RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 39 (31 MAY 2026)
TOPIC: 3RD INTERACTIVE SESSION AND QUARTERLY REVIEW
SECTION 1
3RD QUARTER TEST
MARKS OBTAINABLE: 50 MARKS.
TIME ALLOWED: 15 MINUTES.
Coordinators (Parish/Area/Zonal) should set 10 questions from the 12 lessons in the quarter and administer them for 15 minutes. Each question carries 5 marks. Total score should be marked over 50 marks.
SECTION 2
3RD QUARTER ATTENDANCE IN THE SUNDAY SCHOOL AND PARTICIPATION IN CLASS ACTIVITIES
MARKS OBTAINABLE: 50 MARKS
TIME ALLOWED: 15 MINUTES.
Teacher should check the student’s attendance and participation in Sunday School Class Register (R1) and count the number of times the students attended the Sunday School in the quarter. 4 marks should be given for each time the students was present in the quarter, while 2 marks should be given for attending the quarterly review exercise. i.e 4marks x number of times present plus 2marks. E.g (4×12) + 2= 50. Total scores should be marked over 50 marks.
SECTION 3
ASSIGNMENT:
MARKS OBTAINABLE: 100 MARKS.
TIME ALLOWED: ZERO MINUTE BECAUSE THE ASSIGNMENTS ARE MARKED WEEKLY.
Teacher should check student’s assignment and the student’s scores. The assignments should be scored over 100 marks for every quarter. (10 marks for each assignment).
GRADING OF SCORES
TOTAL SCORE= SECTION 1 + SECTION 2 + SECTION 3/200
E.g.= 40+42+70/200=152/200=76%
SECTION 4
INTERACTIVE SECTION
MARKS OBTAINABLE: ZERO MARK.
TIME ALLOWED: 15 MINUTES.
Teacher and students should discuss how to move the Sunday School forward in the new quarter.
They should discuss challenges and set new goals.
They should pray for the success of the Sunday School and all officials in the new quarter.
RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 38 (24 MAY 2026)
TOPIC: WIDOWHOOD AND SINGLE PARENTHOOD
OPENING PRAYER:
Father, please help me to know my responsibility to widows and single parents.
PREVIOUS KNOWLEDGE:
The teacher should allow the assistant teacher to review the lesson for the previous week.
BIBLE READING
BIBLE PASSAGE: Genesis 21:9-19
9 And Sarah saw the son of Hagar the Egyptian, which she had born unto Abraham, mocking. 10 Wherefore she said unto Abraham, Cast out this bondwoman and her son: for the son of this bondwoman shall not be heir with my son, even with Isaac. 11 And the thing was very grievous in Abraham’s sight because of his son. 12 And God said unto Abraham, Let it not be grievous in thy sight because of the lad, and because of thy bondwoman; in all that Sarah hath said unto thee, hearken unto her voice; for in Isaac shall thy seed be called. 13 And also of the son of the bondwoman will I make a nation, because he is thy seed. 14 And Abraham rose up early in the morning, and took bread, and a bottle of water, and gave it unto Hagar, putting it on her shoulder, and the child, and sent her away: and she departed, and wandered in the wilderness of Beersheba.
15 And the water was spent in the bottle, and she cast the child under one of the shrubs. 16 And she went, and sat her down over against him a good way off, as it were a bow shot: for she said, Let me not see the death of the child. And she sat over against him, and lift up her voice, and wept. 17 And God heard the voice of the lad; and the angel of God called to Hagar out of heaven, and said unto her, What aileth thee, Hagar? fear not; for God hath heard the voice of the lad where he is. 18 Arise, lift up the lad, and hold him in thine hand; for I will make him a great nation. 19 And God opened her eyes, and she saw a well of water; and she went, and filled the bottle with water, and gave the lad drink.
MEMORY VERSE:
“A father of the fatherless, and a judge of the widows, is God in his holy habitation.” Psalm 68:5.
LESSON INTRODUCTION
A single parent is a parent without a marriage partner, widowed, separated, desert-ed, divorced or never married; one who is in charge of his or her household.
The reason for becoming a single parent is diverse. For some, it is a deliberate desire/preference while other situations such as single-person adoption, unwanted pregnancy, rape, etc. force others into it.
Widowhood is the state of a man or a woman whose spouse is dead. On some occasions, the experiences of both single parents and widows/widowers are quite similar. God, therefore, commands us to protect these people in our churches and communities (Exodus 22:22).
TEACHER’S DIARY
LESSON AIM:
To promote empathy towards wid-ows/widowers and single parents.
TEACHING OBJECTIVES:
Through this study, students are expected to:
Define the terms ‘single parent’ and “widow/widower.”
Mention the reasons for becoming a single parent or widow/widower.
Explain God’s disposition to widows and single parents.
Mention Christians’ responsibilities to widows/widowers and single parents.
TEACHING PLAN:
To achieve the above-stated objectives, the teacher should:
Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.
