LEAven Blog

Teaching Children to Memorize

 Teaching children to memorize hymns, Luther’s six chief parts of the catechism and, of course, Bible passages are essential to a child’s spiritual development. Yet teachers often assign memory work without actually teaching it. Many of us who attended Lutheran schools remember how we would rush to memorize a passage just before we had to recite it (usually in the morning before class started in my case.) Many of us would repeat the Bible passage 10 times quickly in our mind before we went up to the teacher to recite it. It sometimes worked well, but even when we were able to spew out the passage, by the time we got back to our desks we had forgotten most of it. We got our check in the book but didn’t truly fulfill the spirit of the assignment.

Does something like this sound familiar?

 Teaching memory work means that we help students to discover what a Bible passage, hymn, creed, etc., means and make sure they have a heads up on memorizing it before religion class is over. If we do this, children could have most, if not all of the passage memorized before they leave for home.

Here are some ways to help teach children to do intentional and robust memorization of Scripture and just about anything else.[i]

Vocabulary Study, Meaningfulness, and Memory Techniques

 If a child doesn’t understand the meaning of the words in a passage, memorization will be futile. Go over vocabulary, and make sure that any imagery or allusions are understood. For example, what does Jesus mean when he says: “I am the true vine” or “I am the resurrection and the life” (both examples of metaphors), or “It’s easier for a camel to go through the eye of a needle than for a rich man to enter heaven” (an example of hyperbole and a humorous image).

Here’s a passage you can try with your students for 1 Peter 5:8 (ESV):

 “Be sober-minded; be watchful. (What does “sober minded” and “watchful” mean?)

 Your adversary the devil prowls around (What does “adversary” mean? Act out how the devil roars/prowls

 like a roaring lion, like a lion. “Like a lion” is a simile – a comparison.)

 seeking someone to devour.” (What does “devour” mean. Have children imitate a lion looking and

                                                             devouring something – a cookie, perhaps.)

 Once we’ve taught for meaningfulness, we can move on to…

Repetition and other Sensory Techniques

 Repetition is essential but not sufficient for most memorization. Repetition can be done in a variety of ways by using a variety or sensory, movement, writing, speaking and listening techniques.

For example:

• Listen intentionally to the passage or various parts of the passage as it is being read aloud slowly to one another;
• Speak it back and forth between one another;
• Write each word of the passage on a 3×5 card. Mix them up and the put them back in correct order;
• Have children write the passage, leaving out random words, and then filling in the blanks of each other’s “puzzle” passage. This can also be done on the white board by you as you erase words and let the children call out the words to fill in the blanks;
• Record the passage and have children play it back to each other as they listen and speak the passage aloud;
• Use movement as you learn the passage or a hymn, for example: I am (point to your eye) Jesus (make Jesus sign language sign with hands) little (crouch down) lamb (make lamb ears with hands) – Ever glad (jiggle hands over head) at heart (make a heart sign with hands – or point to heart) I am (point to yourself or your eye) etc… Show the students that “I am” and “Lamb” are rhyming words and point out the rest of the rhymes and vocabulary in the stanzas.
• Keep the passage before their eyes all day long on the white/chalk board or bulletin board;
• Read and/or recite it before lunch and/or recess and before they go home from school
• When they are home have children recite it to and with their parents (it may be the only time that some parents hear or read a Bible passage during their day).
• Use “Chunking” – Break a passage into its component parts. Don’t try to remember the whole passage in “one big bite.”
• Avoid “Cramming” – it’s a sort-term solution that leads to long-term frustration.
• Remember to model memorization to and for your students. Recite the passage by memory before you have children memorize it. If they see it is important for you to memorize it, they will be more likely to follow your lead.
• Have children keep a “Bible Memory Book” that contains all the passages that they learn throughout the year.

Remembering Is a Large Part of God’s Plan of Salvation

 God always calls us to remember: To remember what God the Creator has done and keeps doing for us every day; to remember what Jesus has done through His death and resurrection, and to daily recall that the Holy Spirit has brought us to faith in our Baptism and keeps us in the one true faith. May your students always remember that God loves them eternally, and may each Bible passage and hymn they learn remain in their hearts and minds throughout their lives.

I will remember the deeds of the Lord; yes, I will remember your wonders of old.
I will ponder all your work, and meditate on your mighty deeds.

Psalm 77:11-12

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[i] For a quick primer on Working Memory vs Short-Term and Long-Term Memory see: https://vistapineshealth.com/memory/

This brief online article has many highlighted links to other articles that deal with various types of memory. It may refresh your mind regarding what you may have learned about memory theory in Educational Psychology class, but, alas, may have forgotten over the years.