Teaching ChildrenTeaching Children

The joy, the juice and the jinglesThe joy, the juice and the jinglesOfOf

A Sunday School TeacherA Sunday School Teacher

A Sunday School Program Is A Sunday School Program Is

Outreach and evangelismOutreach and evangelism – – making friends and sharing the making friends and sharing the gospelgospel

EducationEducation – –

God-centered life changing goalGod-centered life changing goal FellowshipFellowship – –

Sharing in a partnership in the Sharing in a partnership in the name of Jesus Christname of Jesus Christ

Me? As a Sunday School …Me? As a Sunday School …

As a teacher, I touch the lives of As a teacher, I touch the lives of students and their future. students and their future. (Christa McAuliffe)(Christa McAuliffe)

By the grace of God, I am put in By the grace of God, I am put in this position to guide and this position to guide and nurture students.nurture students.

I stand in the gap for my I stand in the gap for my students by prayers and loving students by prayers and loving care.care.

A child’s basic needsA child’s basic needs

Belonging / SignificanceBelonging / Significance Competency / MasteryCompetency / Mastery

Power / AutonomyPower / Autonomy

Virtue / GenerosityVirtue / Generosity Fun / EnjoymentFun / Enjoyment

A child’s basic needsA child’s basic needs

Look, Mom, straight A’s –Look, Mom, straight A’s – AcceptanceAcceptance ApprovalApproval AdviceAdvice AutonomyAutonomy AchievementAchievement AdvancementAdvancement

Intrinsic elements in learningIntrinsic elements in learning

CuriosityCuriosity What’s that?What’s that? Drive to achieve competencyDrive to achieve competency Yes, I can.Yes, I can. Process of identificationProcess of identification I want to be just like you.I want to be just like you. ReciprocityReciprocity Let’s do it together as a team.Let’s do it together as a team.

Stages of a child’s faith …Stages of a child’s faith …

By 1By 1

observe and imitateobserve and imitate By 3By 3

develop a vocabulary for develop a vocabulary for prayers and stories about Jesusprayers and stories about Jesus

By 4By 4

act and feel good from doing act and feel good from doing what adults expectwhat adults expect

Stages of a child’s faith …Stages of a child’s faith …

By 5By 5

increase verbal ability, learn to increase verbal ability, learn to interact, little connection with interact, little connection with conceptual understanding, conceptual understanding, prayer as somehow linked with prayer as somehow linked with GodGod

Stages of a child’s faith …Stages of a child’s faith …

By 8By 8

prayer as a particular activity,prayer as a particular activity,

concrete requests, and God concrete requests, and God answers prayers of personal answers prayers of personal needs and desires needs and desires

Stages of a child’s faith …Stages of a child’s faith …

By 10By 10

prayer as a conversation with prayer as a conversation with God, what one thinks is more God, what one thinks is more important than what one says – important than what one says – now they can internalize prayersnow they can internalize prayers

Stages of a child’s faith …Stages of a child’s faith …

Think about it:Think about it:

A child’s understanding of God A child’s understanding of God develops not only through develops not only through biblical stories and prayers, but biblical stories and prayers, but also through lived relationship also through lived relationship (with you, with friends and with (with you, with friends and with Jesus).Jesus).

What is a teacher to do?What is a teacher to do?

GuidesGuides

StimulatesStimulates

CaresCares

An effective teacher will do …An effective teacher will do …

Lesson preparationLesson preparation

PlanningPlanning

Classroom managementClassroom management

EvaluationEvaluation

Let’s teach the students …But Let’s teach the students …But how?how?

Tell me, I forget.Tell me, I forget.

Show me, I remember.Show me, I remember.

Involve me, I understand.Involve me, I understand.

How did Jesus teach?How did Jesus teach?

He set clear, firm expectationsHe set clear, firm expectations

“ “I give you a new command: I give you a new command: Love each other. You must love Love each other. You must love each other as I have loved you.” each other as I have loved you.” (John 13:34)(John 13:34)

“ “Do to others what you want Do to others what you want them to do to you.” (Matthew them to do to you.” (Matthew 7:12)7:12)

How did Jesus teach?How did Jesus teach?

