talking to you and they're ontheir phone where it's like,
yeah, you're talking to me, butI feel like you're not connected
.
Speaker 2 (06:57):
And when they're doing that, I feel like the only
time it seems to be appropriategoing to notes would be to read
verses.
Or if you're going in yourbible to read it, sure, and then
that, like loss of eyeconnection, makes sense yeah,
but when you're speaking andyou're losing that eye
connection and obviously it's.
You're not making eyeconnection the entire time
because you can't do it everysingle person, unless your youth
(07:17):
group is just one person, butwhen you're kind of be awkward.
Speaker 1 (07:22):
This message is just for you.
I'm not going to blink.
Don't break eye contact.
Speaker 2 (07:27):
30 minutes, Lock in what's worse that, or acting
like there are other people inthe room and pointing at people,
and they're really just one.
Speaker 1 (07:35):
Just set up some stuffed animals.
Speaker 2 (07:37):
That when you're just when you're not engaged, or
when you're reading your notes,you depict this.
Speaker 1 (07:42):
I'm not engaged with this and so I think just in turn
people hearing it kind of loseengagement with it they do and I
don't know, some people mightbe panicking right now like,
well, I don't know, I can't likehow do you just know what it
says and there's hope for that,like if you really struggle with
that?
I think it's actually prettycommon, because I see it a lot.
(08:02):
Also this has nothing to dowith notes, but can if you
misspeak, can you not go?
Speaker 2 (08:11):
words, words.
Speaker 1 (08:13):
English.
It's like, okay, that couldhave been a minor, minor little
stumble, and you just faceplanted and showed everyone.
It's like maybe someone'sarguing well, that's just being
like authentic, like it's just Idon't know my opinion cringe.
It's always kind of cringy,okay.
(08:34):
So how do you do that, though?
If you're kind of panicking,like shoot, well, I am so
reliant on my notes and and Iwant to say it Like I feel like
people sometimes are like I wantto say it how I wrote it,
because I wrote it perfectly.
And you know, there is adifference between people who
tend to be good writers andpeople who tend to be good
speakers, and they're not thesame thing.
If you've ever heard like Iprobably shouldn't name any
(08:57):
names, but there will be authorsthat I'm like you are brilliant
, and then I'll find somethingthey spoke like at an event or a
podcast and I'm like you arebrilliant.
And then I'll find somethingthey spoke like at an event or a
podcast and I'm like, yes, I'mlike right.
Speaker 2 (09:10):
Like no.
Speaker 1 (09:11):
Yeah, and it's not like they're oh well, they throw
everything out that they sayit's just wow, you're so much
more engaging as a writer thanyou are as a speaker, and I'm
sure it goes the other way too,but that's all I've really
observed.
Speaker 2 (09:25):
So which are you better writer or better speaker?
I'm the other way around.
I feel like, if I can thinkabout my words and put them down
cause I stutter all the time Itrip over my words, as you've
probably heard on this podcast Ican definitely write something
much more eloquently than I canjust say it.
Even though I know what I wantwant to say, I can't quite get
the words out quite right yeah,I mean, I'm really good at both
(09:46):
actually but.
If.
Speaker 1 (09:48):
I had to pick, I would say speaking, yeah, I
don't know.
I think I'm an externalprocessor and I writing could be
an external process, I guess.
But I just feel like I don'tknow, it just takes.
So you know, I just want to sayit and be done Okay.
So number two is where we were.
So how do we, how do we moveforward in this process, cause
(10:12):
I'm sure everyone's in agreement, no one's like no.
You should read from your notesyou know, so if you're a note
reader, I'm sure you're likeyeah, I agree, how do we, how do
we get past that?
So here's a couple of ways.
Number two so people arelooking for you to be, you know,
real, not rehearsed, authentic.
(10:33):
However, you need to know yourstuff, and I heard it said so
well, and this is what I'vealways felt, but never
articulated, until I waslistening to a Kerry Newhoff
podcast and he said the personwho taught him how to speak said
this.
They said don't memorize yourtalk, understand it.
(10:58):
And I'm like that is so true.
It's not necessarily likememorizing a script, but it's
moving the talk from your headto your heart, kind of of like
okay, the information is here,but I need to engage with it now
on a heart level and I need tounderstand it and think about it
(11:21):
like this like if you reallyknow something and you're
talking to your spouse or afriend at lunch or coffee about
something you're very passionateabout, you don't need a three
by five card.
You can engage with them andtalk with them.
Just ask my dad about thenephelin and you will know,
(11:42):
because he doesn't need notes.
He's very interested in thisand he will just talk and talk
and he can quote differentprofessors.
And this guy said this.
And if you go back in thisscript and rabbi this said that
he knows it all because he'svery passionate about this topic
, what do you know?
What do you know?
(12:09):
So, in the same way, moving ourtalks from our heads to our
hearts, it's a different levelof engagement, and so you need
to spend some time with themessage and figuring out where
is the passion point.
Like, where is that thing?
Like I don't know why my dad'spassionate about the nephilim
it's kind of an interestingtopic history but that's his
passion point.
So you get him going and he canjust like, build this whole
(12:31):
thing around it.
But, like, what is in yourwhole message?
Part of it's deliveringinformation and all of that, but
where are you like, where isthat moment of engagement of
like?
There's a moment in the storyOne of my interns was doing the
story of Jesus appearing to MaryMagdalene at the garden tomb
(12:57):
and I told her.
The part of the story that's thepassion point for me is two
things when he says her name andnumber two, that he waited for
the other two disciples, it's tome it almost looks as if he
waited for them to leave andthen appeared to her.
And uh, tim keller writes thisbook called the first christian
(13:17):
and it's all about marymagdalene and how she is the
first christian because she wasthe first person who believed in
the resurrected Christ.
Why would he choose a momentwhen a woman was alone in the
garden?
And there's just so much inthere Like the Bible doesn't
explicitly say he did thatbecause of this, but you look
back on her relationship withJesus and you could unpack a
(13:39):
whole thing with that.
Then you can unpack women inthat culture and how Jesus
continually was trying to shiftthat paradigm of a patriarchal
culture or nonsense of, you know, re-elevating women to be
respected and honored and youknow, like the gospel is such
(14:00):
foolishness to the perishingworld right, why would you
believe a woman, especially at?
that time in history when therewas no one to corroborate her
story.
Well, five seconds ago therewas two people to corroborate
her story and they were two men.
Why didn't you just like popout then?
But no, like, but you waited.
(14:21):
And there's something likeJesus is so calculated, you know
what I mean.
So there's something to it.
So for me that's the passionpoint of the story.
And so now we're diving in andI feel it and that kind of takes
my breath away, kind of likewhoa, like what is this treasure
box?
Full of ideas and why andquestions, and like it gets
(14:44):
exciting.
And so, when you're preparingyour message, what is your
passion point?
Because delivering, especiallya narrative, can be just like
cause some people are so staunchon.
Like you, just go through theBible verse by verse, chapter by
chapter, love it.
Of course, I've read the entireBible that way in my own
(15:05):
personal time.
However, sometimes a narrativeis if it's just here's your
chapter.
Now, figure out a passion point.
It can be difficult and youneed to spend some time with the
text to figure out.
What am I trying to unlock here, what am I personally engaging
with?
And when you are passionate andyou have the aha moment, that's
(15:27):
what you want to start runningwith, right, because otherwise
you're just up there like, well,we read the chapter, any
questions, you know, but you'vegot to find that passion point.
Think of your messagepreparation as almost like this,
like archaeological dig.
You know this excavation andyou know you can't focus on
(15:50):
everything, especially forjunior hires.
So, like, pick the thing andjust start running that ball
down the field.
So what engages you, whatamazes you?
Start to spend that time withthe message and figure that out
and that's sort of what startsto move now from your head to
your heart.
(16:10):
I know the text.
I know the garden tomb story, Iknow who was there, I know the
facts, I know what happened thestone weighed 4,000 pounds.
You know, like we say all thesethings, but now move it to my
heart.
Like what?
Why does this matter?
Why is this significant?
Carrie Newhoff would also saywhat question is this answering?
(16:31):
What problem is this solving?
Why does this matter?
So you would try to anticipatethe questions that your audience
might answer.
So, for example, why does itmatter?
Well, for a lot of reasons.
It depends what directionyou're going to go.
But let's just go back to theMary Magdalene example.
Why does this matter?
Okay, well, now who's ouraudience?
(16:53):
Why does it not just why doesit matter, but why does it
matter to a seventh grader?
You know.
So now we have to go to theaudience.
Why, what problem does thissolve?
A lot of problems.
But for a seventh grader, whatare we solving for them right
now?
And so I told her when she wasspeaking this morning.