TEXT REVIEW: Genesis 21:9-19.
This passage narrates the story of Hagar, Sarah’s maid and her son. It highlights the reason Hagar became a single parent, her experience in the wilderness and God’s reaction to her situation. Identify the cause, her experience and God’s intervention as recorded in the passage.
A. The cause:…
B. Her experiences: i. She wandered in the wilderness of Beersheba ii. ….. iii. …….
C. God’s intervention: i. … ii…. iii. …
TEACHING METHOD
The Lecture Teaching Method.
TIME MANAGEMENT
The teacher should apply the two-lesson outline teaching time.
LESSON OUTLINE 1: GOD’S DISPOSITION
The Teacher should explain God’s disposition to single parents and widows as follows:
1. God is highly concerned about single parents and widows/widowers.
2. He is the Father to the fatherless and the protector of widows (Psalm 68:5).
3. God does not want them to be afflicted or treated badly. He hears them when they cry. God says anyone who maltreats them may invite his wrath (Exodus 22:22-24). To maltreat could be to neglect, abuse or take advantage of.
4. God wants us to defend them (Isaiah 1:17).
5. He sustains and relieves widows (Psalm 146:9).
6. God makes provisions for them in His law (Deuteronomy 10:18; 26:12-13).
7. He preserves the fatherless children and expects widows to trust Him (Jeremiah 49:11).
CLASS ACTIVITY 1:
Should the cause of single parenthood or widowhood be a determinant factor in how they are treated?
LESSON OUTLINE 2: OUR RESPONSIBILITY
A. Irrespective of the cause, single parents and widows/widowers should be treated with love and acceptance.
i. Provision of a support system such as financing the repair of properties/belongings, giving scholarships for the children’s education, welfare support, etc. will go a long way in helping widows and/or single parents live a better life.
ii. Sharing words of encouragement via text messages or phone calls will provide emotional stability.
B. Encourage single parents and the widowed to discover/fulfil their purpose from God’s viewpoint.
i. Provide an environment for single parents and the widowed to learn skills that can help them sustain and provide for themselves and their children.
ii. Help them to develop a close relationship with God who can heal them from wounds, bitterness and resentment they might be experiencing.
iii. Family members are enjoined to take care of them so that they will not suffer. This is seen as proof of commitment to God (Matthew 25:34-40).
iv. The widowed and children of single parents should not be abused, stigmatised or enslaved but should be helped (James 1:27; Galatians 6:10).
CLASS ACTIVITY 2:
Why are single parents stigmatised? Discuss.
CONCLUSION: RCCG Sunday School Teachers Manual 24 May 2026
The church should be a family of faith, a real community where burdens are shared, friendships are formed and support is given as we journey in faith together.
EVALUATION
Mention five responsibilities of believers to single parents, widows and widowers around them.
CLOSING PRAYER
Father, let me be a support and strength to the weak and everyone around me in Jesus’ name.
ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 38
1. Project: Sunday school classes at the Parish level should contribute money or materials (as the Lord provides) to support the widows, widowers, single parents and their children. Those who contribute should be prayed for by the Pastor.
2. Mention ten (10) things you can give to support widows, widowers, single parents and their children. (1×10=10 Marks).
RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 38 (24 MAY 2026)
TOPIC: WIDOWHOOD AND SINGLE PARENTHOOD
BIBLE PASSAGE: Genesis 21:9-19
9 And Sarah saw the son of Hagar the Egyptian, which she had born unto Abraham, mocking. 10 Wherefore she said unto Abraham, Cast out this bondwoman and her son: for the son of this bondwoman shall not be heir with my son, even with Isaac. 11 And the thing was very grievous in Abraham’s sight because of his son. 12 And God said unto Abraham, Let it not be grievous in thy sight because of the lad, and because of thy bondwoman; in all that Sarah hath said unto thee, hearken unto her voice; for in Isaac shall thy seed be called. 13 And also of the son of the bondwoman will I make a nation, because he is thy seed. 14 And Abraham rose up early in the morning, and took bread, and a bottle of water, and gave it unto Hagar, putting it on her shoulder, and the child, and sent her away: and she departed, and wandered in the wilderness of Beersheba.
15 And the water was spent in the bottle, and she cast the child under one of the shrubs. 16 And she went, and sat her down over against him a good way off, as it were a bow shot: for she said, Let me not see the death of the child. And she sat over against him, and lift up her voice, and wept. 17 And God heard the voice of the lad; and the angel of God called to Hagar out of heaven, and said unto her, What aileth thee, Hagar? fear not; for God hath heard the voice of the lad where he is. 18 Arise, lift up the lad, and hold him in thine hand; for I will make him a great nation. 19 And God opened her eyes, and she saw a well of water; and she went, and filled the bottle with water, and gave the lad drink.
MEMORY VERSE:
“A father of the fatherless, and a judge of the widows, is God in his holy habitation.” Psalm 68:5.