Jesus modeled His faith by His Jesus modeled His faith by His actions.actions.

“ “A student is not better than A student is not better than the teacher, but the student who the teacher, but the student who has been fully trained will be like has been fully trained will be like the teacher.” (Luke 6:40)the teacher.” (Luke 6:40)

How did Jesus teach?How did Jesus teach?

Jesus loved people and inspired Jesus loved people and inspired them to greatness.them to greatness.

Peter the fishermanPeter the fisherman

Matthew the tax collectorMatthew the tax collector

John the apostle of loveJohn the apostle of love

Mary and MarthaMary and Martha

etc.etc.

How did Jesus teach?How did Jesus teach?

Jesus relied on God. He took Jesus relied on God. He took time to reflect and connect.time to reflect and connect.

Jesus withdrew from the Jesus withdrew from the crowds to pray alone. (Mark crowds to pray alone. (Mark 1:35; 6:46; Luke 6:12)1:35; 6:46; Luke 6:12)

How did Jesus teach?How did Jesus teach?

Jesus has a sense of humor.Jesus has a sense of humor. “ “I tell you the truth, it is hard I tell you the truth, it is hard

for a rich man to enter the for a rich man to enter the kingdom of heaven. Again I tell kingdom of heaven. Again I tell you, it is easier for a camel to go you, it is easier for a camel to go through the eye of a needle than through the eye of a needle than for a rich man to enter the for a rich man to enter the kingdom of God.” (Matt. kingdom of God.” (Matt. 19:23,24)19:23,24)

How did Jesus teach?How did Jesus teach?

Jesus was never boring.Jesus was never boring.

Great crowds followed Him to Great crowds followed Him to see what He would say or do. see what He would say or do. (Matthew 4:25; Mark 3:7-8; Luke (Matthew 4:25; Mark 3:7-8; Luke 6:17)6:17)

Let’s teach the students …Let’s teach the students …

Ways to check your progress:Ways to check your progress: verbal responses from classverbal responses from class written reportswritten reports drawingdrawing small-group conferencesmall-group conference role playrole play dramatic presentationdramatic presentation show and tell show and tell

Let’s teach the students …Let’s teach the students …

Humor helps:Humor helps: use exaggerationuse exaggeration develop a “funny file”develop a “funny file” create a “humor is welcome” create a “humor is welcome”

atmosphereatmosphere use a secret sign languageuse a secret sign language

etc.etc.

Let’s teach the students …Let’s teach the students …

Boredom-busting ideas:Boredom-busting ideas: be preparedbe prepared vary activitiesvary activities keep it fast-pacedkeep it fast-paced do the unexpecteddo the unexpected use active learninguse active learning have “educational wiggle” in a have “educational wiggle” in a

lesson, such as hands-on …lesson, such as hands-on …

Classroom Management --- Classroom Management --- Basic PrinciplesBasic Principles Long-term behavior change, not Long-term behavior change, not

quick fixedquick fixed Deal with student behaviorDeal with student behavior Rules must make senseRules must make sense Be a model of what you expectBe a model of what you expect Stop doing what is ineffectiveStop doing what is ineffective To be fair is not to be identicalTo be fair is not to be identical Responsibility vs. obedienceResponsibility vs. obedience

Classroom Management --- Classroom Management --- Discipline Guidelines (pt.1)Discipline Guidelines (pt.1)

Welcome every student.Welcome every student. Spend more time in the Spend more time in the

beginning to set the tone.beginning to set the tone. Make a bigger invitation to a Make a bigger invitation to a

withdrawn student.withdrawn student. Model effective expressions of Model effective expressions of

anger (behavior) with your anger (behavior) with your students.students.

Classroom Management --- Classroom Management --- Discipline Guidelines (pt.2)Discipline Guidelines (pt.2)

Discipline responses require a Discipline responses require a 2-stage approach: stabilize and 2-stage approach: stabilize and teach.teach.

Discipline with choices and Discipline with choices and limits.limits.

You must face the misbehaving You must face the misbehaving student yourself.student yourself.