I said so there are so manykids who feel completely
(17:17):
overlooked.
You know, like that, tell me myfriends don't really care about
me.
You know like I get ignored atschool.
Or you know, my siblings getall the attention and I feel
like I don't matter.
Or known, or a child whosefather left the family, or a
(17:40):
broken family situation that canreally play or wreak havoc on
your sense of value and identity.
So now let's pull out, okay.
What was Jesus showing us hereis that his gospel, his love,
his attention is for the ones,his love, his attention is for
the ones, for everyone,obviously, but he made a point
(18:10):
to show us it's for those thatotherwise would be discarded or
very overlooked or not seen asimportant.
But it's like the very firstperson who gets to preach the
risen Christ was Mary Magdalene,who had quite a past, was a
woman, and he had other options.
It wasn't like, well, she's theonly one here.
Start to let that soak intotheir wounds of being abandoned
(18:31):
or overlooked.
So now we're solving thisproblem of how did Jesus treat
her.
That's not just a MaryMagdalene story.
This is a God story, a youstory, because the heart of God
for her is also the heart of Godfor you.
So do you feel overlooked?
I know I have, you know, blah,blah, blah, blah, and you could
(18:51):
tell a story, and now you bringit back to them.
Where do you feel unseen?
Where do you feel like nobodycares?
Where do you feel discarded?
Where do you feel like nobodycares?
Where do you feel discarded?
Where do you feel abandoned?
Well, let me tell you, there isa God you know, and you now
have moved it to their heart.
So what do I care about a tomband Roman soldiers?
But we're moving it to ourheart and their heart, and
(19:13):
that's where the passion pointof the message comes in for them
to see that scripture istotally relevant because we're
excavating it for the heart ofGod and how we relate to him.
Not just so we leave knowing astory you know it's like.
Here's what we do over and overagain we're teaching students
what to do with the storywithout telling them.
(19:35):
I'm teaching you what to dowith the story.
It's so that when they arereading the Bible on their own,
later they start to look forthese themes and these.
They start to read it in a wayof what does this tell me about
God?
What does this tell me aboutmyself?
What does this tell me about myrelationship to him?
What is this?
So we're getting them to thinkbigger, and so, as the speaker,
(19:57):
you're going to have to figureout what that is for you as the
communicator and how you cancommunicate that.
So that kind of brings us tothe last thing is, in order to
be able to do this, you got tostart early.
I don't know if you're pickingup, but it's like there's a lot
there.
This is not a Saturdayafternoon kind of project and I
(20:23):
know that can be difficultdepending on your schedule and
your family life and all of that.
But in order to really give amessage, what it means for you
to be able to communicate itwell and pull out everything
you've really, I mean, I wouldsay a week is the least amount
of time, and the reason I saythat is because I think you need
(20:45):
at least three or four days toaccomplish this at the least.
But if you can give yourself twoweeks it's even better.
And then if I'm speakingsomewhere that I'm not
comfortable with or on a topicthat's extra hard for me, or in
an audience that's not my own, Igive it like a month.
You know, because, like, I gotasked to speak at our college
(21:08):
group a couple of years ago andit was like 350 college students
I've never spoken at it beforeand I knew this wasn't like,
like hmm, like, let me start onMonday for a Thursday talk.
It was like I need to bechewing on this kind of stuff
for a month, so start writing itlike in full a month out.
Speaker 2 (21:27):
You're just starting to make steps towards having a
finished message when do youthink that you're probably done
with that message?
If, let's say, it's on the lastday of the month, where?
Where would you think that youwould have your message
completed by?
Speaker 1 (21:41):
I would like it to be like three days before you know
we're going to execute it.
But because when you start todo that, what happens is a lot
of things.
When we start early and we knowwhat we're talking on and we've
been working on it, it kind ofgoes into like your long-term
memory and it starts to becomekind of what we were saying
(22:02):
before, of like that moving fromyour head to your heart, like
it starts to become you canspeak now from like the core, of
like who you are.
It's not like my memorizedscript, but because you've been
working and chewing on this solong, it becomes a part of you.
So the earlier you start, thebetter.
So kind of what I would do isalso to add something to that.
Speaker 2 (22:26):
There's nothing worse than waiting at the last minute
to do something and thendelivering a message, and then,
after the fact, thinking, oh,you know what I should have done
and it's like when you giveyourself that time right, if you
have that time to do it, thenyou can think of those analogies
, stories, you know, whateverextra things you want to pull in
versus and whatnot, to makesure that point gets hit home
you know, like the one we weretalking about on Jesus's value
(22:48):
for those who have been devaluedby society.
Speaker 1 (23:05):
So you know, like when you're car shopping, all of
a sudden you notice every caron the road.
I'm looking for a midsize SUV.
I see every single midsize SUV.
Now, well, that's real.
Your brain will like flag thosethings because it knows I'm
preoccupied with this thing, andso it will like extract
(23:25):
relevant information for you.
So take that same idea with amessage.
So we're talking about Jesusvaluing those who have been
forgotten or overlooked.
So for the next week, two weeks, however long you're chewing on
this, everything you see,everything you read, every
(23:45):
conversation you have, yourbrain will start to flag and
collect.
Speaker 2 (23:50):
You're seeing it through that lens?
Yeah, constantly.
Speaker 1 (23:52):
And then you put those things in your back pocket
.
You open a file.
You have a little notebook.
You write it in your notes inyour phone, whatever it is,
don't you will forget.
You have a little notebook.
You write it in your notes inyour phone, whatever it is,
don't you will forget.
So do it right away and youstart compiling and you're
seeing.
You know, like haven't you everwondered?
When speakers speak, they'llalways say, like this week, this
thing happened.
You're like what are the oddsthat you were speaking on
(24:15):
generosity and then this weeksomeone gave you a check for $5
billion.
You know what are the odds andit's like, no, that's not the
odds.
It's like well, things, youpick it up because you need it,
you know, and you would havejust kind of left it by the
wayside, but your brain islooking for the gems.
(24:38):
So when you have more time, youhave more gems to collect, and
it's great because and here'sthe thing you don't have to use
them all.
So then what you do is you sitdown with your topic and your
message and what I do is I justlike vomit all over the paper.
Yeah, it's fine though.
Speaker 2 (24:55):
And then you write in like finger painting in the
vomit Too far, too far.
Speaker 1 (25:01):
That didn't need to go that far.
Could have just left it at ohgross.
Speaker 2 (25:06):
I get all my thoughts on paper.
Let's just say that.
Speaker 1 (25:09):
As a communicator, I really wanted to paint a picture
.
Speaker 2 (25:12):
I don't want that picture painted for me, though
Finger painted.
Speaker 1 (25:17):
So it's like put all the ideas out there, not just
very clean and gentle, right,you just put them on the paper
no bile, no chunks, just outthere, and it's just everything.
I'm thinking about everything,I've read everything, I've heard
a story, this and experience,and it's all out there in a big
pile, right, and then you kindof sift through it, then walk
(25:40):
away.
You need to be done.
This is why you need some days.
Speaker 2 (25:45):
It's not funny Kind of is Okay, you walk away.
Speaker 1 (25:49):
You don't even make eye contact anymore.
Speaker 2 (25:51):
That's so funny Okay.
You put it in the corner andyou say Not dealing with you.
Speaker 1 (25:54):
You stay there, don't bother me, because dealing with
you stay there, don't bother me, because your brain needs to,
like, disengage from it.
Yeah, right, so then you comeback the next day and you start
to look through it again.
Now you're looking forsomething to emerge like oh,
this story and this story gotogether and I like this
connection and then thisscripture, and you start to
build like a skeleton.
(26:14):
But that means you got to getrid of some of those things that
you don't need are you doingthis like pen to paper?
Speaker 2 (26:21):
or are you doing this like on post-it notes?
Speaker 1 (26:24):
no, I do it like I know in a word document I just
write everything and then Istart pen to paper, but a word
document I thought you werebeing metaphoric, like literally
, I'm not gonna write all thatout, I type you're a journaler,
though, so I thought what isthat face?
Speaker 2 (26:38):
You're a journaler, though, so I thought what is
that face?
You're a journaler and I couldtotally see you writing it out.
Speaker 1 (26:43):
Like maybe little things, but at the volume I'm
working at I can't do that Ifyou're not watching on YouTube.
That was a noise that he made.
Speaker 2 (26:55):
It didn't roll.
It didn't roll.
I don't think I have enoughphlegm in my throat V that it
didn't roll.
It didn't roll.
I don't have enough phlegm inmy throat vomit phlegm moist.
Speaker 1 (27:02):
What else we got?
Oh, jeff, you're so good atadjectives word pictures
pictures.
That's what I meant.
