How To: Response Time With Kids

Hey Kids Connect, 56ers, & Explorers Teachers!

In the past, we haven't done a whole lot of response time to our lessons, but I think it is vitally important that we do some!  Kids should know that they have a responsibility to DO something when hearing the Word of God, and they NEED to respond in some way in their daily lives.  The Team Leader can't always be the one to offer this response time in Kids Connect, because of other outside-the-classroom responsibilities, but I really need you to help me offer one of these options in some way, shape, or form for every lesson you teach.  Please use simple words, easy to understand, and please end every lesson with prayer and response.  

I have discovered that children don't need dim lights and soft music to respond to Jesus!  When they want to, they aren't ashamed!  And they almost always want to! We just need to give them the opportunity.  I'd also like the names of the children you lead to the Lord.  I will send their parents a letter or e-mail with information for them.

Below are listed some options for you to consider when asking the children for a response (taken from a book by Dick Gruber, called, Focus on Children: A Handbook for Teachers):

Altar Call

An altar call is the traditional approach. Have the children close their eyes and think about the theme of the day. Sometimes I just tell them to close their eyes and think about Jesus. Those that wish to respond to today's lesson raise a hand. After the hand is raised, encourage them to stand and step to the front of the room. When up front either lead the children in a prayer or urge them to pray in their own words or in their own way.

Altar Service

An altar service is more of a group activity. Invite the children to gather at one point in your classroom. Typically, the front of the room is used as an altar area. In the altar service, children are encouraged to worship and pray as a group. The class can kneel, stand, or even sit together. Children may even pray one for another.

Group Prayer

Divide your class into smaller groups. If you have four children, make two groups of two. In the larger class, groups of three or four is effective. Assign a location i nyour room for each group. children in each group should pray one for another. Sometimes they may even hold hands and pray.

Prayer At the Chair

When beginning the response time, ask the children to turn and kneel at their seats. Those wishing prayer for specific needs are asked to raise a hand. Circulate through oyur class praying for those with special needs.

Prayer Circle

The entire class stands and makes a circle around the room. Children may or may not hold hands in this circle. Take turns going around the circle with each person praying out loud. If a person does not know what to pray, they may pass to the next. Have them pass by speaking a key phrase such as, "I love you Jesus," or "Thank you God."

Prayer Partners

Have the children pair off with one or two friends. The prayer partners spend time sharing and praying for each other in the classroom. The children may then exchange phone numbers and call one another for special prayer throughout the week.

Written Requests

Children are given paper and pencil. Ask them to write down their specific needs. Papers may be collected and prayed over. In one church I visited, children pinned these requests on a cardboard cross in the front of the room. After requests are written out and prayed over, keep a record of the answers that God provides. You may want to begin a prayer notebook. Lists of prayers and answers can be kept and read occasionally as an encouragement to the children.

Prophecy = Easy Recruiting

I just read a list of the top ten obstacles to recruiting for a Christian Education Ministry.  Number one was obvious, a lack of prayer!  We don't have because we don't ask!  

But it was the last one that really got me: "People's lack of confidence in themselves."  Recently, we've had a few different people join our church (I didn't ask them if I could share this, so I'll leave their names out), and when asked why they they joined, why they decided to keep coming, they said that it was because of the encouragement they felt when they were around!  They had never been encouraged like that in their entire lives!  They said that it was no one person in particular, but that it came from every side, all the time.  They got addicted to it!  They loved being around the church and started to get really involved, because for the first time in their lives, people weren't condemning them all the time, telling them everything they were doing wrong, being negative about their lives!  They were surrounded by people who built them up, and told them what a great job they were doing!  Therefore, they got more involved, and more involved.

That's called Prophecy!! 1 Corinthians 14:1-3, says that prophecy is "strengthening, encouragement, comfort"!!  When the American church gets a hold of that concept, the church will explode!  What a contrast between God's people and the world!   If we become a ministry that can prophecy over everyone that walks through our doors, we will never lack for volunteers.

I need your help to do this!  I need you to see your job as a Children's Ministry worker, not only to minister to the children in your care, but to every parent, every helper, everyone you come into contact with.  Prophecy over them by strengthening, encouraging, comforting.  People won't be able to stay away!

Note to Self:

Really great article from March/April 2010 K! Magainze by Dr. Tim Elmore:


Three kinds of kids (leaders):

1. Drivers. These are strong-willed students. They're often stubborn. They want to be in charge. They are natural leaders, but they must learn specific qualities that are not intuitive for them, like patience, people skills and planning. As an adult, you must be direct with a "driver" since they have strong ideas of their own.

2. Diplomats. They are the opposites of the drivers. Diplomats are harmonious, cooperative, and value peacemaking. They're relational and make marvelous leaders as everyone loves them. However, they must learn to stand for their convictions and gain their own vision. To lead them, simply seek cooperation.

