Children and Loss

As our hearts break and our minds try to comprehend the events of last week in Connecticut, we need to be ready to answer the questions our children might have about death and tragedy. While there is no perfect answer or a textbook method to follow, we can...
1. Remind our children that they are loved, they are safe and God is always with them. My mom taught me as a preschooler to memorize Psalm 56:3, "When I am afraid, I will trust in you." Teaching children to memorize Scripture is one of the greatest gifts we can give them. God will bring these verses back to their minds during times of tragedy.
2. Admit that we do not have all the answers. Children deserve and need our honesty. To say "I don't know" is better than sending confusing messages about truth and reality. Let's not present confusing images of a God who takes people away becomes he needs them in heaven more than we do on earth. Let's talk about what we do know. God made us. God loves us. God's plan for us is good. Death is a reality in this life. But when we have a relationship with God through Jesus Christ, death can never separate us from God and his love for us.
3. Read the article below on talking with children about grief and loss.
4. Refocus our attention on making sure the children in our church are safe. What happened in Connecticut could very easily have happened here. No city or church is immune from tragedy. Even as we are re-evaluating our own security policies and procedures, be viligent each Sunday. Keep your eyes open and your mind alert. We will not respond from a place of fear, but we will act from a position of strength. "Greater is he that is in us, than he that is in world" (I John 4:4).

Teaching Children the Christmas Story

Check out the link below -- "How to teach children the Christmas story" from LifeWay. In this short article, the authors provide teaching strategies for babies through preteens. It's a neat way to include all ages in the story of our Savior's birth.

Christmas in Sunday School

Can you believe it? Christmas time is here! What an incredible privilege we have to share about God's amazing Gift -- Jesus -- in Sunday School! As we think about celebrating the holidays in our classes, let's remember a few things...
1. Exalt Jesus Christ and minimize Santa, elves and North Pole. While we are not going to tell children that Santa is pretend (that's for their parents to do), redirect the fantasy conversations back to Jesus and his reality here on earth. Tell the story again and again of Jesus' birth. Talk about Mary, Joseph, the angels, the shepherds, the wisemen...remind the children that the miracle of Christmas is Immanuel, God with us.
2. Reclaim Christmas symbols by associating them with Christian truth. Santa Claus is fun, but the story of the real Saint Nicolas is amazing and points to Jesus. Try reading Santa: Are you for real? by Harold Myra published by Thomas Nelson in 1997. Christmas trees and candy canes are everywhere. Consider reading The Pine Tree Parable (Liz Curtis Higgs, 2002) or The Candy Makers Gift (David and Helen Haidle, 1996). These books take the traditional symbols of Christmas and help the children understand their spiritual significance.
3. Provide opportunities to serve. Think of ways that your class can serve others this Christmas. Through a handmade card, a craft or a visit to the nursing home, teach your children how to put the needs of others before their own wants. When your students start listing off their Christmas wish lists, ask them what they are giving to others this year.
4. Model a life of worship. This season can be so busy that we neglect spending time at our Savior's feet. Take time to enjoy Immanuel's presence in your own life, then you can more freely share His gift with your children.

Teaching ESL Children

As we continue thinking about children in our classes for whom English is a second language (ESL), I asked a sweet friend to give us some insights on teaching these terrific kids. My friend is from Korea and has been living in the United States for about one year. She was an English teacher in Korea and continues teaching ESL here. The questions I asked her and her responses are below...

1. What is the most important thing our teachers need to know about teaching children who are learning to speak English? You should be aware that they don't have much knowledge in their own language so you need to encourage them to practice English within their knowledge.

2. What are some of the best techniques that you have used in teaching ESL? Games! Board games or card games. Description games where you give the child a word. They have to describe the word and the rest of the class guesses the word.

3. What are the things that our teachers need to avoid in teaching ESL? Don't pretend that you understand the children when you really don't.

In our church classrooms, we need to remember that ESL children may have a limited background in biblical knowledge. They are learning just like all our children. Games are an excellent way to teach Bible content and to build English skills. When you do not understand what a child is saying, ask her to repeat her words slowly and clearly. Affirm her for her growing English ability and for her participation in the class. Be patient with her as she learns about God and about her new culture.

Teaching Beyond Language: Building Cultural Awareness

Not all children in our classrooms speak English as their home language. Some children were born in other countries and moved with their parents to the United States. Other children were born here in the US to international parents who speak a language other than English at home. As their church teachers, we need to embrace their cultural differences as a reflection of God's creativity and welcome them into our church family as our brothers and sisters. All the nations of the world are precious to our Creator, and he desires that all people to come to know him through Jesus Christ. Imagine heaven. Scripture tells us that one day people from "every nation, tribe, people and language, [will be] standing before the throne and in front of the Lamb" praising God! (Revelation 7:9) 

Sheri Babb in Kids Ministry 101 by LifeWay lists several reminders to help us build cultural awareness. As you read them, ask God to help you become more senstive toward the different cultures present in your room.

Help kids develop cultural awareness. The preschool and elementary years are important in the development of social skills—skills to work, play, and enjoy God’s world together. When teachers are culturally sensitive and incorporate cultural materials naturally into the child’s play, they lay positive foundations for all God’s people. Teachers are being culturally sensitive and can help kids develop cultural sensitivity when they do the following:

 

*   Clarify misconceptions like, “If I touch him will I be pink, too?” As a teacher you may reply: “Jason’s skin is his color and your skin is your color. Skin stays the color God made it.”

 

*   Give simple answers: “Satoshi talks in Japanese because his parents do. You talk like your mommy and daddy. As you play with Satoshi, you may learn some Japanese words and Satoshi may learn some English words.”