LESSON INTRODUCTION
A single parent is a parent without a marriage partner, widowed, separated, desert-ed, divorced or never married; one who is in charge of his or her household.
The reason for becoming a single parent is diverse. For some, it is a deliberate desire/preference while other situations such as single-person adoption, unwanted pregnancy, rape, etc. force others into it.
Widowhood is the state of a man or a woman whose spouse is dead. On some occasions, the experiences of both single parents and widows/widowers are quite similar. God, therefore, commands us to protect these people in our churches and communities (Exodus 22:22).
LESSON OUTLINE 1: GOD’S DISPOSITION
1. God is highly concerned about single parents and widows/widowers.
2. He is the Father to the fatherless and the protector of widows (Psalm 68:5).
3. God does not want them to be afflicted or treated badly. He hears them when they cry. God says anyone who maltreats them may invite his wrath (Exodus 22:22-24). To maltreat could be to neglect, abuse or take advantage of.
4. God wants us to defend them (Isaiah 1:17).
5. He sustains and relieves widows (Psalm 146:9).
6. God makes provisions for them in His law (Deuteronomy 10:18; 26:12-13).
7. He preserves the fatherless children and expects widows to trust Him (Jeremiah 49:11).
CLASS ACTIVITY 1:
Should the cause of single parenthood or widowhood be a determinant factor in how they are treated?
LESSON OUTLINE 2: OUR RESPONSIBILITY
A. Irrespective of the cause, single parents and widows/widowers should be treated with love and acceptance.
i. Provision of a support system such as financing the repair of properties/belongings, giving scholarships for the children’s education, welfare support, etc. will go a long way in helping widows and/or single parents live a better life.
ii. Sharing words of encouragement via text messages or phone calls will provide emotional stability.
B. Encourage single parents and the widowed to discover/fulfil their purpose from God’s viewpoint.
i. Provide an environment for single parents and the widowed to learn skills that can help them sustain and provide for themselves and their children.
ii. Help them to develop a close relationship with God who can heal them from wounds, bitterness and resentment they might be experiencing.
iii. Family members are enjoined to take care of them so that they will not suffer. This is seen as proof of commitment to God (Matthew 25:34-40).
iv. The widowed and children of single parents should not be abused, stigmatised or enslaved but should be helped (James 1:27; Galatians 6:10).
CLASS ACTIVITY 2:
Why are single parents stigmatised? Discuss.
CONCLUSION: RCCG Sunday School Students Manual 24 May 2026
The church should be a family of faith, a real community where burdens are shared, friendships are formed and support is given as we journey in faith together.
ASSIGNMENT: RCCG Sunday School Students Manual Lesson 38
1. Project: Sunday school classes at the Parish level should contribute money or materials (as the Lord provides) to support the widows, widowers, single parents and their children. Those who contribute should be prayed for by the Pastor.
2. Mention ten (10) things you can give to support widows, widowers, single parents and their children. (1×10=10 Marks).
Dear Lord, help me to deal with procrastination in Jesus’ name.
PREVIOUS KNOWLEDGE:
The teacher should allow the assistant teacher to review the lesson for the previous week.
BIBLE READING
BIBLE PASSAGE: 1 Corinthians 5:6-8
6 Your glorying is not good. Know ye not that a little leaven leaveneth the whole lump? 7 Purge out therefore the old leaven, that ye may be a new lump, as ye are unleavened. For even Christ our passover is sacrificed for us: 8 Therefore let us keep the feast, not with old leaven, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.
MEMORY VERSE:
“Be not overcome of evil, but overcome evil with good.” Romans 12:21.
LESSON INTRODUCTION
The Broken Window Theory posits that small, unchecked problems can lead to large and weighty issues. It suggests that “when an environment is in disarray, it only gets worse if not attended to because disorder invites more disorder.” The faster you fix a broken window, the less likely another one will turn up broken.
As Christians, we can apply this theory to our lives by addressing small and seemingly insignificant issues and weaknesses in our lives, relationships, careers, families, etc. before they escalate. Today, we will explore how to apply this theory to the family.
TEACHER’S DIARY
LESSON AIM:
To teach the theory of ‘broken window’.
TEACHING OBJECTIVES:
Through this study, students are expected to:
Define broken window theory.
Understand how the theory applies to parenting.
Explain how the theory applies to marriage.
TEACHING PLAN:
To achieve the above-stated objectives, the teacher should:
Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.
TEXT REVIEW: 1 Corinthians 5:6-8.
This passage cautions believers to deal with anything that can contaminate us by addressing it immediately with sincerity and truth putting away malice and wickedness so that the past will not mix with the present or what is ahead.
TEACHING METHOD:
The Lecture Method
TIME MANAGEMENT:
The teacher should apply the two-lesson outline teaching time.