3. Dreamers. These are the most misunderstood students. They are creative, reflective and imaginative, and often are quickly diagnosed as ADHD if they can't sit still. They will lead as visionaries, but must harness their own energy and ideas. To lead them well, offer them as many options as possible.


CULTIVATE HEALTHY HABITUDES INSIDE OF THEM:

1. Play chess not checkers. Checkers all look alike and move alike, so you treat the pieces all alike. In chess, however, the only way you can win is to know the strengths of each piece. Mediocre leaders play checkers with their people and get average results. Great leaders play chess and connect with others at the point of their uniqueness.

2. Build thermostats not thermometers. Both of these instruments have to do with temperature. One merely reflects the climate; the other sets the climate. We must cultivate kids who don't just mirror culture, but who set the spiritual tone for their peers.

3. Be a river not a flood. Floods are water going in every direction. Rivers flow in one direction. You must flow, not flood. You must become focused, not fuzzy. You can do anything in your ministry bu you can't do everything. Narrow and clarify your focus.

The Difference Between Arts and Crafts

I thought this was interesting!

The Difference Between Arts and Crafts

What I Learned: Unit 6

I'm not sure how to adapt the following into something that makes sense for everyone NOT in my Christian Education class, so I'll just leave it as is.  This is my "I Learned" post from Unit 6.  It has some really great nuggets in it from my textbook, by Michael J. Anthony.  

I loved this unit!  I am constantly trying to find creative and different ways to teach concepts, and love on kids!  Going through all the different learning styles I could identify people in my life that are Visual/Spatial learners for example, and Musical/Rhythmic learners (my husband!).  I loved the ideas about how to get ideas across in different ways.  For example, on page 144 of the book it says, "...after studying the relationship between God and Adam and Eve in the Garden of Eden, students listen to nature sounds while recording a journal entry of Adam's or Eve's thoughts."  Cool!  Never would have thought of that, but what a great idea!

Another thought-provoking statement was on page 144, "It has been said that your weakest teaching method is the one you use the most."  I think that I teach from my own learning style.  I talk a lot, because language is my thing.  I also like to use videos to reinforce a story or idea.  But I never even though of the fact that kids need to MOVE to learn...I mean, other than the fact that they get fidgety and need to move for that reason.  To move in order to learn is a new concept to me.  The only examples I can think of for that would be like...acting out a Bible story as we learn it, but that's only the kids that get picked to act it out.  Or, maybe...passing around something that the kids can see and touch and feel, while telling the story.  Can anyone else think of anything that can help incorporate movement in a Sunday School environment?

There was one other thing that really struck me from the book.  Page 145 says, "We noticed that we learned as much from failure as from success.  In fact, the way one learns from success is predictable and leads to repetition, but the way one learns from failure is always different and surprising, rich with nuances to be mined at a later date."  I love that!  I consider myself to be creative in certain ways.  I'm not an artist by any means, I'm not a musician.  But I do try new things all the time with kids...like, I'll think of a game on the spot, and go ahead right then and try it!  If it works, great! If not, we'll move on.  I do tend to keep doing things that work, however, and I should probably try to mix that up a bit.  Keep the kids learning by keeping them guessing!

Preschool Potential: Tuned In

Here is an excerpt from K! Magazine, by Karen Apple for all you EXPLORERS teachers!:


In an effort to discover the cause of my sincere dislike for school, my mother began a "mom reconnaissance mission."  She climbed the schoolhouse stairs, peered in the window, then suddenly burst through the classroom door. "BOYS AND GIRLS," she demanded. The stunned children climbed off desktops and jumped down from the chalk rails. Bending over the crying reacher she whispered, "You're the adult here. I'll teach you how to keep the children tuned in and excited about learning." A super hero in a "mom suit" rescued me from frightening chaos! The secrets to her success were her leadership skills and a plan to help children learn self-control.

Tools as simple as a definition, a plan, and an environment can make all the difference.

A Definition
Discipline - Training that develops a child's self-control. Children who learn to listen to loving leaders will find it much easier to obey God's Word.

A Plan
Set the guidelines and explain them to leaders and kids. Then, point out the rule to the child who forgets, ignores or disobeys it. Children need clear and age-appropriate boundaries to feel safe and to know they can succeed. make guidelines fit into simple categories: Leader, Others, Me. These categories provide guidelines for hands, ears, voice, and feet. Repeat, review, and reinforce the guidelines often in loud, soft, wacky and fun ways.

Give clear and specific instructions. Kids will be less likely to run in the hall if, as each child leaves the room, you whisper the secret in each child's ear, "Walk in the hall." Ensure a direct path to large group by clapping a beat as you repeat, "Walk, sit, criss-cross applesauce. You can do it, yes you can."