Um, so you're starting to getyou know your direction and so
you start eliminating things.
So, like all I I won't deletethem, I'll just move them to the
bottom of the document.
I'm like eh.
I'm not ready to give you upyet but I'm sensing the
(27:23):
directions going this way, so Istart to copy and paste things
in and kind of like move ordersaround and then I walk away.
Okay, I walk away again.
Speaker 2 (27:32):
I say don't look at me.
Speaker 1 (27:34):
You're always looking at me, stop looking at me.
And then I come back the nextday and then I see, is that the
decisions I made yesterday afterkind of marinating on it for a
while?
And I'll be like that story, ohmy gosh.
Or oh, that movie I saw.
Or you're walking the dog ordoing yard work or cooking and
(28:02):
all of a sudden that's themissing piece I needed.
So be ready to include and thenmove stuff around.
So that's kind of day three forme is all right.
I started heading a directionyesterday.
Do I like that direction?
And it's really hard for me togive up a direction once I've
started because I feel like,well then, what was it yesterday
(28:24):
for?
Like no, it was a waste of time.
But sometimes I'm like, no, Ineed to, I need those things
that I discard, I'm going to putthem back, and now I'm going to
kind of move this way.
And that's why, again, you needthe time.
And so now you start buildingthis thing, and walking away and
coming back for three or fourdays is so helpful because when
(28:45):
you come back at it with fresheyes, or maybe you prayed about
it, or the Holy Spirit gave yousomething, or you were reminded
of something, you will be ableto see it more clearly.
But I've noticed for me anywaysI don't know if this works for
everyone the longer I try tojust murder it, like like I get
frustrated and I'm like goodenough, you know, and I I I'm
(29:07):
out of very sharp, creativethinking.
Like I get about an hour ofthat.
So I get like a huge spurt ofcreative, sharp thinking and
then it dramatically drops offand then I have to come back to
it the next day and see it aftera good night's sleep, after you
know, with fresh eyes, and thenI can see it differently.
(29:30):
So that's why a Saturdayafternoon prep is just not going
to work.
So then, once you feel like youhave your direction and you're
good with it and you know whatyou want to say and things are
connecting, now you want to adda little razzle dazzle, and so I
like to figure out where can Imake this tangible?
What element can I bring in tomake it age appropriately fun,
(29:51):
like last weekend?
I told a story about how notproud of this and I'm very sorry
, but when I was in junior highI threw lunchable meat into a
noon duties car and and cheeseand crackers.
It was almost like we wereplaying can jam because her
windows were cracked and so wewere just like oh, I wonder if
you can get the turkey in hercar.
And I wasn't trying to be bad,it was just like this is a great
(30:15):
game.
Speaker 2 (30:15):
That's a middle school mentality like you're not
ever thinking of like hey,maybe this isn't a good idea.
It was just like I've gottamake it when the ones that
didn't make it in the car.
Would you go walk over pick?
Speaker 1 (30:26):
them up?
How many?
Speaker 2 (30:27):
lunchables were you going through?
Speaker 1 (30:29):
I mean, lunchables were bigger back then maybe we
went and picked them up, I don'tknow.
A few of them like would hitthe rear view mirror the side,
stick to the side of the car?
Speaker 2 (30:37):
I don't think so.
Speaker 1 (30:44):
Well, so what I did during that part is I sat down
like I was sitting down at thebench and I opened a Lunchable
and I just started throwingturkey and cheese in the middle
of church and the kids thoughtit was so funny and they were
like trying to catch it and Iwas like no, no, no, you're
blocking my shot and I pretendedI could see the car and I'm
like I just got to get a littlecloser.
Darn it, you know.
And it was like cost me $1.99at the grocery store and it was
(31:09):
like a fun, just something thatbrought it to life.
You know what I mean.
So little things that just kindof engage an audience, make it
fun, bring in a visual.
I think is always like thatextra notch or like a movie clip
.
You know, I did a talk onPontius Pilate and Jesus on
Easter and I did a clip from thePassion of the Christ that I
(31:32):
found on YouTube, so it was veryeasy.
You know, it was said like andsubscribe at one point and that
was probably should have edited.
Speaker 2 (31:40):
I like this, jesus fellow like and subscribe they
would start laughing when thatcame up.
Speaker 1 (31:47):
Kind of broke them the like focus so would not
recommend.
Speaker 2 (31:51):
If it has all your eyes closed and heads bowed.
Who about who of you would liketo go ahead and smash?
Speaker 1 (31:59):
but I was trying to bring some visuals and different
elements to break up.
It's just me talking again.
Speaker 2 (32:08):
Yeah, and it's a good correlation and not to go on a
side note, but if you arewatching on youtube, make sure
you like and subscribe it doesmight as well if it's a
correlation that, becausesometimes the visual might be
really fun to watch or hilarious.
So the analogy is really, youknow, funny.
But then when a kid has torecall well, what exactly did
(32:31):
that have to do with, I don'tknow, you know then you missed
the mark.
Speaker 1 (32:35):
Yeah, you totally did .
That's kind of what I wastelling one of my leaders who's
learning how to teach.
I, your talk owned you.
You didn't own your talk.
I said you were very engagingand the kids liked you and you
were very.
But there were so many randomrabbit trail stories that were
all very entertaining and fun.
(32:57):
But where are you taking us?
You know, like your talkstarted to own you after a while
, instead of harnessing thepower of an illustration to lead
them somewhere meaningful.
It was just.
Let me tell you some funnystories Now.
The Lunchable story was funny,but it had a purpose and it, you
know, was tied to pilot, ofgiving into the crowd, you know,
(33:18):
and it's like I'm sure you sawwhere that was going Very simple
connection, but it was justsomething different and extra.
So and then you know, when youplan early, not only do you have
time to think of a creativeelement like that, but what I
like to do.
Then it gives us so much moretime to dive deeper into the
passage that you're using andsort of pray through that.
(33:40):
And it's amazing, like what theHoly Spirit like, you know how
God's word is living and activeand it doesn't return void when
you really pour and pray overscripture, like the Holy Spirit
wants to be revealed obviously,like God wants to expose truth.
And so when you pray over thatscripture and dive in, you know,
(34:02):
before you're teaching, youknow what is the Holy Spirit
revealing and bring yourstudents along on that journey.
But you know, sometimes youneed some more time.
And I think the biggest mistakeI made as a young youth pastor
was like under the gun oh shoot,I left this to the last minute
and I was like God, I'm sorry, Ididn't prepare, do a miracle
(34:25):
please.
You know I remember prayingthat prayer so many times of
just like I'm about to get up onstage and this is gonna just
tank because I'm not ready.
You know, I've just kind ofglanced at it and was like all
right, let's just like do thisthing.
But it's like oh, like what awasted opportunity.
So yeah, I feel like if you canincorporate those things, you
(34:50):
can become probably a betterspeaker by next week.
You know, like these aren'tlike.
Speaker 2 (34:57):
So not immediately, but close to immediately.
Speaker 1 (35:03):
Should we change the title of this episode?
Speaker 2 (35:05):
I'll have to move that and put something else.
Question so you are amanuscript style speaker,
correct?
Yeah, you do that partlybecause you want to vomit it all
out there, gross, you want toget it all out on paper, but
you're able to follow along likeI could never do a manuscript
(35:25):
style because I'd be have tostop and say, okay, wait where?
Where am I in the middle of all?
Speaker 1 (35:30):
yeah, I understand that.
I I think it's because againit's become a map in my head.
So sometimes what I'll do is,in the margins, I will draw a
little hieroglyphic.
It's like a little picture andit reminds me of what that is,
so I can see the text.
And the text helps me becausethen I know about how long that
(35:53):
portion is and I can circle andpick out key words from that
paragraph.
But in the margin maybe it'slike a picture of a little car I
drew and I knew, oh, that's thestory about the car and you
know.
And so I'm not reading theparagraph, but because the
paragraph in the car next toeach other, like the map of the
(36:15):
paragraph, exists in my brainand I I can see where I'm at in
it.
And I don't know if otherspeakers are like that.
I just assumed everyone kind ofhad a map of their talk in
their brain, but it's almostlike I know what it says just by
looking at it kind of thing.
But if you, I have to domanuscript, because if I just
(36:38):
write car story I haven'tdeveloped that.
I'm like what do I want to sayabout this car story?
So when I manuscript it, I getit out and now it exists,
because the car story doesn'texist until I say it, if that
makes sense.
Like I know what happened, butI can't give you the details
until I say it because of theway I process information.
(37:02):
You know what I mean.
Like I can't paint the pictureuntil I've painted the picture,
you know you lost me on that, ohno.
Speaker 2 (37:11):
I can't do manuscript , I can only do bullet points
and transition words orsentences and things like that.