 

*   Model respect for cultures both verbally and nonverbally. Be careful not to stereotype. Instead of saying, “Sit Indian-style,” say, “Sit like this, with your legs crossed in front of you.”

 

*   Give accurate information about various cultures.

*   Reflect cultures as alive and transforming.

*   Understand that families within a culture are different.

*   Use pictures, materials, and other supplies depicting the culture in contemporary life in the United States.

*   Incorporate songs, games, and recipes from other cultures into activities.

Multiple Intelligences

Children (and adults) are smart in a variety of ways. Too often we judge a child's "smartness" by her ability to answer questions or remember large amounts of information. Researcher Howard Gardner introduced the idea of multiple intelligences to the educational community several years ago. He identified seven areas of smart. The children in our classrooms each week learn in all these different ways. Included below are brief definitions of each area from infed.org. I've also included a link to a short 10 minute video I did a few years ago for the Alabama Baptist State Board of Missions on multiple intelligences and learning styles. http://vimeo.com/channels/childrensss#/channels/childrensss/37418889

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

 

Positive Communication with Children

As we continue thinking about teaching children with different abilities, I want share with you a few thoughts from "Effective Communication" at apraxiaspeaks.com. Apraxia is another type of language disability characterized by language delay, incomprehensible speech, or other difficulties associated with word sounds or pronunciation. The site shares three tips for effective communication with children with apraxia, but these same tips apply to teaching all children.

1. Use positive communication. Avoid using "no," "don't," or "stop" excessively. Try modifying unacceptable behavior by helping the child know what TO do instead of what NOT to do. For example, stop running can become please use your walking feet. Or don't touch that can become let's try this other activity.

2. Use rewards rather than punishments. Using stickers or free time or extra Bible games can encourage children to act in appropriate ways. You might consider using a bean jar. Each time someone in the class does something good you put a bean in the jar. As the jar becomes full, the kids can see the cumulative results of their positve actions. When they fill the jar, the entire class has a party. We always want to celebrate positive, appropriate behaviors.

3. Give positive attention for positve actions. Look for opportunities to catch your students doing something good. Praise them for the ways that they have met or exceeded your expectations: sitting quietly, helping a friend, answering a question, praying out loud, etc. Use words like "Jake, I really liked the way you waited your turn to play the game." When we affirm the positive, we reinforce the behaviors that we want to see, instead of focusing on the negative behaviors we want to avoid.

The article goes on to encourage parents (and teachers) "to find three times a day when you can acknowledge a positive behavior in your child, rather than a negative one. That would be 1,000 more positive statements your child would hear each year. Imagine the impact!"

Teaching Children with Dyslexia

Dyslexia is a common learning disability where children (or adults) have trouble with reading and understanding written language. Dyslexia has nothing to do with intelligience or laziness or willingness to learn. The children with dyslexia in our church classrooms have difficulty reading from the Bible, doing the written activities on the learner guide, or doing more than one activity at a time. The following article from Dyslexia-Parent gives great insight on creating a multi-sensory learning environment for children. Remember the more senses we engage in the learning process the more opportunities that our children have for learning. What are your children smelling this week at church? What are they tasting? Are you using music in the classroom? How are they using their entire bodies for learning? Lecturing children while they sit still is not the best learning approach for teaching at church. Let's continue teaching with excellence by teaching the way that children learn.

Teaching Methods for Dyslexic Children by Jean Herold

http://www.dyslexia-parent.com/mag42.html

Most classrooms are still using traditional methods for teaching students. This usually involves lecturing to the children while they sit and try to stay focused on the information being relayed to them.

Following this, a worksheet of some kind is typically given to the children for them to complete in some limited time frame. Any dyslexic child must sit in horror waiting for the dreaded worksheet to arrive.

There could be nothing worse for them to deal with; new information, a voice droning on and on, then a paper filled with words they probably cannot read, then to make matters worse, a time constraint to make them feel pressurized.

 

A multi-sensory approach

The most effective teaching method for all children, particularly those exhibiting signs of a learning difficulty, is a multi-sensory approach. In fact, this is imperative for dyslexic students.

Using a multi-sensory approach to teaching would not only alleviate anxiety from the situation mentioned above, but also help their brains absorb the information being conveyed to them.

Some teachers express reluctance to change their ways of teaching, but just making a few changes in the classroom can be so beneficial to the students.

Multi-sensory teaching is exactly as it sounds, utilizing all the senses to relay information to students.
As adults, we go to exhibitions, presentations, even church, where we are exposed to multi-sensory experiences. We hear music as well as voices, see, touch, sometimes taste and smell all kinds of stimulating things at these events.

Why not offer this to our children? It obviously works for advertisers trying to make us purchase their wares.

Dyslexic children are so different from each other that it is important to incorporate all of the senses to give them the opportunity to learn. Their visual or auditory processing may be impaired. A child may pass a hearing or vision test with flying colors, yet not be able to process the information she sees or hears in order to store this in her memory.

It is important, therefore, to utilize all of the child’s senses, particularly touch and movement. The brain may respond to tactile and kinetic memories if it has a problem with visual and auditory ones.

For young children this could involve something as simple as writing letters on carpet so they can feel them with their finger. Making clay letters, singing the sounds of the alphabet, this way they are seeing, feeling and hearing the letters.

A Parent's Perspective

I found another neat website that I wanted to share with you -- Kids Enabled at www.kidsenabled.org. I especially love their tag line -- "providing resources to the learning differences community." I encourage you to look around on their page for insights on teaching kids with different learning abilities. As we focus on kids with special needs, it is important for us to think about their parents. Many parents come to us frustrated, exhausted and fearful. They do not know how we will respond to their child. They need us to welcome their little one, to understand their differences, to teach them with excellence, to accomodate for their exceptionalities, and to celebrate their successes. Below are some stories to help us better identify with the parents of these terrific kids!

