1. Introduction

Two Models Discussion

Have participants look at the two models sheet from the student notes. As we look at this together, we see that this represents two approaches to teaching. Since we are teaching for life transformation, it is important to recognize which is the most effective and God ordained method.

Look at the Banking Model and you will recognize this is the dominant method of teaching. (Go over several of the elements) The question we ask is: does it work in transforming lives in Christ?

It does to a certain extent, but the developmental model is much more effective and actually follows the Biblical plan. What are the differences in the elements of both models.

As you look at this, our next question is, what is Gods plan for teaching the children so that it effects transformed lives? We will look to Gods Word to answer it.

2. Biblical PrinciplesOld Testament Command:

Deuteronomy 6

1These are the commands, decrees and laws the Lord your God directed me to teach you to observe in the land that you are crossing the Jordan to possess, 2so that you, your children and their children after them may fear the Lord your God as long as you live by keeping all his decrees and commands, that I give you, and so that you may enjoy long life. 3Hear, O Israel, and be careful to obey so that it may go well with you and that you may increase greatly in a land flowing with milk and honey, just as the Lord, the God of your fathers, promised you.

4 Hear, O Israel: The LORD our God, the LORD is one. 5 Love the LORD your God with all your heart and with all your soul and with all your strength. 6 These commandments that I give you today are to be upon your hearts. 7 Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. 8 Tie them as symbols on your hands and bind them on your foreheads. 9 Write them on the doorframes of your houses and on your gates. (NIV)

Why are we to teach our children?

God commands it so that our children and their children will believe.

2 so that you, your children and their children after them may fear the Lord your God as long as you live.

What are we to teach our children?TRUTH: We are to teach Gods Word to our children. 6 These commandments that I give you today are to be upon your hearts.

7 Impress them on your children. How are we to teach our children?

EXPERIENCE: In the everyday living of life.7c When you sit at home, walk along the road, lie down and get up. DISCUSSION: Discuss with children the truths of Gods Word and how it applies to their everyday lives.

7b By talking about them

RESPONSE: Let the commandments influence what you do (with your hands) and how you think (with your mind).8 Tie them as symbols on your hands and bind them on your foreheads. 9Write them on the doorframes of your houses and on your gates. RELATIONSHIP: In order to talk about these things, to walk along a road, or to sit at home with a child, one must have a relationship with that child. Thus it is implied throughout this passage that there is an ongoing, real life relationship happening between the teacher and learner.

3. Creating a Basic Lesson Plan

Relationship ExperienceTruthDiscussionResponse

A. Developing a Lesson Aim. Create one purpose for the lesson focusing on life change to help kids live godly lives in an ungodly world.

The lesson aim will be a one sentence statement that is personal and positive; a transformational truth that falls in one of three categories:

1. Know about God ( a fact or truth in head or heart)

2. Be Godly (behavioural, character quality)

3. Do (acting on who God is, action to take)

Examples of Lesson Aims

I can know that God is powerful. (Know) Because God is powerful, I will trust in His plans. (Be) God is powerful so I can give Him my life. (Do)

B. Outlining a Lesson Plan

1. Relationship

Goal: To create opportunities before, throughout, and after the lesson to connect with the children in the class. Include activities and lessons that are relational in nature. The goal is that children will feel loved, accepted, and befriended thus making them ready to learn.

Hand Motion: Place hands over heart to signify a hug. 2. Experience

Goal: Create an experiential activity associated with the lesson aim. The goal is to help the children experience feelings associated with the aim of the Bible lesson they will be hearing. These may be a game with winners or they may just be activities that cause a question in the childs heart and mind.

Hand Motion: Put hand over heart. 3. Truth

Goal: To creatively teach a Bible passage in a way that emphasizes the main truth (lesson aim), helping children understand and identify with the writer, reader, and/or main characters in the Bible passage. This time helps the children understand how God relates to people, who God is, who we are, and why we are here. Through creatively teaching the Bible the teacher will make the word of God come alive in the childrens mind and heart. A memory verse should summarize the Biblical truth.

Hand Motion: Hold hands in front of you as though you are holding your Bible.

4. Discussion

Goal: To guide children in connecting the Bible truth with their everyday lives. Through small group discussion the teacher guides the children in understanding the relationship between the Bible teaching and their real life situation.

Hand Motion: Hold hands in front of you. Open and close them as though they are puppets and are talking to each other.

5. Response

Goal: To help children respond to Gods word by practically applying it to their lives. Activities are designed so children apply the Bible teaching both inside the classroom and outside to their real everyday lives. The Response moves the children as close as possible to life transformation.