That is probably the hardestthing when I do a talk is that I
always I can here's this partand here's this part and I
forget.
Well, how did I go from here tohere?
Like sometimes it can just be aword or just a sentence, and so
I just put bullet points andtransition points and then I can
(37:34):
do it If I have a manuscript.
I'm completely lost on it.
Yeah, it doesn't mean I don'tget it out verbally, and that's
so interesting.
Now I'm thinking about it, I dobetter writing things all out,
and yet for a talk I wouldrather go off of bullet points
and not write the whole thing.
Speaker 1 (37:51):
Yeah, or you know, I'll use headings, you know, and
then I can just read theheading and know what's
underneath it.
But I think that is a hugepiece of the of the puzzle here
is, like, what kind of prep doyou respond to?
Of the puzzle here is like,what kind of prep do you respond
to?
Because if you're havingtrouble really honing in on your
(38:11):
talk, your prep method might bethe wrong fit for how you
process and deliver information.
Speaker 2 (38:18):
Do you, do you um like give your talk ahead of
time in full?
It depends like a weekendmessage uh, Not a weekend
message.
Speaker 1 (38:27):
A guest speaking talk like where I'm not comfortable
with the audience or the place.
Yes, A hundred times, like ifI'm doing a winter camp for a
church that I'm not familiarwith.
I don't know one kid.
Yes, I am saying it out loudover and over and, over and over
again until I understand it andit's moved from my head to my
(38:48):
heart.
I don't know why, but when I'mspeaking for my own students, I
feel so much more conversationaland I don't feel like it's not
like well, I don't care aboutthe quality, because it's just
you guys, but I feel like I canlike deliver things so much
(39:09):
easier in that environment.
I don't know why.
So, um, I will look at the notesand circle key things and get
ready to go, but I don't need tosay it out loud.
If I'm doing a pre-record, Ihave to say it out loud, like we
do these things at our church,called a daily dose, and it's
like a four or five minute Devothat's recorded in one take.
(39:31):
I need to say that out loudbefore for a lot of reasons.
You know you have to timeyourself and you can't make a
mistake, or you have to startall over, you know.
So it depends on what I'm doingwhether I would practice or not
.
So, however, that's a goodquestion, because when I was
just starting out with speakingand everything kind of felt new
(39:51):
and I didn't have thiscomfortability anywhere I was
saying it out loud I would go inthe junior high room during
office hours, so nobody was inthere, it was just an empty room
and I would stand on the stageand start talking to the empty
chairs.
Speaker 2 (40:05):
It's hard.
Speaker 1 (40:06):
Someone had video of that, oh it's hard because, as
an extrovert, you're engagingwith people, and so I would just
have to visualize that therewere people there, you know, and
you look like an idiot whensomeone comes in, but it's what.
I needed at the time so.
I think, you can grow andchange in that area over time
too, and if you're changing.
Speaker 2 (40:26):
you're changing, you're growing.
And if you're growing, you'rechanging, put in the comment
section below what are you?
A manuscript, a bullet point,completely memorized, and I
don't use notes at all.
Put that in the description.
Speaker 1 (40:36):
I would love to earn the comment section, or just we
in it Getting up there like, wow, what do we want to talk about
today?
Speaker 2 (40:41):
What are we talking about today?
Today, I'm just going to flipthrough and here we go.
Speaker 1 (40:45):
So I had to do that once.
Speaker 2 (40:47):
One time I had to do that once, and I'm not even yeah
, cause you were sick and leftSorry.
It was about how we're comparedto sheep a lot of times and
just kind of, I just had at thattime I had a lot of facts about
sheep and how it correlated topeople and yeah, it was just off
the cuff.
Speaker 1 (41:03):
So one time I went to go speak at a Christian school
for chapel.
I wasn't there to speak, I wasthere to listen.
Yeah, like a student was goingto give their testimony and she
was in my youth group.
So I came to support her andthe chapel director was like
where is she?
I'm like I don't know, forky, Idon't know, and someone's like
(41:24):
oh, she just posted she's at theairport on her Instagram.
Speaker 2 (41:27):
She's going to Hawaii he goes can you just do a
message?
Speaker 1 (41:31):
I'm like gulp, give me five minutes, don't talk to
me, and I like went outside.
Speaker 2 (41:39):
I'm like Holy Spirit activate, give me a plane ticket
to Hawaii immediately.
Speaker 1 (41:44):
I pulled off something I don't even remember
I'm not even going, gonna try togo back there.
I was like and it was not myhome turf, like I could probably
do that in front of my students.
Be like all right, guys, I'mgonna give a quick last minute
message so like I could probably.
This was like these, like awhole chapel at this private
school of like I knew like threeof the kids.
Speaker 2 (42:05):
So rough times but the Lord came through.
We have we've done actuallyseveral messages not messages
episodes about giving messages,if you want to check those out.
One of them in particular ishow to help students retain your
messages, which is actuallyvery vital in giving a message.
So make sure you check that out.
We're going to do a communitycomment of the day which comes
(42:26):
from Joshua from Akron, who saysI'm sorry.
Joshua of Akron says thank youfor all you do and your wise
counsel.
It's completely changed ourstudent ministry.
When I was made the newdirector two and a half years
ago, there was only two teenscoming to youth group anymore.
Now 35 to 50 teens come everyWednesday and Friday night.
(42:49):
God blessed us through yourministry.
God bless y'all.
Thank you, joshua.
That's awesome to hear.
Speaker 1 (42:56):
That is.
That's a huge like-.
Speaker 2 (42:58):
Two to 50.
Speaker 1 (42:59):
That's probably the biggest increase we've ever
heard of.
That's incredible.
Wow Go Joshua.
I'm glad it's been helpful.
Speaker 2 (43:06):
Yep.
Thank you, joshua, and thankyou guys for watching and
listening and we'll see you nexttime.
Speaker 1 (43:11):
Are you looking to improve your teaching skills
quickly?
Today, we're going to give youthree ways that are going to
help you do just that.
Are you looking to improve yourteaching skills quickly?
Today, we're going to know.
Are you looking to it?
Are you leaking battle bottlebeetle?
Are you looking to improve your teaching skills
quickly?
Today, we're gonna give youthree foolproof ways to do just
that.
Speaker 2 (00:18):
Welcome to the Ministry Coach Podcast where we
give you weekly tips and tacticsto help you fast track the
growth and health of your youthministry.
Speaker 1 (00:29):
My name is Jeff Laskola and this is is Kristen
Laskola, and today we're talkingabout how you can immediately,
right away, improve yourteaching skills, and I feel like
teaching is one of those thingsthat we could probably do like
infinite amount of episodes on,because it's an art and a skill
that is not like so concrete oflike push this button, do this
(00:53):
thing and voila, out comes atalk.
I feel like sharpening yourskills, even if you're a really
good communicator and you'vebeen speaking for a long time
and you feel pretty confident.
I feel like you can always beimproving.
And then there's the other side.
You know people that are like itis not my A game.
I have to do it because of myjob as a youth pastor, but I
(01:16):
wouldn't say this is where Ishine by any means, and this is
for all of you.
So let's dive in.
Number one, something that'sreally.
This is not something I'vepersonally struggled with.
However, I see it coming upover and over and over with
speakers that I'm coaching andit's this unhealthy relationship
(01:40):
with their notes.
So do you remember like beingin school and like a kid would
have to get up to give apresentation and they would like
have a piece of paper?
and they were reading it or likeeven like a cue card.
You know those little three byfive cards and they were just
staring at it and I don't knowif you remember that feeling and
(02:00):
it's like I hear the wordsyou're saying feeling, and it's
like I hear the words you'resaying.
There's still words and it'sstill information, still ideas.
However, I can't like absorbwhat you're saying.
It's not like penetrating, it'snot like making an impact.
I'm not feeling what you'resaying, I'm hearing it, but it
(02:20):
is just so much just information.
And so what you need to rememberis notes are not a bad thing.
Like often when I've you know,I have notes right here for our
podcast I use notes when I speak.
However, it's more of like Ithink of my notes as almost like
a map, and so I glance down andI kind of understand where I'm
(02:43):
at in the map and I don't needto read it or look at it or
deliver like read the sentencethat I wrote.
But me writing the notes was megetting it all out and putting
ideas like out on in flesh likethey exist, and now I'm going to
tell you about them, but fromknowledge not.
(03:07):
You know what I mean.
And so if you use prepackagedcurriculum.
I would say this is a lot harderto do, because these aren't
necessarily your words, and sothe way that you study the
prepackaged curriculum noteswill probably be a little
different.
And so you don't want to soundrehearsed by any means.
(03:28):
But I don't think rehearsal isbad, it's like.