From http://www.kidsenabled.org/articles/index.php/201101/extraordinary-gifts-of-learning-differences/

Extraordinary Gifts of Learning Differences

AS THE PARENT OF A CHILD with learning differences, I know firsthand the challenges and trials of finding success academically and socially. I also have some insight into the gifts that our children have sometimes because of their differences. For instance, my son thinks outside the box. He may have been creative regardless of his dyslexia, but I believe the skill was cultivated because of his reading impairment. When he could not read the words on the page, he made up the story that he envisioned. His gift of creativity has taken him to new heights and will continue to serve him well.
Most parents of children with learning differences have similar stories to tell. While every day I do not always stop to ponder the gifts that we receive from the struggles, I do like to pause (when I remember to) and count these blessings. It also helps to see that other parents, who are travelling in my world, see these gifts as well.
Kids Enabled would like to share with you some gifts appreciated by our parents. We hope you enjoyed the gifts of the season and of the New Year!
Montie Stone
Managing director, editor and blessed mom

AS I AM WRITING THIS, Morgan has just completed her first semester of ninth grade at a large public school and finished with success. Exam week was brutal, but once again we cried, we laughed, we argued, we hugged, we prayed, we high-fived, we persevered and we prevailed. I have felt many things as the mother of a child with learning differences, but when I first realized this was my path, blessing was probably not my first thought.
My journey started when my youngest and third child, Morgan, started kindergarten. There were issues with focus and attention and difficulty rhyming words. I didn’t think too much about it initially, but as her difficulty with reading, decoding new words and spelling continued, I watched her frustration with learning increase. I was unsure of how to help her and sadly, the school system she was in was not really willing or able to do much for her because she was passing her classes. To be honest, some of the comments and suggestions I was given by the educators really surprised and shocked me. Morgan was diagnosed with ADHD in first grade and by third grade with auditory processing, dysgraphia, and low executive functioning issues, to name a few.
Blessing number one for me was getting frustrated and angry. Not in a mean or bitter way, but in a way that brought out the fight in me and the resolve and determination to find a solution that would help my youngest child. I would imagine that if I could feel her frustration, how much more frustrated she must feel. I became her best advocate.
Morgan was able to attend a wonderful school, for fifth through eighth grade, that specifically deals with kids who have language based learning differences. Her self-esteem and confidence returned and grew there as well. Morgan’s experience at this school allowed me the opportunity to learn and gain perspective on issues children with learning differences face. I saw what the right learning environment did for my daughter, as well as other students. Morgan’s experience with learning differences has made her very sensitive to others who face their own unique struggles. I have seen her defend, advocate and comfort her peers when they needed it. Consequently, I have learned to be more aware, kind and accepting of others because of her example. I try to offer support to others who may need it.
There have been many tears, shouting matches and temper tantrums along the way and there have been days when I felt I must have done something wrong. What a blessing to realize I did not! I am blessed that Morgan is who she is and I have often said she is the one God sent to keep me humble. I have learned to be more patient and tolerant. It is often easier to focus on the negatives, but I have learned to look for and find the positives and blessings along the way.
Tina Plowman

OUR FIRST TWO CHILDREN passed milestonessuch as walking, talking, reading, and math so easily it seemed like the only intervention for us as parents was to fine-tune the racecars as they sped past. Meanwhile, I was barreling along on my own career development in a large company.
For Bradley, our child with learning differences, all those milestones that our first two children had sped past, became distant destinations which required extraordinary effort to reach. This effort resulted in a fundamental change in dynamics in our household, where understanding is no longer taken for granted, but rather repeatedly confirmed and celebrated.
This dynamic has changed my approach to communications at work as well. Frankly, Bradley has made me a better manager. Because of Bradley, rather than barreling ahead in discussions with colleagues and employees, I find myself working harder to ensure that the message I’m sending is the message that is received. Because of Bradley, I use clearer and more concise language to replace shorthand references and innuendo. Because of Bradley, I work harder to communicate with employees as individuals, rather than as a monolithic group that hears and interprets my comments as one. And because of Bradley, I now better understand the value of tools and technology to help people achieve their goals, an understanding that I put to work every day to help employees develop themselves.
Because of Bradley, I am a better manager…and a better person.
Steve McGaw

MY SON HAS BEEN BURDONED with difficult issues. He has struggled with reading, he cannot always control his moods and he cannot smile on command. He loves to learn but it has to be compelling to get his attention. He misses social cues frequently, and I cringe when he cannot meet someone’s eyes or smile at someone to encourage everyday niceties. As he enters adolescence, I worry more for his social life and skills. He has friends, not as many as I would like, but he and they are close and fiercely loyal.
The other day he came home from school, almost giddy. His school is under construction and with the confusion of workers and trucks, the school has hired full-time security people to help move the traffic and the kids. One officer has been particularly nice, getting to know the students and the parents and making a difficult situation easier.
My son had a bag full of baked goods, wrapped gifts for teachers and gift cards for his art, science and math specialists. He came home from school that day with a grin on his face (he has no trouble smiling for me, thank goodness!) from ear to ear. He recounted his story in excruciating detail.
He had been on his way to math with a gift card for his teacher when he passed this friendly security officer. He stopped, took the card out of his pocket and handed it to her. I don’t know if he was able to articulate the typical holiday niceties but she was shocked. She asked if he really meant to give this to her, and he assured her yes. And, knowing him, he probably said little else and went on his way.
He came home so happy and so proud of having thought to give this gift to someone who had been kind and who was unsuspecting. I don’t know if it was the giving itself, or the surprise, but my seemingly anti-social kid went far out of his way to make someone else’s day.
It made mine too.
Jana Eplan