Classroom Management … Classroom Management … Setting RulesSetting Rules

based on principlesbased on principles clear and specificclear and specific behavioralbehavioral enforceableenforceable stated positively when possiblestated positively when possible clear and conciseclear and concise

Classroom Management … Classroom Management … setting consequencessetting consequences

clear and specificclear and specific has a range of alternativeshas a range of alternatives is not a punishment but the is not a punishment but the

choice resultchoice result is related to the ruleis related to the rule is natural and logical (when is natural and logical (when

possible)possible)

Classroom Management … Classroom Management … Wu’s rulesWu’s rules

1.1. Follow directions at all times.Follow directions at all times.

2.2. Raise your hand and wait for Raise your hand and wait for my permission before you talk.my permission before you talk.

Classroom Management … Classroom Management … Wu’s consequencesWu’s consequences

1. 1st time -- warning with my 1. 1st time -- warning with my special signalspecial signal

2. 2nd time -- name into my book2. 2nd time -- name into my book

3. 3rd time – call the parents and 3. 3rd time – call the parents and explain the rules being violatedexplain the rules being violated

Classroom Management … Classroom Management … Wu’s rules + consequencesWu’s rules + consequences

1. Let it be known -- 1. Let it be known -- post them in the visible spots post them in the visible spots

in the classroomin the classroom explain and practice with explain and practice with

students and parents from the students and parents from the beginning of the yearbeginning of the year

2. Celebrate their good behaviors 2. Celebrate their good behaviors with students and parents with students and parents immediately and often, very immediately and often, very often.often.

Classroom Management … Classroom Management … Wu’s rulesWu’s rules

Food for thought …Food for thought …

Rules without relationship lead Rules without relationship lead to rebellions.to rebellions.

We teach students, not the We teach students, not the curriculum. curriculum.

Special Needs StudentsSpecial Needs Students

The greatest obstacle to a The greatest obstacle to a handicap/special needs person handicap/special needs person is not the person himself but is not the person himself but the stigma attached to him the stigma attached to him from the society.from the society.

Welcome them into your classWelcome them into your class

Special Needs StudentsSpecial Needs Students

Mainstream for some group activities Mainstream for some group activities – snack, singing etc.– snack, singing etc.

Modify the curriculum to meet the Modify the curriculum to meet the specific needs of the individualspecific needs of the individual

Set up the classroom for the most Set up the classroom for the most effective learning as a group and as effective learning as a group and as for the individualfor the individual

Teaching assistant for him Teaching assistant for him In touch with the parentsIn touch with the parents

A Lesson PlanA Lesson Plan

Anticipatory setAnticipatory set Lesson outcome ObjectivesLesson outcome Objectives

in the cognitive domainin the cognitive domain

in the affective domainin the affective domain Content of the lessonContent of the lesson Activities to enrich the lessonActivities to enrich the lesson EvaluationEvaluation

A Lesson PlanA Lesson Plan

Know the topicKnow the topic Bible materials and memory Bible materials and memory

verseverse Determine student needs in Determine student needs in

relation to the lesson contentrelation to the lesson content Select desirable outcomes for Select desirable outcomes for

both cognitive and affectiveboth cognitive and affective Decide on time allotted for each Decide on time allotted for each

activityactivity

A Lesson PlanA Lesson Plan

Start with an introductory activityStart with an introductory activity Select Bible-learning projectsSelect Bible-learning projects Plan group activities to enhance Plan group activities to enhance

the Bible lesson for both large the Bible lesson for both large and small groupsand small groups

Determine helper’s Determine helper’s responsibilitiesresponsibilities

Firm up plan; gather resources; Firm up plan; gather resources; prepare teaching aids prepare teaching aids

A Lesson PlanA Lesson Plan

Evaluation of the lesson – both Evaluation of the lesson – both on-going during the class time on-going during the class time and after each class. Get feed-and after each class. Get feed-backs from students and backs from students and parents.parents.

We strive for excellence, not We strive for excellence, not perfection, in our teaching.perfection, in our teaching.

We lead students to build the We lead students to build the relationship with Christ.relationship with Christ.