So, think about, like a eulogy,or a wedding versus a sermon
those styles are very, verydifferent.
A sermon those styles are very,very different.
(03:48):
When someone gets up and givesa eulogy about a family member
that died, they usually, ifthey're not used to public
speaking, they will read it.
It's still meaningful becauseyou're not trying to communicate
like a biblical truth.
You're telling a story aboutyourself, and it's just
different.
And so that style has a place.
(04:12):
But it's just not really likethe pulpit necessarily, because
what happens is when you'reglued to your notes, instead of
engaging with your audience,your audience is now disengaging
from the material.
So think about it this way youare the medium of the message,
and we've talked about thisbefore.
But in a sense, the medium isthe message, like you and the
(04:34):
message, where does one end inthe other begin?
The way that it's heard,received, felt, absorbed is also
wrapped up in the medium itself, and that's why two
communicators can be saying thesame exact thing, yet one is
very powerful and you feel itand you understand it and you
absorb it.
(04:54):
How many times have you heard aspeaker Like I remember growing
up in church?
I'd heard the story of thewoman at the well numerous times
, and then, out of all the timesat church, why can I remember
hearing it for the first timefrom our senior pastor, chris
(05:14):
Brown, and I remember my jawhitting the floor.
I was in college and he was aguest speaker at our college
group and I'm like, oh my gosh,it's's like I've never heard
this before, like it's the sameexact material, same exact
verses, same exact story, butthe way he engaged with us and
just started to get us to feelwhat was going on and the way he
(05:36):
, like, was delivering this,these words, it was like I was
hearing them for the very firsttime, because he was a dynamic
communicator.
Now we can't all be.
Chris Brown, don't try to be,because it'll show that you're a
imitation.
You need to find your own voice.
But all that to say, don't relytoo heavily on your notes.
(05:58):
You should not be reading.
You should be giving them aglance, but not.
This drives me crazy.
Me crazy, too, with speakerswhere they go um, sorry, hold on
, I lost my place.
And it's like the quickest wayto get your audience to
disengage is to pause and haveto find your place, and what
(06:18):
that means is kind of bringingus to number two before you get
there, though, I just wanted toadd on a little bit Please.
Speaker 2 (06:25):
Jeff, I've seen speakers and actually some
fairly well-known speakersespecially like in the youth
ministry space, who really dorely heavily on notes, which is
fine, but, like you're saying,right, when they go to start
reading their notes tablet,computer, whatever they have,
you know, up it Like you're upit, like you're saying it
(06:45):
signals that disengagement.
Speaker 1 (06:50):
I feel like it's like the same thing as when someone
is talking to you and they're ontheir phone where it's like,
yeah, you're talking to me, butI feel like you're not connected
.
Speaker 2 (06:57):
And when they're doing that, I feel like the only
time it seems to be appropriategoing to notes would be to read
verses.
Or if you're going in yourbible to read it, sure, and then
that, like loss of eyeconnection, makes sense yeah,
but when you're speaking andyou're losing that eye
connection and obviously it's.
You're not making eyeconnection the entire time
because you can't do it everysingle person, unless your youth
(07:17):
group is just one person, butwhen you're kind of be awkward.
Speaker 1 (07:22):
This message is just for you.
I'm not going to blink.
Don't break eye contact.
Speaker 2 (07:27):
30 minutes, Lock in what's worse that, or acting
like there are other people inthe room and pointing at people,
and they're really just one.
Speaker 1 (07:35):
Just set up some stuffed animals.
Speaker 2 (07:37):
That when you're just when you're not engaged, or
when you're reading your notes,you depict this.
Speaker 1 (07:42):
I'm not engaged with this and so I think just in turn
people hearing it kind of loseengagement with it they do and I
don't know, some people mightbe panicking right now like,
well, I don't know, I can't likehow do you just know what it
says and there's hope for that,like if you really struggle with
that?
I think it's actually prettycommon, because I see it a lot.
(08:02):
Also this has nothing to dowith notes, but can if you
misspeak, can you not go?
Speaker 2 (08:11):
words, words.
Speaker 1 (08:13):
English.
It's like, okay, that couldhave been a minor, minor little
stumble, and you just faceplanted and showed everyone.
It's like maybe someone'sarguing well, that's just being
like authentic, like it's just Idon't know my opinion cringe.
It's always kind of cringy,okay.
(08:34):
So how do you do that, though?
If you're kind of panicking,like shoot, well, I am so
reliant on my notes and and Iwant to say it Like I feel like
people sometimes are like I wantto say it how I wrote it,
because I wrote it perfectly.
And you know, there is adifference between people who
tend to be good writers andpeople who tend to be good
speakers, and they're not thesame thing.
If you've ever heard like Iprobably shouldn't name any
(08:57):
names, but there will be authorsthat I'm like you are brilliant
, and then I'll find somethingthey spoke like at an event or a
podcast and I'm like you arebrilliant.
And then I'll find somethingthey spoke like at an event or a
podcast and I'm like, yes, I'mlike right.
Speaker 2 (09:10):
Like no.
Speaker 1 (09:11):
Yeah, and it's not like they're oh well, they throw
everything out that they sayit's just wow, you're so much
more engaging as a writer thanyou are as a speaker, and I'm
sure it goes the other way too,but that's all I've really
observed.
Speaker 2 (09:25):
So which are you better writer or better speaker?
I'm the other way around.
I feel like, if I can thinkabout my words and put them down
cause I stutter all the time Itrip over my words, as you've
probably heard on this podcast Ican definitely write something
much more eloquently than I canjust say it.
Even though I know what I wantwant to say, I can't quite get
the words out quite right yeah,I mean, I'm really good at both
(09:46):
actually but.
If.
Speaker 1 (09:48):
I had to pick, I would say speaking, yeah, I
don't know.
I think I'm an externalprocessor and I writing could be
an external process, I guess.
But I just feel like I don'tknow, it just takes.
So you know, I just want to sayit and be done Okay.
So number two is where we were.
So how do we, how do we moveforward in this process, cause
(10:12):
I'm sure everyone's in agreement, no one's like no.
You should read from your notesyou know, so if you're a note
reader, I'm sure you're likeyeah, I agree, how do we, how do
we get past that?
So here's a couple of ways.
Number two so people arelooking for you to be, you know,
real, not rehearsed, authentic.
(10:33):
However, you need to know yourstuff, and I heard it said so
well, and this is what I'vealways felt, but never
articulated, until I waslistening to a Kerry Newhoff
podcast and he said the personwho taught him how to speak said
this.
They said don't memorize yourtalk, understand it.
(10:58):
And I'm like that is so true.
It's not necessarily likememorizing a script, but it's
moving the talk from your headto your heart, kind of of like
okay, the information is here,but I need to engage with it now
on a heart level and I need tounderstand it and think about it
(11:21):
like this like if you reallyknow something and you're
talking to your spouse or afriend at lunch or coffee about
something you're very passionateabout, you don't need a three
by five card.
You can engage with them andtalk with them.
Just ask my dad about thenephelin and you will know,
(11:42):
because he doesn't need notes.
He's very interested in thisand he will just talk and talk
and he can quote differentprofessors.
And this guy said this.
And if you go back in thisscript and rabbi this said that
he knows it all because he'svery passionate about this topic
, what do you know?
What do you know?
(12:09):
So, in the same way, moving ourtalks from our heads to our
hearts, it's a different levelof engagement, and so you need
to spend some time with themessage and figuring out where
is the passion point.
Like, where is that thing?
Like I don't know why my dad'spassionate about the nephilim
it's kind of an interestingtopic history but that's his
passion point.
So you get him going and he canjust like, build this whole
(12:31):
thing around it.
But, like, what is in yourwhole message?
Part of it's deliveringinformation and all of that, but
where are you like, where isthat moment of engagement of
like?
There's a moment in the storyOne of my interns was doing the
story of Jesus appearing to MaryMagdalene at the garden tomb
(12:57):
and I told her.
The part of the story that's thepassion point for me is two
things when he says her name andnumber two, that he waited for
the other two disciples, it's tome it almost looks as if he
waited for them to leave andthen appeared to her.
And uh, tim keller writes thisbook called the first christian
(13:17):
and it's all about marymagdalene and how she is the
first christian because she wasthe first person who believed in
the resurrected Christ.
Why would he choose a momentwhen a woman was alone in the
garden?
And there's just so much inthere Like the Bible doesn't
explicitly say he did thatbecause of this, but you look
back on her relationship withJesus and you could unpack a
(13:39):
whole thing with that.