OUR FAMILY’S JOURNEY through the maze of learning disabilities has been difficult as well as rewarding. When my oldest daughter was first diagnosed with a learning disability, I was devastated, trying to comprehend what this would mean for her future. After wading through lots of grief and sadness, I focused my energy, and decided to learn all I could about this new diagnosis. It became a full time job reading, researching, and seeking out the best specialists and treatments to make her life the best it could be.
A few years later, our younger daughter was also diagnosed with the same learning, sensory, and motor skills issues, as well as a severe case of anxiety. Despite our experience with these issues, it was like reinventing the wheel, because they manifested so differently with each child. For years we were busy with our team of OTs, PTs, hippotherapists, speech therapists, psychologists, tutors, and many doctors, often to the exclusion of play dates and other fun activities many kids enjoy.
Through our journey, I have learned that this is a continuous process, not a destination. We will always have to cope with these issues. I have come to accept that these are our challenges, and even to embrace them. The silver lining is the wonderful qualities my children possess because of their struggles.
It has been freeing to realize things often don’t turn out the way you plan. I have changed my expectations and assumptions of what I thought life would be. Now I embrace my children for the gifts that they have.
Our oldest daughter is a very sweet and compassionate child, who has the unique gift of nurturing everyone around her, whether young or old, person or animal. From a very young age, she has always been extraordinarily tuned in to people and their feelings, noticing details others miss. She is much more aware of people’s differences, and readily accepts all people, regardless of their circumstances. While this trait might have been innate, it has no doubt been honed through her own tribulations. I have no doubt her extraordinary social skills will get her far in life.
Our younger daughter has her own unique set of strengths. She too is sweet and nurturing, and is very creative. It amazes me to see her perspective, as she often sees shapes and animals in clouds, trees, and other objects that most people fail to see until it is pointed out to them. She is a talented artist, and loves music. It is rare to be around her without hearing the constant stream of songs that come from her happy heart. She is able to connect the dots and see cause and effect where other struggle. This ability to analyze in her own creative way will be an asset in demand as she makes her way in the world.
As a family, it has been a tough road with many ups and downs, but it has made us better, and changed my perspective on what success is. My faith in God is stronger, and I am so thankful He chose us to raise these two incredible creatures. The next phase of my job is to help them find their way in the world, in a way that will utilize their talents and appreciate them for the wonderful talents they have to offer.
Leigh Hattaway

IT IS DIFFICULT TO EVEN IMAGINE what my life would look like if my daughter did not have learning differences. I look back to the spring of 2003 when my daughter had her first seizure, and I realize my current journey began that day. I had left my position as a physical therapist at the VA Medical Center to stay at home with my three young children before realizing at age 2, my daughter had medical issues resulting in difficulties with processing sensory information and learning new concepts. She eventually had to leave the school her siblings attended, and she received multiple therapies to help with her speech, language, and motor skills. I had enjoyed being a geriatric PT for many years, but I must admit, I felt my real passion always eluded me. Because of my daughter, I spent the following years investigating interventions I could use to help her process information better and make her life easier. Through her, I discovered a love for the amazing ability the brain has to improve its functioning. I discovered the brain can be strengthened through exercise, and the fundamental skills of intelligence can be improved, making lifetime learning easier for her and others. I discovered a different way to apply my desire to help people through physical therapy, yet instead of physical exercise it would be brain exercise. I opened a business with a long-time physical therapist friend, also struggling with some of the same issues with her own child. For me, my daughter’s learning differences were the reason I forced myself to learn more, do more, achieve more, and change lives…hers and others through brain training. It has been the most valuable thing I could ever do, and it’s because of her I do it every day.
I have always admired how my daughter attempts on a daily basis to persevere, never losing faith or hope. She rarely gets discouraged, despite having to try harder to succeed than most other children I know, including her twin brothers. I am amazed at her sense of humor, particularly when I know how hard her day to day life can be, at times. I have had the opportunity to learn how children like her should be admired for their achievements, even though we may not always realize how much more difficult it is for them to get the same results as their peers with stronger natural learning skills. Without a child with learning differences, I never would have learned as much as I have about the emotional and education challenges these kids live with every day. I never would have found a way to connect with hundreds of families and been in a position to help them. I would never have had the opportunity to discover how any brain can strengthen and grow, and the opportunity for lifetime achievement is not fixed. I would never have opened a business to improve cognitive functioning. I can see now that it was serendipitous, really, that at the same time I was discovering this exciting research, I had the opportunity to use my passion to help others, not only my own daughter.
Without a doubt, Bella is an unbelievable blessing. Her beautiful smile and determined spirit to succeed inspire me every day. I can’t imagine my life without her. In a way, I feel like I’ve given my daughter a gift when I see how she has improved her abilities, but she has actually given me a much bigger one. More than anything, this blessing has opened a window when a door was seemingly closed. I am forever grateful.
Beth Ardell

