God's Word : His tes-TEA-monies

Preach the word. Be ready in season and out of season.
(2 Timothy 4:2, NASB)

How can one preach or teach God's Word if they don't know it?

Maybe a BIG cuppa of commitment (commi-TEA-ment) to unearth truth (tea-ruth) by beginning to study the Bible is the first step. A desire to seek the treasures (tea-reasures) within. God's Word is his tes-TEA-mony cuppa. A cuppa purity. (puri-TEA) (Psalm 119:140)

In Psalm 119 one can discover many aspects of God's word, whether it's called the commandments, law, precepts, statutes, truth, or testimony----foundational for understanding the importance of knowing and keeping God's word. Knowing His word can enable one to "teach" or share with others.

In season and out of season is the "readiness" aspect of one's sharing of truth---occurring in God's timing.
Readiness is an offensive maneuver. As Katherine A. reminded me that in the description of "the full armor of God" in Ephesians 6:13-17---all are defensive weapons,  EXCEPT for God's Word. It is the sword of the Spirit and it is our tactical (Tac-TEA-cal) gear for offense.

God's word is the whole counsel of God. It is needed in its entire-TEA---not taken out of context.

God's tes-TEA-mony, a cuppa shared fully with others in His timing.

Commi-TEA-ment

No soldier in active service entangles himself in the affairs of everyday life, so that he may please the one who enlisted him as a soldier. (2 Timothy 2:4, NASB)

Week 7's topic for our Heart to Heart Bible Study in 2 Timothy, is "Be committed." I am the scheduled teacher for that session. Once I got past taking that "phrase" a little too personally, envisioning an Alzheimer play-day type setting, my next step also proved personally difficult.

The first direction was: Write "below" a favorite version of 2 Timothy 4:2 to commit to memory.

That alone took days as I kept trying different versions on for my "spiritual size." I wanted the one that fit my heart just right since memorization these days is not my strong point. I never even went to the questions segment of the lesson because I knew I wouldn't be teaching it for another 6-7 weeks.

After the trouble of committing to a favorite version, I realized that I had transposed my numbers and was seeking to memorize the wrong verse.

How like me! I really do need to "be committed" to the home.

But God had used those translations of 2 Timothy 2:4---very NEEDFUL ---as once again I was getting caught up in the minutia of daily life. Those tyrannical urgencies that drive the "already driven" to distraction. I needed to "be committed" to the Lord, my commanding officer. Committed to pleasing Him! Not spinning my wheels in busyness and wasting time.

Maybe I do need to be committed to a facilit-TEA with a memory unit, but if I do end up there, I hope they allow me daily cuppas of  commi-TEA-ment to the One true God. My Lord and Savior Jesus Christ, as I take to preachin'! (2 Timothy 2:4)

"TEA-raining"

Preach the word; be prepared in season and out of season; correct, rebuke and encourage—with great patience and careful instruction. (2 Timothy 4:2, NIV)

When I teach, I can go to preaching so this verse seems appropriate for today as I go to share with the St. Luke's Methodist Day School Teachers.

What a privilege. What a responsibility! 

Kids count---a lot. Teaching counts---a lot. My words need to count---a lot.

Words to be useful for teaching, rebuking, correcting and training in righteousness, (2 Timothy 3:16)

A cuppa "TEA-raining" served in my sheep mug and tempered with responsibili-TEA, as I go forth to feed His sheep, to those who will be tending His lambs. What a privilege. What a BIG responsibility!

LILES LEARNINGS FROM THE TRENCHES OF PRE-SCHOOL

(nothing earth-shattering, just observations)

• ·      Don’t rob a child of his childhood.
• ·      Allow children to think outside the box.
• ·      Allow children to color outside the lines or create their own lines.
• ·      First impressions have lasting significance.
• ·      Never do anything for a child that he can do or learn to do (with developmentally appropriate guidance) on his own.
• ·      Separate and simplify. (Break down into doable steps.)
• ·      Train the eye, at an early age, for the reading experience.
• ·      Without comprehension there is no reading.
• ·      The more one reads (or is read to) the more one knows when he reads.
• ·      Don’t stop reading aloud. Pass it on, even at home.
• ·      It does matter what one reads.