Then you can unpack women inthat culture and how Jesus
continually was trying to shiftthat paradigm of a patriarchal
culture or nonsense of, you know, re-elevating women to be
respected and honored and youknow, like the gospel is such
(14:00):
foolishness to the perishingworld right, why would you
believe a woman, especially at?
that time in history when therewas no one to corroborate her
story.
Well, five seconds ago therewas two people to corroborate
her story and they were two men.
Why didn't you just like popout then?
But no, like, but you waited.
(14:21):
And there's something likeJesus is so calculated, you know
what I mean.
So there's something to it.
So for me that's the passionpoint of the story.
And so now we're diving in andI feel it and that kind of takes
my breath away, kind of likewhoa, like what is this treasure
box?
Full of ideas and why andquestions, and like it gets
(14:44):
exciting.
And so, when you're preparingyour message, what is your
passion point?
Because delivering, especiallya narrative, can be just like
cause some people are so staunchon.
Like you, just go through theBible verse by verse, chapter by
chapter, love it.
Of course, I've read the entireBible that way in my own
(15:05):
personal time.
However, sometimes a narrativeis if it's just here's your
chapter.
Now, figure out a passion point.
It can be difficult and youneed to spend some time with the
text to figure out.
What am I trying to unlock here, what am I personally engaging
with?
And when you are passionate andyou have the aha moment, that's
(15:27):
what you want to start runningwith, right, because otherwise
you're just up there like, well,we read the chapter, any
questions, you know, but you'vegot to find that passion point.
Think of your messagepreparation as almost like this,
like archaeological dig.
You know this excavation andyou know you can't focus on
(15:50):
everything, especially forjunior hires.
So, like, pick the thing andjust start running that ball
down the field.
So what engages you, whatamazes you?
Start to spend that time withthe message and figure that out
and that's sort of what startsto move now from your head to
your heart.
(16:10):
I know the text.
I know the garden tomb story, Iknow who was there, I know the
facts, I know what happened thestone weighed 4,000 pounds.
You know, like we say all thesethings, but now move it to my
heart.
Like what?
Why does this matter?
Why is this significant?
Carrie Newhoff would also saywhat question is this answering?
(16:31):
What problem is this solving?
Why does this matter?
So you would try to anticipatethe questions that your audience
might answer.
So, for example, why does itmatter?
Well, for a lot of reasons.
It depends what directionyou're going to go.
But let's just go back to theMary Magdalene example.
Why does this matter?
Okay, well, now who's ouraudience?
(16:53):
Why does it not just why doesit matter, but why does it
matter to a seventh grader?
You know.
So now we have to go to theaudience.
Why, what problem does thissolve?
A lot of problems.
But for a seventh grader, whatare we solving for them right
now?
And so I told her when she wasspeaking this morning.
I said so there are so manykids who feel completely
(17:17):
overlooked.
You know, like that, tell me myfriends don't really care about
me.
You know like I get ignored atschool.
Or you know, my siblings getall the attention and I feel
like I don't matter.
Or known, or a child whosefather left the family, or a
(17:40):
broken family situation that canreally play or wreak havoc on
your sense of value and identity.
So now let's pull out, okay.
What was Jesus showing us hereis that his gospel, his love,
his attention is for the ones,his love, his attention is for
the ones, for everyone,obviously, but he made a point
(18:10):
to show us it's for those thatotherwise would be discarded or
very overlooked or not seen asimportant.
But it's like the very firstperson who gets to preach the
risen Christ was Mary Magdalene,who had quite a past, was a
woman, and he had other options.
It wasn't like, well, she's theonly one here.
Start to let that soak intotheir wounds of being abandoned
(18:31):
or overlooked.
So now we're solving thisproblem of how did Jesus treat
her.
That's not just a MaryMagdalene story.
This is a God story, a youstory, because the heart of God
for her is also the heart of Godfor you.
So do you feel overlooked?
I know I have, you know, blah,blah, blah, blah, and you could
(18:51):
tell a story, and now you bringit back to them.
Where do you feel unseen?
Where do you feel like nobodycares?
Where do you feel discarded?
Where do you feel like nobodycares?
Where do you feel discarded?
Where do you feel abandoned?
Well, let me tell you, there isa God you know, and you now
have moved it to their heart.
So what do I care about a tomband Roman soldiers?
But we're moving it to ourheart and their heart, and
(19:13):
that's where the passion pointof the message comes in for them
to see that scripture istotally relevant because we're
excavating it for the heart ofGod and how we relate to him.
Not just so we leave knowing astory you know it's like.
Here's what we do over and overagain we're teaching students
what to do with the storywithout telling them.
(19:35):
I'm teaching you what to dowith the story.
It's so that when they arereading the Bible on their own,
later they start to look forthese themes and these.
They start to read it in a wayof what does this tell me about
God?
What does this tell me aboutmyself?
What does this tell me about myrelationship to him?
What is this?
So we're getting them to thinkbigger, and so, as the speaker,
(19:57):
you're going to have to figureout what that is for you as the
communicator and how you cancommunicate that.
So that kind of brings us tothe last thing is, in order to
be able to do this, you got tostart early.
I don't know if you're pickingup, but it's like there's a lot
there.
This is not a Saturdayafternoon kind of project and I
(20:23):
know that can be difficultdepending on your schedule and
your family life and all of that.
But in order to really give amessage, what it means for you
to be able to communicate itwell and pull out everything
you've really, I mean, I wouldsay a week is the least amount
of time, and the reason I saythat is because I think you need
(20:45):
at least three or four days toaccomplish this at the least.
But if you can give yourself twoweeks it's even better.
And then if I'm speakingsomewhere that I'm not
comfortable with or on a topicthat's extra hard for me, or in
an audience that's not my own, Igive it like a month.
You know, because, like, I gotasked to speak at our college
(21:08):
group a couple of years ago andit was like 350 college students
I've never spoken at it beforeand I knew this wasn't like,
like hmm, like, let me start onMonday for a Thursday talk.
It was like I need to bechewing on this kind of stuff
for a month, so start writing itlike in full a month out.
Speaker 2 (21:27):
You're just starting to make steps towards having a
finished message when do youthink that you're probably done
with that message?
If, let's say, it's on the lastday of the month, where?
Where would you think that youwould have your message
completed by?
Speaker 1 (21:41):
I would like it to be like three days before you know
we're going to execute it.
But because when you start todo that, what happens is a lot
of things.
When we start early and we knowwhat we're talking on and we've
been working on it, it kind ofgoes into like your long-term
memory and it starts to becomekind of what we were saying
(22:02):
before, of like that moving fromyour head to your heart, like
it starts to become you canspeak now from like the core, of
like who you are.
It's not like my memorizedscript, but because you've been
working and chewing on this solong, it becomes a part of you.
So the earlier you start, thebetter.
So kind of what I would do isalso to add something to that.
Speaker 2 (22:26):
There's nothing worse than waiting at the last minute
to do something and thendelivering a message, and then,
after the fact, thinking, oh,you know what I should have done
and it's like when you giveyourself that time right, if you
have that time to do it, thenyou can think of those analogies
, stories, you know, whateverextra things you want to pull in
versus and whatnot, to makesure that point gets hit home
you know, like the one we weretalking about on Jesus's value
(22:48):
for those who have been devaluedby society.
Speaker 1 (23:05):
So you know, like when you're car shopping, all of
a sudden you notice every caron the road.
I'm looking for a midsize SUV.
I see every single midsize SUV.
Now, well, that's real.
Your brain will like flag thosethings because it knows I'm
preoccupied with this thing, andso it will like extract
(23:25):
relevant information for you.
So take that same idea with amessage.
So we're talking about Jesusvaluing those who have been
forgotten or overlooked.
So for the next week, two weeks, however long you're chewing on
this, everything you see,everything you read, every
(23:45):
conversation you have, yourbrain will start to flag and
collect.
Speaker 2 (23:50):
You're seeing it through that lens?
Yeah, constantly.
Speaker 1 (23:52):
And then you put those things in your back pocket
.
You open a file.
You have a little notebook.
You write it in your notes inyour phone, whatever it is,
don't you will forget.
You have a little notebook.
You write it in your notes inyour phone, whatever it is,
don't you will forget.
So do it right away and youstart compiling and you're
seeing.
You know, like haven't you everwondered?
When speakers speak, they'llalways say, like this week, this
thing happened.
You're like what are the oddsthat you were speaking on
(24:15):
generosity and then this weeksomeone gave you a check for $5
billion.
You know what are the odds andit's like, no, that's not the
odds.
It's like well, things, youpick it up because you need it,
you know, and you would havejust kind of left it by the
wayside, but your brain islooking for the gems.
(24:38):
So when you have more time, youhave more gems to collect, and
it's great because and here'sthe thing you don't have to use
them all.
So then what you do is you sitdown with your topic and your
message and what I do is I justlike vomit all over the paper.