I HAVE SPENT MOST OF MY ADULT LIFE around people with dyslexia. My husband, my two children and all of the students that I have taught for 23 years have dyslexia. I’m no stranger to the frustration that they can experience in the world and in the classroom. However, I have also seen many blessings that come along with learning differently.
The Blessing of Resilience:
Failure is a given in life. The youngest children, though not always patient, have a natural perseverance. Sadly, they learn to associate shame with failure, and the skill of resilience atrophies. While success is important, so is resilience – often as the best or only means of achieving the long-term success so crucial in our adult lives. Resilience must be exercised, and the only way to maintain this vital ability is through struggle. We all want our children to learn and grow joyfully, if not effortlessly. People with dyslexia, when truly remediated, are still never relieved of struggle. Consequently, they maintain their resilience.
The Blessing of Industriousness:
A close relation to resilience is industriousness. Thomas Edison once said, “Genius is one percent inspiration, ninety-nine percent perspiration.” For the natural student, success is the result of an accepted amount of effort. For someone with dyslexia, success and effort share a more complex relationship. Effort, often disproportionate to that required of their peers, is a fact of life. While frustrating, it is disciplining. Such is more often the path of a person with dyslexia, and along the way is found not only the makings of true success, but the rarer capacity to appreciate it with gratitude.
The Blessing of Self-Awareness:
Knowing oneself is one of the most difficult and rewarding achievements in life. It is wonderful that parents and teachers can find out so much about a child’s learning profile and his individual strengths and weaknesses. This information seems to be helpful to the student as well. I have found that students appreciate insights about their learning difference. I’ve seen many students breathe a sigh of relief to find that there is a reason they are having a hard time in school. These students can focus on their strengths, and when faced with a task that challenges their weakness, they seemed determined to face the task. Relying on the fact that they understand their strengths allows them to have the confidence to take the risk to try the most difficult task.
The Blessing of Creative Thinking:
If a student with a learning difference can learn to read well and keep his confidence up to make it through school, they are often very successful. Their imagination and creative thinking provides opportunities in the business world that can furnish a successful career and fulfilling life. In addition, creative thinkers add a different perspective to life, sometimes fascinating, often times humorous. What a delight to be around someone who teaches, encourages a unique perspective, finds opportunity and easily brings humor and adventure even to the most mundane.
As parents and teachers of those with a learning disability, we worry. We’re bound to do it because we see the potential and we want success to be readily attainable for them instead of troublesome. However, perhaps we should focus on the blessings of a learning disability. Relax in the knowledge that the talent, wisdom, perseverance and imagination of these children will provide what they need to be successful. Enjoy them and know that you are blessed to be with them.
Ellen Hill

Sensory Box

Children need to learn quietness and stillness. Most Sunday school teachers would certainly agree and even admit to saying, "You need to be quiet" or "You need to sit still" more than once on any given Sunday. However for many special needs children as well as more typically-abled children, being quiet and sitting still are incredibly difficult tasks to master. God created children to move. Children learn best by engaging their whole bodies in the learning experience. An excellent Sunday school lesson includes both periods of more-active and less-active learning. Most children cannot learn effectively by sitting in their chairs for one hour. If children sit for too long, their bodies get tired, and their attentions are distracted by their brains telling them to move. Even a transition from a sitting table activity to a sitting large group time is not enough movement. What are some ways that you can teach while children are moving? A game? A drama? A song with motions? A sensory box?  A prayer walk? A nature walk? A visit to the sanctuary? Remember we are not moving just for the sake of moving...we are moving with a purpose. How can you take the Central Bible Truth of the day and incorporate an active learning approach to teach that truth?

For those times when children do need to sit quietly (like during a large group time), how can you provide less-active opportunities for movement? Consider using a sensory box. Amy Fenton Lee at http://theinclusivechurch.wordpress.com shares about a sensory box.

Awhile back I had the opportunity to interview a pediatric occupational therapist with our local children’s hospital. I asked the therapist for pointers on handling disruptive children – those who struggle with constructive group participation or who exhibit hyperactive behaviors. She suggested that I collect a shoebox full of squeeze balls that were fun to feel and other toys easy to manipulate. She insisted that these sensory type toys would help the more challenging children stay focused during instructional teaching. Manipulative toys, she explained, can fulfill the “sensory diet” of some children and serve as a constant occupier for all students when they are required to sit still.

One of our classrooms uses a sensory box. At Dollar Tree, I bought various squishy or prickly colored balls to place in the box. Each child can choose a ball to hold during large group time. Children are amazing multi-taskers. Even while they are playing with their ball, they can still learn the Bible story. Having something to do with their hands allows them to listen better with their ears.

Teaching with excellence is teaching how children learn, not just how we like to teach.  Would a sensory box create a greater level of learning in your classroom?

Teaching Children with ADHD

This article by Carlton McDaniel was originally posted at www.lifeway.com in 2007.  It is a fantastic summary of the characteristics of children with ADHD and teaching strategies for helping these kids achieve long term success in learning at church. We have numerous children in both preschool and elementary ministries who struggle with varying degrees of ADHD. Take about 10 minutes to read the article below. Ask yourself, "What do I need to do differently this Sunday to make my classroom and my teaching more accessible to ADHD students?"

How to Teach Children with ADHD

Talk with any group of leaders who work with children and invariably the subject of a hyperactive child will arise. The issue can have a negative impact on both the individual child and the classroom as a whole. In some instances, the ability of the church to enlist volunteers for a particular class can be hindered. Many factors influence the success of a learning environment. But, all too often leaders attribute the problem to a medical condition called ADHD. The result of a non-professional diagnosis is usually an unwanted label that follows the child for years.

A child with ADHD will have problems in two major areas: 1) inattentiveness and 2) hyperactive- impulsive behavior. The American Psychiatric Association has proposed three subtypes in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). These subtypes are (a) predominately inattentive, (b) predominately hyperactive-impulsive, and (c) combined types. Remember, a child that has ADHD will behave inconsistently with his developmental age and his behavior will consistently impair daily life.

It is also important for leaders to understand how controversial ADHD has become. For some, this condition is over-diagnosed and has more to do with diet and environmental influences on the child. For others, medication and the long-term effects on the child has become a point of controversy. Another unresolved discussion is whether a child with ADHD has the ability to grow out of this condition. Some children's leaders openly state that hyperactive or inattentive behavior is due to poor parenting. For some parents, even a professional diagnosis of ADHD is considered a negative label for the entire family.