Define the consequences. Give one warning and follow through. If the consequences are fair and consistent, the children know what to expect. There's nothing more confusing to a child than having the anvil fall on him when the other guy got a pass. Continually reinforce the concept that following the guidelines makes life so much more pleasant. "You can sit next to your friend when you keep your hands in your personal space."

Reward good choices. Something as small as a touch, a wink or a nod can communicate volumes to a child looking for approval. But if you want to send a child over the moon, sing his name in a song. Sing "Jason is a good helper, he puts the toys away," and all the children will fall all over each other gathering toys. Sit a small plush puppet on a child's shoulder saying, "Amanda, you are one amazing and kind friend!" This puppet's favorite word is "amazing".

An Environment
The environment you create helps kids stay tuned in and excited about learning.

Preparation and Relationship
A leader who is completely prepared with crafts, games, toys, activities, and lesson can be involved with the children. A child's relationship with his leader is one of the most important motivators to good behavior. When a child feels loved, encouraged and accepted, he wants to please his leader. A child gets a picture of pleasing God when he succeeds at pleasing his classroom shepherd.

Organization
No dead air. Be so organized that there is no lag time during worship and story time. Make your goal to move seamlessly between activities.

Kids love to do what they're currently ready to learn. They're ready to learn categorizing, color and symbol recognition, scanning from left to right and so much more. Toys placed in color coded and picture labeled bins make it easy for kids to put toys away without anything more than a "toys away" song and some team effort. Use a song: "Toys away, don't delay. Help your leader have a happy day." (Any tune will do.) Turn car tubs on the side. Kids can gather cars and "drive" them into the "garages". Post a leader or a very savvy child at the toy shelves to put the tubs away by category from left to right.

Vary the schedule
Alternate active and quiet activities and songs to help children learn how to reign themselves in.

Transitions and Cues
Help children learn to control themselves by using transitions and cues. Parents tell me their children use those fun tools at home with their friends and family. Start an "imaginathon" and your leaders will develop their own "T's & Q's" (transitions and cues). When used consistently, the following activities are golden!

• How old are the children? That's how many commands they can remember.
• "Don't do ANYTHING until I say GO."
• "Quietly stand up, push in your chair, sit on a carpet square."
• Repeat pointing to a finger with each instruction.
• Hestitate, "GO!"
• "Today the number is 6. By the time I count to six, all the toys must be in the tubs." Slowly count to the number, occasionally reminding kids about the goal.

Key words

Occasionally remind kids what the key words mean and be sure all the leaders use the same words: control, personal space, banner is at the door, lock (be sure you tell them to unlock mouths), kitty cat slippers, wiggle, freeze!

Create ways to make key words more fun. Use a flexible, plastic shower hose to whisper the key word into each child's ear. Silence reigns as each child waits to hear his personal message.

A parent told a leader who provided a fun, yet controlled environment that his generally out of control son was very upset when he announced they were skipping church. "I have to go to church," he sobbed.  "My teacher will miss me. She just loves me." We learned later that church was the first place where the boy could control himself.

A remarkable leader has a plan and creates an environment in which each child can succeed, have fun, listen and grow.

Developing Storytelling Techniques

Another excerpt from my Intro To Christian Education Textbook, Christian Education, Foundations for the Twenty-first Century: (pg. 123)

"Within the art of teaching, nothing is more engaging than effective storytelling.  Though some people naturally do it better than others, anyone can learn to do it better. Several guidelines are worth considering.

Feel the events of the story.  Much of what we read in a Bible story, for example, describes real events concerning real people.  While Jesus told some fictitious stories (parables), even in such cases he showed a careful concern for reality.  Understanding these principles will help you become a better storyteller:

1. Real people have real feelings (emotions), not just disembodied information systems called brains. Thus, thinking always occurs within some combination of emotional colorations.
2. Various people's reactions and feelings about a certain situation are reasonably similar.  Few difference occur simply because of the passage time.  The disciples' reactions to Jesus' declaration that "one of you will betray me" must have produced the same sort of shock, dismay, and suspicion among the disciples then as it would in our times.
3. Learn to find central purpose in any basic story. Telling Bible stories give excellent practice and appropriate illustrations of this skill.  The entertainment value is secondary to the purpose revealed in the content. Imagine the reality of the story by personalizing it. Adopt the voice and the "lines" of one or more characters in the story. How does it feel to be there?
4. Learn to tell the story simply and clearly. Make it your own experience as you tell it.  For example, in the central story of John 4, one apparent conclusion is that the Samaritan woman of Sychar became the first large scale community evangelist. Discover and draw out the emotions and feelings of the situations described.
5. Learn to interpret a story well. This ability depends on being able to relate faithfully to both information and feelings."