Yeah, it's fine though.
Speaker 2 (24:55):
And then you write in like finger painting in the
vomit Too far, too far.
Speaker 1 (25:01):
That didn't need to go that far.
Could have just left it at ohgross.
Speaker 2 (25:06):
I get all my thoughts on paper.
Let's just say that.
Speaker 1 (25:09):
As a communicator, I really wanted to paint a picture
.
Speaker 2 (25:12):
I don't want that picture painted for me, though
Finger painted.
Speaker 1 (25:17):
So it's like put all the ideas out there, not just
very clean and gentle, right,you just put them on the paper
no bile, no chunks, just outthere, and it's just everything.
I'm thinking about everything,I've read everything, I've heard
a story, this and experience,and it's all out there in a big
pile, right, and then you kindof sift through it, then walk
(25:40):
away.
You need to be done.
This is why you need some days.
Speaker 2 (25:45):
It's not funny Kind of is Okay, you walk away.
Speaker 1 (25:49):
You don't even make eye contact anymore.
Speaker 2 (25:51):
That's so funny Okay.
You put it in the corner andyou say Not dealing with you.
Speaker 1 (25:54):
You stay there, don't bother me, because dealing with
you stay there, don't bother me, because your brain needs to,
like, disengage from it.
Yeah, right, so then you comeback the next day and you start
to look through it again.
Now you're looking forsomething to emerge like oh,
this story and this story gotogether and I like this
connection and then thisscripture, and you start to
build like a skeleton.
(26:14):
But that means you got to getrid of some of those things that
you don't need are you doingthis like pen to paper?
Speaker 2 (26:21):
or are you doing this like on post-it notes?
Speaker 1 (26:24):
no, I do it like I know in a word document I just
write everything and then Istart pen to paper, but a word
document I thought you werebeing metaphoric, like literally
, I'm not gonna write all thatout, I type you're a journaler,
though, so I thought what isthat face?
Speaker 2 (26:38):
You're a journaler, though, so I thought what is
that face?
You're a journaler and I couldtotally see you writing it out.
Speaker 1 (26:43):
Like maybe little things, but at the volume I'm
working at I can't do that Ifyou're not watching on YouTube.
That was a noise that he made.
Speaker 2 (26:55):
It didn't roll.
It didn't roll.
I don't think I have enoughphlegm in my throat V that it
didn't roll.
It didn't roll.
I don't have enough phlegm inmy throat vomit phlegm moist.
Speaker 1 (27:02):
What else we got?
Oh, jeff, you're so good atadjectives word pictures
pictures.
That's what I meant.
Um, so you're starting to getyou know your direction and so
you start eliminating things.
So, like all I I won't deletethem, I'll just move them to the
bottom of the document.
I'm like eh.
I'm not ready to give you upyet but I'm sensing the
(27:23):
directions going this way, so Istart to copy and paste things
in and kind of like move ordersaround and then I walk away.
Okay, I walk away again.
Speaker 2 (27:32):
I say don't look at me.
Speaker 1 (27:34):
You're always looking at me, stop looking at me.
And then I come back the nextday and then I see, is that the
decisions I made yesterday afterkind of marinating on it for a
while?
And I'll be like that story, ohmy gosh.
Or oh, that movie I saw.
Or you're walking the dog ordoing yard work or cooking and
(28:02):
all of a sudden that's themissing piece I needed.
So be ready to include and thenmove stuff around.
So that's kind of day three forme is all right.
I started heading a directionyesterday.
Do I like that direction?
And it's really hard for me togive up a direction once I've
started because I feel like,well then, what was it yesterday
(28:24):
for?
Like no, it was a waste of time.
But sometimes I'm like, no, Ineed to, I need those things
that I discard, I'm going to putthem back, and now I'm going to
kind of move this way.
And that's why, again, you needthe time.
And so now you start buildingthis thing, and walking away and
coming back for three or fourdays is so helpful because when
(28:45):
you come back at it with fresheyes, or maybe you prayed about
it, or the Holy Spirit gave yousomething, or you were reminded
of something, you will be ableto see it more clearly.
But I've noticed for me anywaysI don't know if this works for
everyone the longer I try tojust murder it, like like I get
frustrated and I'm like goodenough, you know, and I I I'm
(29:07):
out of very sharp, creativethinking.
Like I get about an hour ofthat.
So I get like a huge spurt ofcreative, sharp thinking and
then it dramatically drops offand then I have to come back to
it the next day and see it aftera good night's sleep, after you
know, with fresh eyes, and thenI can see it differently.
(29:30):
So that's why a Saturdayafternoon prep is just not going
to work.
So then, once you feel like youhave your direction and you're
good with it and you know whatyou want to say and things are
connecting, now you want to adda little razzle dazzle, and so I
like to figure out where can Imake this tangible?
What element can I bring in tomake it age appropriately fun,
(29:51):
like last weekend?
I told a story about how notproud of this and I'm very sorry
, but when I was in junior highI threw lunchable meat into a
noon duties car and and cheeseand crackers.
It was almost like we wereplaying can jam because her
windows were cracked and so wewere just like oh, I wonder if
you can get the turkey in hercar.
And I wasn't trying to be bad,it was just like this is a great
(30:15):
game.
Speaker 2 (30:15):
That's a middle school mentality like you're not
ever thinking of like hey,maybe this isn't a good idea.
It was just like I've gottamake it when the ones that
didn't make it in the car.
Would you go walk over pick?
Speaker 1 (30:26):
them up?
How many?
Speaker 2 (30:27):
lunchables were you going through?
Speaker 1 (30:29):
I mean, lunchables were bigger back then maybe we
went and picked them up, I don'tknow.
A few of them like would hitthe rear view mirror the side,
stick to the side of the car?
Speaker 2 (30:37):
I don't think so.
Speaker 1 (30:44):
Well, so what I did during that part is I sat down
like I was sitting down at thebench and I opened a Lunchable
and I just started throwingturkey and cheese in the middle
of church and the kids thoughtit was so funny and they were
like trying to catch it and Iwas like no, no, no, you're
blocking my shot and I pretendedI could see the car and I'm
like I just got to get a littlecloser.
Darn it, you know.
And it was like cost me $1.99at the grocery store and it was
(31:09):
like a fun, just something thatbrought it to life.
You know what I mean.
So little things that just kindof engage an audience, make it
fun, bring in a visual.
I think is always like thatextra notch or like a movie clip
.
You know, I did a talk onPontius Pilate and Jesus on
Easter and I did a clip from thePassion of the Christ that I
(31:32):
found on YouTube, so it was veryeasy.
You know, it was said like andsubscribe at one point and that
was probably should have edited.
Speaker 2 (31:40):
I like this, jesus fellow like and subscribe they
would start laughing when thatcame up.
Speaker 1 (31:47):
Kind of broke them the like focus so would not
recommend.
Speaker 2 (31:51):
If it has all your eyes closed and heads bowed.
Who about who of you would liketo go ahead and smash?
Speaker 1 (31:59):
but I was trying to bring some visuals and different
elements to break up.
It's just me talking again.
Speaker 2 (32:08):
Yeah, and it's a good correlation and not to go on a
side note, but if you arewatching on youtube, make sure
you like and subscribe it doesmight as well if it's a
correlation that, becausesometimes the visual might be
really fun to watch or hilarious.
So the analogy is really, youknow, funny.
But then when a kid has torecall well, what exactly did
(32:31):
that have to do with, I don'tknow, you know then you missed
the mark.
Speaker 1 (32:35):
Yeah, you totally did .
That's kind of what I wastelling one of my leaders who's
learning how to teach.
I, your talk owned you.
You didn't own your talk.
I said you were very engagingand the kids liked you and you
were very.
But there were so many randomrabbit trail stories that were
all very entertaining and fun.
(32:57):
But where are you taking us?
You know, like your talkstarted to own you after a while
, instead of harnessing thepower of an illustration to lead
them somewhere meaningful.
It was just.
Let me tell you some funnystories Now.
The Lunchable story was funny,but it had a purpose and it, you
know, was tied to pilot, ofgiving into the crowd, you know,
(33:18):
and it's like I'm sure you sawwhere that was going Very simple
connection, but it was justsomething different and extra.
So and then you know, when youplan early, not only do you have
time to think of a creativeelement like that, but what I
like to do.
Then it gives us so much moretime to dive deeper into the
passage that you're using andsort of pray through that.
(33:40):
And it's amazing, like what theHoly Spirit like, you know how
God's word is living and activeand it doesn't return void when
you really pour and pray overscripture, like the Holy Spirit
wants to be revealed obviously,like God wants to expose truth.