Children with ADHD often experience difficulty with

• Following detailed instruction that involves multiple steps
• Staying focused, being easily distracted
• Sharing or taking turns with other children in the class
• Emotional issues, depression, and relationships with other children
• Tasks that require a sustained mental effort
• Remembering things
• Restating sentences or paragraphs in their own words
• Remaining still without fidgeting, tapping, or squirming
• Finishing tasks
• Llistening even when being talked to directly

To create a classroom environment where every child feels welcome

• Don't allow your frustrations to carry over from week to week. The first thing every child should feel when entering the room is that you are glad she has come.
• Plan independent times for all children to interact with each other. This will help teach the child with ADHD how to interact and build relationships with other children.
• Identify resources that can be put away instead of causing the child to get in trouble.
• Work closely with parents. Plan to meet with them as needed to discuss common strategies that will be consistent at home and at church.
• Look for positive and affirming comments when the child is successful.
• Keep rewards tangible.
• Provide a place for a child to go in cases of inappropriate behavior that requires removal from an inappropriate situation.

To manage classroom activities successfully

• Provide a consistent class schedule from week to week.
• Make sure you have the attention of the child before giving important directions. If needed, ask the child to repeat the directions back to you.
• Post simple rules that are easily understood.
• Keep transition times to a minimum. Or provide an activity as you move to another activity.
• Enlist an additional helper or give someone in the class the responsibility of helping the child with ADHD when needed.
• Evaluate discipline measures with other leaders and the child's parents. Ineffective discipline should be changed using a "team mentality." Be positive and sensitive to everyone involved.
• Become an organizer for the child. Plan lessons and activities with a plan for step by step instructions as well as a plan for organizing the finished work.
• Plan work that is difficult or requires greater attention early in the class schedule.

To plan for the long-term success of the child and team cooperation

• Maintain a positive attitude and encourage patience from everyone. Some children will improve dramatically with a small amount of support while other children may improve more slowly.
• Common rewards, language, and reinforcement strategies are important for success. Cue in on key words, phrases, and strategies that have proven successful at home, church, or school.
• Communicate strategies and progress to new leaders as students are promoted to the next class. Many times, the greatest change is in leadership and classroom location. The strategies that have been established at home and church can usually remain the same.
• If needed, identify a person that is willing to remain on the team to maintain consistency and guide progress. This will also prevent parents from having to start from scratch each year with new leaders.
• Be an advocate for the child and the parents. During the initial time children are being diagnosed or new intervention strategies are being tried, parents are put under a great deal of stress. Recognize these critical times when parents and their child will need more patience and understanding.

Intervention approaches for children with ADHD include behavioral strategies and pharmacological treatment. Often, if the sole intervention is behavioral, it is usually because parents do not want to medicate their child. For children who are taking medication, it is very important to continue taking the medication at prescribed dosage and times whether at home or at church. But research done by the U.S. Department of Education found that using a "multimodal approach" which incorporated elements from several intervention approaches proved to be the most effective.

Leaders who work with children will inevitably face the challenge of an inattentive or hyperactive child. Some children will be diagnosed by a professional as having ADHD. Some will have parents that are proactive and engaged in finding successful intervention strategies. Some parents will choose to do nothing. Some children will be wrongly labeled by church leaders. Regardless of the diagnosis, any leader can create a learning environment that encourages all children to learn and feel accepted.

Teaching Children with Autism

Welcome back from our summer break!

We are so blessed that the Lord has chosen our church as a safe place for young families with special needs children. These precious little ones are in both our preschool and children's ministries. It is important for all of us to become aware of the challenges that these families face each day so that we can make our church and our classrooms more accomodating, inviting and comfortable. This fall, Transforming Teachers blog will focus on teaching children with special needs. Let's learn all we can so that we can serve these children and their parents with excellence.

I found the following blog at an excellent site called The Inclusive Church: Helping Churches Successfully Include Children with Special Needs by Amy Fenton Lee. I encourage you to visit http://theinclusivechurch.wordpress.com/ and to explore her insights on special needs ministry.

 

Teaching Children with Autism – The Intangibles

September 30, 2010

This post is Part I of a two-part series written by Christine Hoover, a friend of this

blog. Today’s post addresses the valuable intangibles the children’s ministry team can instill and offer when seeking to successfully include a child with autism. Part 2 will give specific examples of the tangible ways a church can adjust its classroom and lesson plans to enable successful inclusion.

Teaching Children with Autism – The Intangibles

As parents of a son with autism, my husband and I are actively involved in the social, educational and spiritual development of our son. And we delight in the skill and love of a children’s ministry team member who reinforces our work. God has placed incredible school teachers and church volunteers in Will’s path. They have not only impacted our son, but they’ve also ministered the Gospel to our entire family. Reflecting on the teachers and volunteers who have successfully taught my son, the following steps will help capture the heart, attention, and mind of a participating student with autism:

• Gain a biblical perspective about disability. Good children’s ministry teachers know that children with autism are made in God’s image. Children with differences are not to be feared, ignored, or excluded. This understanding pervades everything a ministry volunteer can do inside the classroom.
• Learn about autism and about the individual child. The volunteers inside our church’s preschool ministry had no prior experience working with children with autism. But they accepted Will and they educated themselves. Read books about the disability, about teaching children with autism, and about the family’s experience and needs. Most importantly, study the individual child. How does he learn? What helps her engage in the story or the craft? What frightens him? How does she need help socializing appropriately in the classroom? Asking open questions of parents with a tone of love and acceptance will nearly always reveal invaluable information. Ultimately, the families of participating children with special needs are the best resource.
• Have high expectations, but accommodate for needs. My experience has been that when people don’t know my son personally the autism label hinders their expectations of him. If a teacher lacks a full understanding for my son’s capabilities, he or she may permit substandard class participation or behavior. Children with autism can and want to engage, but often need help knowing how. A little grace (and creativity!) can go a long way when a child needs minor adjustments in order to successfully participate. For example, when Will was four, he self-stimulated by holding toy trains in his hands. Though other children were not permitted to hold toys during the Bible lesson, Will’s teacher allowed him to hold a train so that he could sit quietly for story time.
• Help other children value the child with autism. Nothing makes me happier as a parent than to see a children’s ministry worker instilling a team mind-set among all classroom participants. With the right leadership, other teachers and students will follow by accepting and protecting the child with special needs. Do not underestimate the positive effect of allowing the child to assist (even if it takes extra time), praising their skills in front of other children, and encouraging interaction between typical children and those with special needs.
• Communicate with the parents. Children with autism may struggle with communication skills. As a result, parents may not learn of their child’s experiences inside the church environment without being told by the children’s ministry team. Sending a parent email or offering a handout that outlines the day’s Bible lesson and activities is a valuable takeaway. In addition, it may be particularly helpful for the dismissing childcare worker to offer one or two positive anecdotes about the child’s experience during that day’s programming.
• Structure the classroom. Children with autism thrive on routine and structure. Setting a firm classroom schedule, teaching it to the child, and displaying the schedule in words and pictures will minimize distress. Posting class rules and referring to them often is also helpful for visual learners who need reminders. Children with autism and other special needs may also participate more constructively when prepared for transitions. Giving a transition warning using a musical instrument (e.g. quick shake of a tambourine) is a good way to signal the upcoming need for change. Lastly, keeping noise and chaos to a minimum can be especially important to a child who struggles with self regulation and sensory overload. Oftentimes children misbehave as a way of expressing their desire to leave a “chaotic” environment.
• Engage the child using his/her interests. Most children with autism have special interests and skills. My son can easily remember anything he’s seen. As a result, my child is especially good at memorizing Bible verses. Oftentimes children with learning differences have strengths and interests that can be channeled for communicating or learning Biblical truths.
• Use concrete language and visual aids. Abstract concepts are difficult to grasp for most young children, but especially for children with autism. Although the Bible is full of abstract ideas, think creatively about how a story can be taught in concrete terms and through pictures. Cover a clean heart with mud as you talk about sin. Role play (and model) as you talk about honoring parents. Make sure every story has visual aids or pictures to compliment the teaching. Tie the craft to the story and devote craft construction time to re-telling the story as the children are constructing their own creation. Children with autism connect with visual pictures much easier than just sitting in a circle and listening to a story.
• Working with children with autism is rewarding, but also challenging. It requires creativity, understanding, and persistence. Children’s ministry workers, be persistent! Galatians 6:9 says, “And let us not grow weary while doing good, for in due season we shall reap if we do not lose heart.”
• Christine Hoover is a church pastor’s wife and mother of a son diagnosed with high-functioning autism. For more on Christine Hoover and her writing, see one of the blogs, FindingHopeinAutism or HooverHousehold.

Teaching Children Respect

Last week we learned that children deserve our respect in the way we think of them as God's precious creation, in the way we talk with them through words of affirmation and in the way we teach them with consistency. In the same way, children must learn to respect the adults in their lives. Dunlop shares a fundamental secret: "The teacher who has order in the classroom will gain more respect than the teacher who does not." We teach respect and maintain order...

• by being prepared for the session before the first child walks in the door
• by keeping the session following smoothly from one activity to the next
• by providing times for movement and for stillness
• by knowing our children and calling them by name
• by giving firm, clear directions to modify inappropriate behavior
• by communicating frequently with parents about the child's successes and struggles in the classroom
• by praying regularly for each child in our classes

The write of Hebrews reminds us that "no discipline seems pleasant at the time, but painful. Later on, however, it produces a harvest of righteousness and peace for those who have been trained by it" (Hebrews 12:11).

Respecting Children

Teaching can be frustrating, especially if we perceive a lack of respect from the children in our class. Certainly, children should respect the adults in their lives. Scripture clearly teaches that in Ephesians 6:1. However, we often overlook Ephesians 6:4, "Don't exasperate your children by coming down hard on them. Take them by the hand and lead them in the way of the Master." Children deserve our respect as well. Children have reasonable, though unconscious expectations of us as their teachers. Dunlop writes, "He can expect that you yourself will follow the commands you teach to him. He can expect that you will take his fears and joys seriously. He can expect you to protect him from physical and emotional harm. And he can expect you to respond to him as a person made in the image of God." What can you do this week to exceed the expectations of your children? How can you respect them as people made in the image of God? Teaching can be a tremendous blessing when it occurs in an atmosphere of mutual respect. Instead of talking at children or about children, talk with them as you lead them in the way of our Master. Next week, we'll look at teaching children to respect others.

Learning Patience

Read Dunlop's thoughts on patience in the classroom.

"Many children have little to no contact with unhurried adults. Both parents work, or the kids live with one parent who works and they are occassionally shuffled off to the other parent. Children's own schedules are often crammed with sporting events, private lessons, and other time fillers, not to mention homework. Sometimes misbehavior can be their only way to say to an adult, 'Slow down and give me your attention. I need you.' Teaching is not something that can be done in a hurry."