LESSON OUTLINE 1: APPLICATION TO PARENTING
A. Parents are to be intentional in raising sound children in a seemingly unchecked society. Watch out for the following and treat as soon as discovered:
1. Sibling rivalries: Teach your children to love one an other and avoid unhealthy competition (Romans 12:9-10; Ephesians 4:32).
2. Avoid the blame game: Teach your children to always take responsibility for their actions rather than trade blame (Proverbs 28:13; Isaiah 5:20).
3. Refusal to apologise correctly: Teach your children to apologise correctly, this goes a long way to keep friendship (Proverbs 25:11).
4. Preferring a child over others: Show equal love to all your children, and do not run a divided home like Isaac and Rebecca (Genesis 25:28)
B. You may consider adopting some of these rules in raising your children:
Instruct them to do the dishes before going to bed.
Clean up spills immediately.
Make their bed upon rising.
Keep the bathroom clean (Deuteronomy 23:13-14).
Never leave piles of dirt on the floor.
Dress decently.
Keep their person clean, remember “cleanliness is next to godliness.”
Go to bed at a reasonable hour.
Arrive early for appointments.
Pray with your children daily and eat at least one meal together each day.
CLASS ACTIVITY 1:
How can 21st-century parents apply this theory effectively when work and career often keep them away from the home and their children?
LESSON OUTLINE 2: APPLICATION TO MARRIAGE
A. In marriage, small, unchecked issues can lead to bigger problems if not addressed (Song of Solomon 2:15).
i. Neglecting small cracks in our relationship can lead to a broken marriage.
ii. We need to relate with each other in understanding especially in the area of communication, intimacy and finance (1 Peter 3:1, 7).
B. It is important to build a strong marital relationship as we consider the following:
1. Address conflicts promptly and completely (Ephesians 4:26-27). Small conflicts can lead to greater division.
2. Practice Love and Respect (Ephesians 5:33; 1 Corinthians 13:4-7).
3. Communicate effectively (Proverbs 15:1).
4. Embrace intimacy and spend quality time together (Genesis 26:8; Song of Solomon 2:10).
5. Maintain financial transparency and prudence (Proverbs 21:5; Luke 14:28).
6. Avoid unnecessary suspicion: Stop thinking or expecting your spouse to do terrible things, they portray a feeling of insecurity (1 John 4:18).
CLASS ACTIVITY 2:
How should a partner handle insecurity when the other partner is not transparent?
CONCLUSION: RCCG Sunday School Teachers Manual 17 May 2026
Do not leave issues unattended to; small actions today can prevent bigger problems tomorrow.
EVALUATION:
Students should mention ways this theory applies to marriage and parenting.
CLOSING PRAYER:
Dear Father, help me address issues promptly before they escalate in Jesus’ name.
ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 37
List five (5) points on applying this theory to marriage (2×5=10 Marks).
RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 37 (17 MAY 2026)
TOPIC: THE BROKEN WINDOW THEORY
BIBLE PASSAGE: 1 Corinthians 5:6-8
6 Your glorying is not good. Know ye not that a little leaven leaveneth the whole lump? 7 Purge out therefore the old leaven, that ye may be a new lump, as ye are unleavened. For even Christ our passover is sacrificed for us: 8 Therefore let us keep the feast, not with old leaven, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.
MEMORY VERSE:
“Be not overcome of evil, but overcome evil with good.” Romans 12:21.
LESSON INTRODUCTION
The Broken Window Theory posits that small, unchecked problems can lead to large and weighty issues. It suggests that “when an environment is in disarray, it only gets worse if not attended to because disorder invites more disorder.” The faster you fix a broken window, the less likely another one will turn up broken.
As Christians, we can apply this theory to our lives by addressing small and seemingly insignificant issues and weaknesses in our lives, relationships, careers, families, etc. before they escalate. Today, we will explore how to apply this theory to the family.
LESSON OUTLINE 1: APPLICATION TO PARENTING
A. Parents are to be intentional in raising sound children in a seemingly unchecked society. Watch out for the following and treat as soon as discovered:
1. Sibling rivalries: Teach your children to love one an other and avoid unhealthy competition (Romans 12:9-10; Ephesians 4:32).
2. Avoid the blame game: Teach your children to always take responsibility for their actions rather than trade blame (Proverbs 28:13; Isaiah 5:20).
3. Refusal to apologise correctly: Teach your children to apologise correctly, this goes a long way to keep friendship (Proverbs 25:11).
4. Preferring a child over others: Show equal love to all your children, and do not run a divided home like Isaac and Rebecca (Genesis 25:28)
B. You may consider adopting some of these rules in raising your children:
Instruct them to do the dishes before going to bed.
Clean up spills immediately.
Make their bed upon rising.
Keep the bathroom clean (Deuteronomy 23:13-14).
Never leave piles of dirt on the floor.
Dress decently.
Keep their person clean, remember “cleanliness is next to godliness.”
Go to bed at a reasonable hour.