And so when you pray over thatscripture and dive in, you know,
(34:02):
before you're teaching, youknow what is the Holy Spirit
revealing and bring yourstudents along on that journey.
But you know, sometimes youneed some more time.
And I think the biggest mistakeI made as a young youth pastor
was like under the gun oh shoot,I left this to the last minute
and I was like God, I'm sorry, Ididn't prepare, do a miracle
(34:25):
please.
You know I remember prayingthat prayer so many times of
just like I'm about to get up onstage and this is gonna just
tank because I'm not ready.
You know, I've just kind ofglanced at it and was like all
right, let's just like do thisthing.
But it's like oh, like what awasted opportunity.
So yeah, I feel like if you canincorporate those things, you
(34:50):
can become probably a betterspeaker by next week.
You know, like these aren'tlike.
Speaker 2 (34:57):
So not immediately, but close to immediately.
Speaker 1 (35:03):
Should we change the title of this episode?
Speaker 2 (35:05):
I'll have to move that and put something else.
Question so you are amanuscript style speaker,
correct?
Yeah, you do that partlybecause you want to vomit it all
out there, gross, you want toget it all out on paper, but
you're able to follow along likeI could never do a manuscript
(35:25):
style because I'd be have tostop and say, okay, wait where?
Where am I in the middle of all?
Speaker 1 (35:30):
yeah, I understand that.
I I think it's because againit's become a map in my head.
So sometimes what I'll do is,in the margins, I will draw a
little hieroglyphic.
It's like a little picture andit reminds me of what that is,
so I can see the text.
And the text helps me becausethen I know about how long that
(35:53):
portion is and I can circle andpick out key words from that
paragraph.
But in the margin maybe it'slike a picture of a little car I
drew and I knew, oh, that's thestory about the car and you
know.
And so I'm not reading theparagraph, but because the
paragraph in the car next toeach other, like the map of the
(36:15):
paragraph, exists in my brainand I I can see where I'm at in
it.
And I don't know if otherspeakers are like that.
I just assumed everyone kind ofhad a map of their talk in
their brain, but it's almostlike I know what it says just by
looking at it kind of thing.
But if you, I have to domanuscript, because if I just
(36:38):
write car story I haven'tdeveloped that.
I'm like what do I want to sayabout this car story?
So when I manuscript it, I getit out and now it exists,
because the car story doesn'texist until I say it, if that
makes sense.
Like I know what happened, butI can't give you the details
until I say it because of theway I process information.
(37:02):
You know what I mean.
Like I can't paint the pictureuntil I've painted the picture,
you know you lost me on that, ohno.
Speaker 2 (37:11):
I can't do manuscript , I can only do bullet points
and transition words orsentences and things like that.
That is probably the hardestthing when I do a talk is that I
always I can here's this partand here's this part and I
forget.
Well, how did I go from here tohere?
Like sometimes it can just be aword or just a sentence, and so
I just put bullet points andtransition points and then I can
(37:34):
do it If I have a manuscript.
I'm completely lost on it.
Yeah, it doesn't mean I don'tget it out verbally, and that's
so interesting.
Now I'm thinking about it, I dobetter writing things all out,
and yet for a talk I wouldrather go off of bullet points
and not write the whole thing.
Speaker 1 (37:51):
Yeah, or you know, I'll use headings, you know, and
then I can just read theheading and know what's
underneath it.
But I think that is a hugepiece of the of the puzzle here
is, like, what kind of prep doyou respond to?
Of the puzzle here is like,what kind of prep do you respond
to?
Because if you're havingtrouble really honing in on your
(38:11):
talk, your prep method might bethe wrong fit for how you
process and deliver information.
Speaker 2 (38:18):
Do you, do you um like give your talk ahead of
time in full?
It depends like a weekendmessage uh, Not a weekend
message.
Speaker 1 (38:27):
A guest speaking talk like where I'm not comfortable
with the audience or the place.
Yes, A hundred times, like ifI'm doing a winter camp for a
church that I'm not familiarwith.
I don't know one kid.
Yes, I am saying it out loudover and over and, over and over
again until I understand it andit's moved from my head to my
(38:48):
heart.
I don't know why, but when I'mspeaking for my own students, I
feel so much more conversationaland I don't feel like it's not
like well, I don't care aboutthe quality, because it's just
you guys, but I feel like I canlike deliver things so much
(39:09):
easier in that environment.
I don't know why.
So, um, I will look at the notesand circle key things and get
ready to go, but I don't need tosay it out loud.
If I'm doing a pre-record, Ihave to say it out loud, like we
do these things at our church,called a daily dose, and it's
like a four or five minute Devothat's recorded in one take.
(39:31):
I need to say that out loudbefore for a lot of reasons.
You know you have to timeyourself and you can't make a
mistake, or you have to startall over, you know.
So it depends on what I'm doingwhether I would practice or not
.
So, however, that's a goodquestion, because when I was
just starting out with speakingand everything kind of felt new
(39:51):
and I didn't have thiscomfortability anywhere I was
saying it out loud I would go inthe junior high room during
office hours, so nobody was inthere, it was just an empty room
and I would stand on the stageand start talking to the empty
chairs.
Speaker 2 (40:05):
It's hard.
Speaker 1 (40:06):
Someone had video of that, oh it's hard because, as
an extrovert, you're engagingwith people, and so I would just
have to visualize that therewere people there, you know, and
you look like an idiot whensomeone comes in, but it's what.
I needed at the time so.
I think, you can grow andchange in that area over time
too, and if you're changing.
Speaker 2 (40:26):
you're changing, you're growing.
And if you're growing, you'rechanging, put in the comment
section below what are you?
A manuscript, a bullet point,completely memorized, and I
don't use notes at all.
Put that in the description.
Speaker 1 (40:36):
I would love to earn the comment section, or just we
in it Getting up there like, wow, what do we want to talk about
today?
Speaker 2 (40:41):
What are we talking about today?
Today, I'm just going to flipthrough and here we go.
Speaker 1 (40:45):
So I had to do that once.
Speaker 2 (40:47):
One time I had to do that once, and I'm not even yeah
, cause you were sick and leftSorry.
It was about how we're comparedto sheep a lot of times and
just kind of, I just had at thattime I had a lot of facts about
sheep and how it correlated topeople and yeah, it was just off
the cuff.
Speaker 1 (41:03):
So one time I went to go speak at a Christian school
for chapel.
I wasn't there to speak, I wasthere to listen.
Yeah, like a student was goingto give their testimony and she
was in my youth group.
So I came to support her andthe chapel director was like
where is she?
I'm like I don't know, forky, Idon't know, and someone's like
(41:24):
oh, she just posted she's at theairport on her Instagram.
Speaker 2 (41:27):
She's going to Hawaii he goes can you just do a
message?
Speaker 1 (41:31):
I'm like gulp, give me five minutes, don't talk to
me, and I like went outside.
Speaker 2 (41:39):
I'm like Holy Spirit activate, give me a plane ticket
to Hawaii immediately.
Speaker 1 (41:44):
I pulled off something I don't even remember
I'm not even going, gonna try togo back there.
I was like and it was not myhome turf, like I could probably
do that in front of my students.
Be like all right, guys, I'mgonna give a quick last minute
message so like I could probably.
This was like these, like awhole chapel at this private
school of like I knew like threeof the kids.
Speaker 2 (42:05):
So rough times but the Lord came through.
We have we've done actuallyseveral messages not messages
episodes about giving messages,if you want to check those out.
One of them in particular ishow to help students retain your
messages, which is actuallyvery vital in giving a message.
So make sure you check that out.
We're going to do a communitycomment of the day which comes
(42:26):
from Joshua from Akron, who saysI'm sorry.
Joshua of Akron says thank youfor all you do and your wise
counsel.
It's completely changed ourstudent ministry.
When I was made the newdirector two and a half years
ago, there was only two teenscoming to youth group anymore.
Now 35 to 50 teens come everyWednesday and Friday night.
(42:49):
God blessed us through yourministry.
God bless y'all.
Thank you, joshua.
That's awesome to hear.
Speaker 1 (42:56):
That is.
That's a huge like-.
Speaker 2 (42:58):
Two to 50.
Speaker 1 (42:59):
That's probably the biggest increase we've ever
heard of.
That's incredible.
Wow Go Joshua.
I'm glad it's been helpful.
Speaker 2 (43:06):
Yep.
Thank you, joshua, and thankyou guys for watching and
listening and we'll see you nexttime.
Speaker 1 (43:11):
Are you looking to improve your teaching skills
quickly?
Today, we're going to give youthree ways that are going to
help you do just that.
Are you looking to improve yourteaching skills quickly?
Today, we're going to know.
Are you looking to it?
Are you leaking battle bottlebeetle?
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