Principles of Jesus' Teaching

Here are five principles found in Christian Education, Foundations for the Twenty-first Century of Jesus' teaching practice that can guide our own practice:

1. Jesus' teaching was authoritative. Jesus taught as one who had authority (Mark 1:27), a fact demonstrated by his actions and words. His authority was authenticated by the content of his teaching and by who he was as a person. the content of his teaching was the revelation of God, ,for he spoke with the words of god the Father (John 14:23-24). In addition, Jesus' life and ministry authenticated the authority of his teaching.
2. Jesus' teaching was not authoritarian. While being authoritative, Jesus' teaching was not forced or imposed upon his hearers (John 6:60-69). Jesus specified the costs and demands of discipleship and encouraged his followers to make personal commitments of their choosing. Once having delivered the message, he allowed the individual to confront the truth and come to his or her own conclusions.
3. Jesus' teaching encouraged people to think. Jesus stimulated serious thought and reflection in his teaching content. He expected his hearers to carefully consider their response to many inquiries, he did not provide simple, ready-made answers to life's problems. Jesus expected his students to search their minds and hearts in relation to his teachings and to consider the realities of life.  In encouraging others to think for themselves, Jesus posed questions and allowed for questioning.
4. Jesus lived what he taught. Jesus incarnated his message faithfully in his life and ministry. Before commanding his disciples to serve and love one another as he had loved them (John 13:12-17, 34-35), Jesus demonstrated the full extent of his love by washing his disciples' feet. He then further demonstrated his love by laying down his life for his friends (John 15:12-13). No one had ever personified or embodied instructional content as much as Jesus.
5. Jesus had a love for those he taught. Jesus loved his students, his disciples, in a way that indicated the deep longings of every heart for an intimate relationship with another person and with God. This relationship of love with Jesus was also characterized by an equal concern for truth as the Master Teacher communicated it. 

Jesus: The Master Teacher

The Content Of Jesus' Teaching.
Below is an excerpt from Jesus The Teacher: Examining His Expertise in Education.  Jesus taught in many, many different ways.  Here is a list of observations about Jesus' teaching (I bolded and colored ones that I think particularly apply to children's ministry):

• The teaching situation is complex, though it may easily be resolved into its essential elements: teacher, student, lesson, aim of the teacher, method of teaching, and environment
• The conversation of Jesus with the women of Samaria is an object lesson in teaching in all these respects.
• Jesus began by winning attention through openers that centered students' interests; then he established some point of contact with his hearers on the physical or spiritual plane.
• As a teacher, he was not only a tactician with methods but also a strategist with objectives. His greatest objective was to share with people that sense of union with the Father that he enjoyed.
• Jesus based his teaching on the vital problems in the lives of his students.
• Though he was not a Greek, he was ready to converse in a profitable way as was Socrates, and he led a more public life, though shorter, than did Socrates.
• He asked and answered questions to stimulate self-expression, desiring conviction rather than persuasion on the part of his followers.  His questions are better than those of Socrates because they are mostly of a kind other than leading.
• He used discourse at many different times before many different groups on many different themes, but always in a more or less informal way.
• He told stories with a point, the parables, which his listeners did not always understand but which always made them think and led the spiritually minded to inquire into their meaning.
• He knew and used the Old Testament Scriptures, both for the needs of his own soul and as a common meeting ground with the religious minds of his day.
• He never let an occasion slip but utilized it as it arose to clarify thought and to guide life.
• The principle of true learning is recognized in his words: "He who has ears, let him hear," and all his parables present the less familiar in terms of the familiar. Even so, he was often misunderstood.
• He used the principle of contrast to make real the portrayal of truth, concrete examples to bring the abstract near, symbols to make, if possible, difficult meanings plain, and wonderful imagery to enhance to appeal to the imagination and so to lead people to conviction.
• He cared more for individuals than for crowds, though he would often minister to crowds, perhaps with a view to reaching individuals.
• He trained his disciples as witnesses of him, by personal association, individualizing instruction, and meeting the needs of each one.
• The work accomplished by Jesus and through others, under his tutelage, was based on high motivation because of the awakening spiritual and altruistic impulses rather than those of personal advancement.
• In a most interesting way, Jesus probed the depths of human nature and touched on most of the innate reactions of man, though some, like rivalry, he did not conspicuously appeal to, and some, like sex, he sublimated.
• All the methods of impression he used were but means to expression. Jesus was far more pragmatic than either idealistic or mystic.
• Jesus appreciated childhood and made its characteristics identical with those of membership in the kingdom.
• In a way not surprising but confirming our previous impressions, Jesus embodies those qualities of the teacher commonly set up as ideal.
• As we followed these discussions, we doubtless discovered repeatedly that the problems of teaching that we ourselves face are similar to those that Jesus faced and that the solutions he found will greatly assist us in our work.

Jesus is the master teacher. Have we made him ours?