Arrive early for appointments.
Pray with your children daily and eat at least one meal together each day.
CLASS ACTIVITY 1:
How can 21st-century parents apply this theory effectively when work and career often keep them away from the home and their children?
LESSON OUTLINE 2: APPLICATION TO MARRIAGE
A. In marriage, small, unchecked issues can lead to bigger problems if not addressed (Song of Solomon 2:15).
i. Neglecting small cracks in our relationship can lead to a broken marriage.
ii. We need to relate with each other in understanding especially in the area of communication, intimacy and finance (1 Peter 3:1, 7).
B. It is important to build a strong marital relationship as we consider the following:
1. Address conflicts promptly and completely (Ephesians 4:26-27). Small conflicts can lead to greater division.
2. Practice Love and Respect (Ephesians 5:33; 1 Corinthians 13:4-7).
3. Communicate effectively (Proverbs 15:1).
4. Embrace intimacy and spend quality time together (Genesis 26:8; Song of Solomon 2:10).
5. Maintain financial transparency and prudence (Proverbs 21:5; Luke 14:28).
6. Avoid unnecessary suspicion: Stop thinking or expecting your spouse to do terrible things, they portray a feeling of insecurity (1 John 4:18).
CLASS ACTIVITY 2:
How should a partner handle insecurity when the other partner is not transparent?
CONCLUSION: RCCG Sunday School Students Manual 17 May 2026
Do not leave issues unattended to; small actions today can prevent bigger problems tomorrow.
ASSIGNMENT: RCCG Sunday School Student Manual Lesson 37
List five (5) points on applying this theory to marriage (2×5=10 Marks).
Dear Father, open my eyes to understand the guidelines for godly parenting in Jesus name.
PREVIOUS KNOWLEDGE:
The teacher should allow the assistant teacher to review the lesson for the previous week.
BIBLE READING
BIBLE PASSAGE: Esther 2:7, 10-11.
7 And he brought up Hadassah, that is, Esther, his uncle’s daughter: for she had neither father nor mother, and the maid was fair and beautiful; whom Mordecai, when her father and mother were dead, took for his own daughter.
10 Esther had not shewed her people nor her kindred: for Mordecai had charged her that she should not shew it. 11 And Mordecai walked every day before the court of the women’s house, to know how Esther did, and what should become of her.
MEMORY VERSE:
“He that spareth his rod hateth his son: but he that loveth him chasteneth him betimes.” Proverbs 13:24.
LESSON INTRODUCTION
In our last lesson, we discussed the four major parenting styles namely the “permissive”, “uninvolved”, “authoritarian” and “authoritative.”
We shall proceed to consider the significant responsibility Christian parents have in raising their children in a way that honours God and promotes spiritual growth, emotional well-being and career success through the lens of the Scripture.
TEACHER’S DIARY
LESSON AIM:
To teach the biblical pointers to the best parenting style.
TEACHING OBJECTIVES:
Through this study, students should be able to:
Explain what parenting style means.
Identify scriptural guidelines and examples of effective parenting techniques.
Learn how to effectively combine various parenting styles.
TEACHING PLAN:
To achieve the above-stated objectives, the teacher should:
Allow the students to recite the memory verse, read the Bible passage, contribute to the dis-cussion; do class activities and the assignment.
Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
Teach the lesson outlines, summarise, con-clude, evaluate the lesson and give an assignment.
TEXT REVIEW: Esther 2:7, 10-11.
From the scripture above, identify four things that Mordecai did as a parent to raise Esther as a well-cultured and pleasing child.
i…. ii… iii… iv….
TEACHING METHOD
The Discussion/Question and Answer Method.
TIME MANAGEMENT:
The teacher should apply the two-lesson outline teaching time.
LESSON OUTLINE 1: BIBLICAL POINTERS
A. Your parenting style simply refers to your approach to parenting. Every parent uses a method whether defined or not.
B. The following questions will help us find out if there are scriptural pointers as to the mind of God on Parent-Ing:
Question 1: Does the Bible have anything to say about different parenting styles?
Answer: Yes, it does. The Bible gives several examples of very effective parenting techniques, and some disastrous parenting methods (Genesis 18:19; 1 Samuel 2:27-30).
Question 2: Are there Scriptures that reveal how parenting can be more effective?
Answer: Yes! Scriptures provide guidance for parents to follow by emphasising:
i. Love, care and support (Ephesians 6:4; 1Timothy 5:8; Proverbs 31:15, 21). ii. Discipline (Proverbs 23:13-14) iii. Correction (Proverbs 19:18; 29:17). iv. Spiritual instruction (Deuteronomy 6:7; Proverbs 22:6).
C. Knowing these pointers is not enough to make the necessary changes! Obeying them is crucial in becoming a godly and effective parent.
CLASS ACTIVITY 1:
Are there other pointers that can help in becoming a godly and effective parent?