Hand Motion: Walk in place.4. Conclusion

Model Childrens Worker Introduction

Teachers Notes

Transformational Objective

That the teachers will understand the characteristics of a model childrens worker according to the biblical model found in Deuteronomy 6:1-9

Know That the teacher will know the overview of the Model Childrens Worker found in Deuteronomy 6:1-9.

Be That the teacher will value true life transformation in children.

Do That the teacher will be able to identify their strengths in this model and where they can grow in this model.

Trainer Notes

Transformational Objectives:

That the teachers will understand the characteristics of a model childrens worker according to the biblical model found in Deuteronomy 6:1-9

Know That the teacher will know the overview of the Model Childrens Worker found in Deuteronomy 6:1-9.

Be That the teacher will value true life transformation in children.

Do That the teacher will be able to identify their strengths in this model and where they can grow in this model.

Symbols:

Be aware of the following symbols throughout these notes:

Activity:

This symbol denotes an activity or action for the group of learners to participate in

Teacher Tip:

Note these sections for helpful tips to enable you to better lead the time with the students.

Biblical Historical Context and Application:

These sections will help you communicate what Gods Word says about the subject you are teaching

Notes:

Bracketed areas indicate text that is in the student notes. Any underlined words will be blank in the student notes

General Notes:

All underlined words in these notes are blanks in the student edition. Make sure to emphasize them so that your students can fill them in.

As with all of the training materials, this session contains an Experiential Activity, a time of looking at Gods word (Truth), a time for Discussion and a Response activity. Be sure to teach relationally, using students names and allowing time to get to know them.

Be aware of what curriculum resources are available within the country. Make curriculum resources available if at all possible. If resources are not available, provide 3-4 sample lessons for the students to take home with them.

Supplies Needed:

Pompoms, two sizes, coloredIndex CardsSaltPepperVinegar (or bottles of water)Baking Soda (or drink mix tubes)Clear containersTwo Models outline

Activity:

The students will experience transformation by trying to divide three different types of combined substances. Depending on the time available to you and the group size, allow the students to work in groups, assigning each a different substance to divide, or have them each work on all three.

First assignment: Combine the different size pompoms, have students divide them.

Second assignment: Combine the Salt and Pepper, have students try to divide again.

Third assignment: Combine the baking soda colouring and vinegar, have students try to divide it back out again. (Or may use bottled water and drink mix tubes)

After all have had a chance to try to separate the various substances, discuss the following questions:

Which substance was the easiest to take apart and which was the hardest?

Did any of the substances change their form? Which ones?

How would you define transformation?

Is it easy or hard to see when transformation is taking place in childrens lives? Why?

Connection:

Lead the students into realizing that the goal is for children to be truly transformed. Are they teaching in a way that what they teach never changes a childs behaviour like the rocks and sand? Is it a bit better so that it looks almost like transformation on the outside while on the inside the children are confused and unbelieving like the salt and pepper? We need to teach in a way that Gods Word will change the nature of who a child is just like the baking soda and vinegar react, they change at the molecular level.

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Trainer Tip:

Let students know that although we believe that the following outline is the way the model teacher should be preparing their class, we do believe that in order to be able to create a lesson like this, we recommend that they attend trainings on each aspect of the model.

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Historical Context:

Israel had been wandering in the desert and was about to enter the land God had promised them. They had lost an entire generation through their unbelief. This congregation is comprised of the children of those who had been slaves in Egypt and witnessed Gods powerful Exodus. It was their parents who had seen Gods amazing work, this generation was about to witness Gods amazing hand. The question on the hearts of the whole congregation of Israel is how do we raise up our children so that every generation will know the Lord and walk with him? (v.2)

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Teaching Tips:

The following is an overview to help the students understand what the various aspects of a Model Childrens Worker look like. It should be a brief summery with a few illustrations of activities from your personal experience.

As you teach this section, use the motions described and teach them to the class. Each time you introduce a new element of the model, review the previous motions before you move on. After you have gone through the entire overview, review all of the motions.

Text in italics is not in the student notes and needs to be taught.

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Discussion:

Have the students break into groups of 3-4 and discuss the following questions:

Which of the five areas do you think you are strongest in within your classroom right now?

Which area do you want to grow in?

What are two things that you are going to do differently to grow in that area next week?

Response Activity:

Once students are done discussing, pass out the 3-5 cards, on the front of the card have them write the area they want to grow in. On the back of their card have them write the two ways they want to grow in that area.

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Trainer Tips:

After having the students complete the response activity, present the Samuel 1 lesson so they have an opportunity to see what a lesson with all of the elements looks like. Be sure to include the students as though they were children in a Sunday School class.

When the lesson is finished, have students relate where each element was modelled.

Be sure to review the hand motions learned in the Basic Lesson Planning session with the students as you go over the individual elements of the model.

Every Generation Ministries

Model Childrens Worker IntroductionPage 2Trainer Notes