Illustration Appreciation - part 3

In his book, Come Alive with Illustrations, Leslie Flynn says, "The best illustration is one that is given not to be seen, but to be seen through." This is great advice, but often not heeded. Sometimes we can be in danger of our illustrations overpowering our message!

So far in our discussion on illustration appreciation we have considered why we use illustrations in our teaching and what it is that makes a good illustration. Today we turn our attention to some dangers: What should we avoid in choosing and using illustrations? How can the wrong illustration—or the right illustration presented the wrong way—be deadly to our teaching? Are you wandering into any of these danger zones?

• Don’t announce your illustrations If you have the right illustration in the right place, you don’t need to announce it. Dr. Howard Hendricks gives the following example:
  
  "Never start an illustration by saying, ‘Now, I want to illustrate this point, because it's a very important point, and I was reading in the Bible the other day, and I came across an illustration out of the life of Elijah, and it was a real grabber, and I want you to see it, 'cause it'll drive home the point.’
  
  In all that piffle I haven't said anything, but I've consumed a lot of time. How much better to say, ‘One morning Elijah's servant awoke him early…’”
  
  In other words, just proceed from your point directly into the illustration. Announcing an illustration focuses the audience on the illustration instead of the point being made. This is especially true when using an illustration as your introduction. You never want to say, “Let me begin this class by telling you this story…” Just go right into the story!

• Don’t apologize for your illustrations Nothing will sabotage your credibility faster than planting doubts about the value of your illustration! Starting your illustration with apologies like, “This isn’t a very good illustration of this point but…” or “This story may or may not help you understand what I’m trying to say…” tells your audience you are not sure of your own teaching!

• Don’t over-explain your illustrations You need only a brief word or two to help your audience connect the illustration to the point being made. Don’t insult their intelligence with lengthy explanations of the “moral of the story.”

• Don’t use an illustration just because it’s a good story Remember, your illustrations should enhance your main point. You may have heard a wonderful story or exciting testimony, but if it does not enhance your topic, save it for another class session.

• Don’t get stuck on one type of illustration If you always use statistics or always use poems, etc. your teaching becomes predictable. Remember that different students respond to different types of illustrations. Strive for variety! Take a look at several of your class sessions and see if you are over-using a particular type of illustration.

• Don’t use too many illustrations Illustrations are like windows, giving light to your subject, but too many windows produce glare! Remember your main point is what you want your students to remember, not your illustrations. If you take most of your class time sharing illustrations, your students will not get the information they need.
  

Hopefully, this discussion has given you food for thought. If you have wandered into any of these danger zones in using illustrations, make plans to avoid them next time you teach.

Next week we’ll chat about how to find good illustrations and how to organize your illustrations to make your preparation for teaching more efficient. If you have comments on this subject, please click the “comment” link below and let us hear from you.