LESSON OUTLINE 2: THE BEST PARENTING STYLE
What is the best parenting style? The Teacher should ask the class to discuss.
The Teacher should use the points below to guide the discussion.
A. Parenting does not follow a “one size fits all” model.
i. You do not have to stick to a single approach, as there will be times when a mix of methods is necessary.
ii. The most effective parents recognise when to adjust their style based on the circumstances.
iii. For instance, an authoritarian parent might choose to be more permissive when a child is unwell, offering extra warmth and easing some restrictions e.g., “Of course, you can have ice cream for lunch and dinner”.
iv. A permissive parent might adopt a stricter approach when a child’s safety is at risk, such as while crossing a busy street e.g., ” am holding your hand whether you want it or not.”
CLASS ACTIVITY 2:
How do you handle a situation that has rendered all methods/styles ineffective?
CONCLUSION: RCCG Sunday School Teachers Manual 10 May 2026
Use the parenting style that best suits your family’s needs with the guidance of the Holy Spirit.
EVALUATION:
Students should mention the biblical pointers about parenting.
CLOSING PRAYER:
Father, help me to adopt the right parenting style to any given situation in Jesus’ name.
ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 36
RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 36 (10 MAY 2026)
TOPIC: PARENTING STYLES (PART 2)
BIBLE PASSAGE: Esther 2:7, 10-11.
7 And he brought up Hadassah, that is, Esther, his uncle’s daughter: for she had neither father nor mother, and the maid was fair and beautiful; whom Mordecai, when her father and mother were dead, took for his own daughter.
10 Esther had not shewed her people nor her kindred: for Mordecai had charged her that she should not shew it. 11 And Mordecai walked every day before the court of the women’s house, to know how Esther did, and what should become of her.
MEMORY VERSE:
“He that spareth his rod hateth his son: but he that loveth him chasteneth him betimes.” Proverbs 13:24.
LESSON INTRODUCTION
In our last lesson, we discussed the four major parenting styles namely the “permissive”, “uninvolved”, “authoritarian” and “authoritative.”
We shall proceed to consider the significant responsibility Christian parents have in raising their children in a way that honours God and promotes spiritual growth, emotional well-being and career success through the lens of the Scripture.
LESSON OUTLINE 1: BIBLICAL POINTERS
A. Your parenting style simply refers to your approach to parenting. Every parent uses a method whether defined or not.
B. The following questions will help us find out if there are scriptural pointers as to the mind of God on Parent-Ing:
Question 1: Does the Bible have anything to say about different parenting styles?
Answer: Yes, it does. The Bible gives several examples of very effective parenting techniques, and some disastrous parenting methods (Genesis 18:19; 1 Samuel 2:27-30).
Question 2: Are there Scriptures that reveal how parenting can be more effective?
Answer: Yes! Scriptures provide guidance for parents to follow by emphasising:
i. Love, care and support (Ephesians 6:4; 1Timothy 5:8; Proverbs 31:15, 21). ii. Discipline (Proverbs 23:13-14) iii. Correction (Proverbs 19:18; 29:17). iv. Spiritual instruction (Deuteronomy 6:7; Proverbs 22:6).
C. Knowing these pointers is not enough to make the necessary changes! Obeying them is crucial in becoming a godly and effective parent.
CLASS ACTIVITY 1:
Are there other pointers that can help in becoming a godly and effective parent?
LESSON OUTLINE 2: THE BEST PARENTING STYLE
A. Parenting does not follow a “one size fits all” model.
i. You do not have to stick to a single approach, as there will be times when a mix of methods is necessary.
ii. The most effective parents recognise when to adjust their style based on the circumstances.
iii. For instance, an authoritarian parent might choose to be more permissive when a child is unwell, offering extra warmth and easing some restrictions e.g., “Of course, you can have ice cream for lunch and dinner”.
iv. A permissive parent might adopt a stricter approach when a child’s safety is at risk, such as while crossing a busy street e.g., ” am holding your hand whether you want it or not.”
CLASS ACTIVITY 2:
How do you handle a situation that has rendered all methods/styles ineffective?
CONCLUSION: RCCG Sunday School Students Manual 10 May 2026
Use the parenting style that best suits your family’s needs with the guidance of the Holy Spirit.
ASSIGNMENT: RCCG Sunday School Student Manual Lesson 36
RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 35 (3 May 2026)
TOPIC: PARENTING STYLES (PART 1)
BIBLE PASSAGE: 1 Samuel 2:22-25, 29
22 Now Eli was very old, and heard all that his sons did unto all Israel; and how they lay with the women that assembled at the door of the tabernacle of the congregation. 23 And he said unto them, Why do ye such things? for I hear of your evil dealings by all this people. 24 Nay, my sons; for it is no good report that I hear: ye make the Lord’s people to transgress. 25 If one man sin against another, the judge shall judge him: but if a man sin against the Lord, who shall intreat for him? Notwithstanding they hearkened not unto the voice of their father, because the Lord would slay them. 29 Wherefore kick ye at my sacrifice and at mine offering, which I have commanded in my habitation; and honourest thy sons above me, to make yourselves fat with the chiefest of all the offerings of Israel my people?
MEMORY VERSE:
“And the younger of them said to his father, Father, give me the portion of goods that falleth to me. And he divided unto them his living.” Luke 15:12.
LESSON INTRODUCTION
A parent is a person who is responsible for the care, upbringing and well-being of a child.
He/she can be biological, legal or custodian. Some parents are firm, while others are indulgent. Some are attentive, while others are absent-minded.
As a Christian parent, raising your children to please God and thrive in life is a big responsibility.
Understanding various parenting styles through the degrees of “responsiveness” (the extent to which parents are warm and sensitive to their children) and “demandingness” (the extent of control parents put on their children) is crucial.
LESSON OUTLINE 1: PERMISSIVE AND UNINVOLVED
A. Permissive Parents are high in “responsive-ness/love” but low in “demandingness/discipline.”
i. They communicate openly and usually let their children decide for themselves, rather than give direction (1 Samuel 2:22-24).
ii. Rules and expectations are either not set or rarely enforced (1 Samuel 3:13).
iii. They give in to their children’s demands to make them happy and avoid conflicts, even at their own expense (Luke 15:12).
Result: Delinquent behaviours and the inability to make the right decisions are traits common under permissive parenting. However, it has the potential to increase self-esteem and creativity in children.
B. Neglectful/Uninvolved Parents are low in “responsiveness/love” and low in “demandingness/discipline.”
i. They usually let their children tend for themselves, perhaps because they are indifferent to their needs.
ii. They ofter zero guidance, and correction (1 Kings 1:5-6)
iii. They find it difficult to form close relationships as a result of personal experience, stress, etc. (1 Samuel 16:10-11; 2 Samuel 14:28).
iv. They are also cold (but not always intentional) as they often struggle with their issues.
Result: Children from neglectful parents tend to be self-dependent while they exhibit truancy, emotional withdrawal, and the fear of becoming dependent on others (Proverbs 29:15).
CLASS ACTIVITY 1:
What is your parenting style? How effective has it been?
LESSON OUTLINE 2: AUTHORITARIAN AND AUTHORITATIVE
A. Authoritarian Parents are high in “demanding-ness/discipline” but low in “responsiveness/love.”
i. They enforce strict rules with little consideration of their children’s socio-emotional needs.
ii. In an attempt to be in control, authoritarian parents often talk to their children without expecting feedback.
iii. This rigid parenting style uses harsh discipline, justified as “tough love” (1 Samuel 20:30).
Results: Low self-esteem, depression, aggression, and poor social skills are common traits in these children although they may show signs of discipline and respect for authority.
B. Authoritative Parents are high in “responsive-ness/love” and high in “demandingness/discipline.”
i. They set clear rules and expectations for their children while they practice flexibility and understanding.
ii. They communicate frequently; they listen to and take into consideration their children’s thoughts, feelings and opinions (Genesis 22:7-8).
iii. They allow natural consequences to occur, especial ly for wrong-doings but use those opportunities to help their children reflect and learn.
iv. Authoritative parents nurture, support and are in tune with their children’s needs (Ephesians 6:4).
V. They guide them through open and honest discussions to teach values and reasoning (Proverbs 22:6).
Results:
i. Children who have authoritative parents tend to be self-disciplined, socially competent and can think for themselves (e.g. Mordecai and Esther, Naomi and Ruth).
ii. Their chances of displaying negative traits common in children trained by authoritarian, permissive or uninvolved parents are usually very low.
CLASS ACTIVITY 2:
This authoritative parenting style seems to be the best and should be adopted at all times. Do you agree?
CONCLUSION: RCCG Sunday School Student Manual 3 May 2026
Understand that your parenting style will greatly affect your children’s lives.
ASSIGNMENT: RCCG Sunday School Student Manual Lesson 35
Mention five (5) possible defects in children of “authoritarian parents” (2×5=10 Marks).
Dear Lord, help me to know how to parent correctly.
PREVIOUS KNOWLEDGE:
The teacher should allow the assistant teacher to review the lesson for the previous week.
BIBLE READING
BIBLE PASSAGE: 1 Samuel 2:22-25, 29
22 Now Eli was very old, and heard all that his sons did unto all Israel; and how they lay with the women that assembled at the door of the tabernacle of the congregation. 23 And he said unto them, Why do ye such things? for I hear of your evil dealings by all this people. 24 Nay, my sons; for it is no good report that I hear: ye make the Lord’s people to transgress. 25 If one man sin against another, the judge shall judge him: but if a man sin against the Lord, who shall intreat for him? Notwithstanding they hearkened not unto the voice of their father, because the Lord would slay them. 29 Wherefore kick ye at my sacrifice and at mine offering, which I have commanded in my habitation; and honourest thy sons above me, to make yourselves fat with the chiefest of all the offerings of Israel my people?
MEMORY VERSE:
“And the younger of them said to his father, Father, give me the portion of goods that falleth to me. And he divided unto them his living.” Luke 15:12.
LESSON INTRODUCTION
A parent is a person who is responsible for the care, upbringing and well-being of a child.
He/she can be biological, legal or custodian. Some parents are firm, while others are indulgent. Some are attentive, while others are absent-minded.
As a Christian parent, raising your children to please God and thrive in life is a big responsibility.
Understanding various parenting styles through the degrees of “responsiveness” (the extent to which parents are warm and sensitive to their children) and “demandingness” (the extent of control parents put on their children) is crucial.
TEACHER’S DIARY
LESSON AIM:
To teach different parenting styles.
TEACHING OBJECTIVES:
Through this study, students are expected to:
Define Parent.
Explain some of the characteristics of permissive and uninvolved parenting styles.
Distinguish between authoritarian and authoritative parenting styles.
TEACHING PLAN:
To achieve the above-stated objectives, the teacher should:
Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.
TEXT REVIEW: 1 Samuel 2:22-25, 29.
This passage suggests Eli’s style of parenting and his manner of handling his children’s misbehaviours. Describe Ell’s method of parenting and the consequences of his style under three points.
i. ……. ii. …… iii. ……
TEACHING METHOD
The Lecture Teaching Method.
TIME MANAGEMENT:
The teacher should apply the two-lesson outline teaching time.
LESSON OUTLINE 1: PERMISSIVE AND UNINVOLVED
A. Permissive Parents are high in “responsive-ness/love” but low in “demandingness/discipline.”
i. They communicate openly and usually let their children decide for themselves, rather than give direction (1 Samuel 2:22-24).
ii. Rules and expectations are either not set or rarely enforced (1 Samuel 3:13).
iii. They give in to their children’s demands to make them happy and avoid conflicts, even at their own expense (Luke 15:12).
Result: Delinquent behaviours and the inability to make the right decisions are traits common under permissive parenting. However, it has the potential to increase self-esteem and creativity in children.
B. Neglectful/Uninvolved Parents are low in “responsiveness/love” and low in “demandingness/discipline.”
i. They usually let their children tend for themselves, perhaps because they are indifferent to their needs.
ii. They ofter zero guidance, and correction (1 Kings 1:5-6)
iii. They find it difficult to form close relationships as a result of personal experience, stress, etc. (1 Samuel 16:10-11; 2 Samuel 14:28).
iv. They are also cold (but not always intentional) as they often struggle with their issues.
Result: Children from neglectful parents tend to be self-dependent while they exhibit truancy, emotional withdrawal, and the fear of becoming dependent on others (Proverbs 29:15).
CLASS ACTIVITY 1:
What is your parenting style? How effective has it been?
LESSON OUTLINE 2: AUTHORITARIAN AND AUTHORITATIVE
A. Authoritarian Parents are high in “demanding-ness/discipline” but low in “responsiveness/love.”
i. They enforce strict rules with little consideration of their children’s socio-emotional needs.
ii. In an attempt to be in control, authoritarian parents often talk to their children without expecting feedback.
iii. This rigid parenting style uses harsh discipline, justified as “tough love” (1 Samuel 20:30).
Results: Low self-esteem, depression, aggression, and poor social skills are common traits in these children although they may show signs of discipline and respect for authority.
B. Authoritative Parents are high in “responsive-ness/love” and high in “demandingness/discipline.”
i. They set clear rules and expectations for their children while they practice flexibility and understanding.
ii. They communicate frequently; they listen to and take into consideration their children’s thoughts, feelings and opinions (Genesis 22:7-8).
iii. They allow natural consequences to occur, especial ly for wrong-doings but use those opportunities to help their children reflect and learn.
iv. Authoritative parents nurture, support and are in tune with their children’s needs (Ephesians 6:4).
V. They guide them through open and honest discussions to teach values and reasoning (Proverbs 22:6).
Results:
i. Children who have authoritative parents tend to be self-disciplined, socially competent and can think for themselves (e.g. Mordecai and Esther, Naomi and Ruth).
ii. Their chances of displaying negative traits common in children trained by authoritarian, permissive or uninvolved parents are usually very low.
CLASS ACTIVITY 2:
This authoritative parenting style seems to be the best and should be adopted at all times. Do you agree?
CONCLUSION: RCCG Sunday School Teachers Manual 3 May 2026
Understand that your parenting style will greatly affect your children’s lives.
EVALUATION:
Teachers should ask the students to state three strengths of authoritative parents.
CLOSING PRAYER:
Almighty Father, guide me to parent my children under Your guidance and leadership in Jesus’ name.
ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 35
Mention five (5) possible defects in children of “authoritarian parents” (2×5=10 Marks).