Thank you for patiently giving your time and your attention to the children in your classrooms each week. They need you to be unhurried. Good planning and preparation during the week will create a less hurried classroom and a more peaceful environment for learning on Sunday mornings. What do you need to do differently this week to be unhurried this Sunday?

Relating to Children

"In teaching, it is often the little things, done consistently and lovingly, that reach children who need your love and God's." -- Cheryl Dunlop

Do you remember the seemingly small acts of love that impacted your world as a child? My preschool teacher, Mrs. Mays, made homemade play doh for us. Ms. Tate, my first grade teacher, invited my entire class to her apartment to watch The Wizard of Oz on TV. We even had emerald green punch! My fourth grade Sunday school teachers brought out an enormous 1980s home video camera to video us as we acted out the story of Jacob and Esau. My ninth grade teacher, Ms. Connie, gave me a poster that hung on my wall for years--until college, I think.

Teaching matters. What you do each Sunday matters. What you do during the week to connect with your kids matters. It matters for eternity. How are you showing your students that they matter to you and to God?

Sharing Christ with Kids

The message of the gospel should be at the heart of every lesson in every class each week. While most of our preschoolers cannot yet understand the significance of Christ's birth, death, and resurrection, we are planting the seeds of the gospel in their lives as we teach about God's love and create an environment that nurtures trust. Our elementary kids are building on their faith foundations as we teach them the gospel story, tell them about Jesus who wants to be their best friend and boss, and help them to recognize their own sin. We share the gospel with our words and with our lives. Dunlop asks, "Have you gone through the Gospel in your class lately? Would your children be able to explain why Jesus died? Do they know that their own good works cannot earn them favor with God?" Read the article below on communicating Christian conversion to preschoolers and children.

Self-Esteem: Healthy or Hurtful

Dunlop writes that the problem with self-esteem is that "much of what the modern world calls self-esteem is nothing more than what the Bible talks about as the sin of pride." She further asserts that "self-love and self-esteem are only the desperate answers of a desperate dysfunctional culture." Do you agree with her? Is there a word from God about a healthy self-esteem?

I think Dunlop's terminology is a bit confusing and can lead to some faulty conclusions. Having a healthy self-concept is not only biblical, but essential for transformation in our own devotional lives and in our teaching lives. The second greatest commandment in Leviticus 19:18 hinges the love of our neighbors on love for ourselves. If we hate who we are, then we cannot love others. Psalm 8:4-8 reminds us that we are crowned with glory and honor as God's special creation. We are created in the image of God, and God's response to his creation is that humanity is very good (Genesis 1:31). We are God's special creation, but we are also God's fallen creation. We bear the image of God and the stain of our sin. Sin contributes to an unhealthy view of self that can be expressed in extreme self-hatred and excessive self-love. According to Dr. Jeanine Cannon Bozeman of the New Orleans Baptist Theological Seminary, a healthy self-concept is comprised of three distinct parts: self-confidence, self-esteem and self-sufficiency.

• Self-confidence: belief in ourselves and our abilities
• Self-esteem: the value we place upon ourselves; self-worth
• Self-sufficiency: how we think and feel that others think and feel about us

Dr. Bozeman writes, "because the grace of God has emancipated us from low self-esteem, we should be able to mature in confidence to the place in which we can value ourselves." According to Romans 12:3, "the only accurate way to understand ourselves is by what God is and by what he does for us, not by what we are and what we do for him." Let's celebrate the freedom to be who God created us to be and to enjoy this one life he has given us.

Interpersonal Relationship Skills for Ministers. Jeanine Cannon Bozeman and Argile Smith, Eds. Gretna, LA: Pelican Publishing, 2004.

Video: Discipline in the Classroom

Please take 10 minutes to view the video below from my friend, Greg Gosselin. Greg gives a fantastic presentation on classroom discipline with principles that apply to both the preschool and the school age classroom. He also includes several practical strategies that you can begin this week in order to improve discipline in your class.

Sin or Childish Immaturity

Dunlop makes some key points about children and discipline in this chapter.

• She quotes Walter Wangerin's distinction between punishment and discipline. "Discipline is an extended and carefully managed event, not a sudden, spontaneous, personal reaction to a child's behavior." As transforming teachers, our job is to discipline, not punish.
• "Unless the misbehavior is deliberate and defiant, discipline can usually be gentle redirection." This redirection can take the form of a pat on the shoulder, a soft voice stating what you need the child to do, or moving to sit next to a noisy, wiggly child. If you sense that the behavior is defiant, let me know. I will intervene with that child and his or her parents so that you can continue teaching with as little interruption as possible.
• Discipling children also includes recognizing and praising positive behavior. An appropriate hug, a word of compliment in front of the parents or a note in the mail goes a long way in reinforcing the behavior that we expect from our children.
• Try to distinguish the child's behavior as either willfull sin, inappropriate behavior as a result of immaturity or acceptable childishness. Provide correctives that match the behavior. "With greater maturity and experience comes a better sense of whether something is just childishness, immaturity that needs to be gently corrected, or sin that demands loving intervention."

As children of our Heavenly Father, we receive his discipline. Although it does not seem pleasant, but painful, we and our students will receive righteousness and peace because we have been trained by our Lord's discipline. (Hebrews 12:11)

Videos: Characteristics of Preschoolers and Children

I've posted two short videos below from the Alabama Baptist State Board of Missions about the characteristics of preschoolers and children. Each video is less than 10 minutes. Take some time today to view the age group video that corresponds to your Sunday school class. Pray asking God to teach you how best to teach his kids!

Knowing Who You Teach

To be transforming teachers, we need to know what we are teaching (God's life changing Word) and who we are teaching (preschoolers and children). Children learn in diverse ways and have different abilities based on their ages, development and life experiences. Dunlop gives several great suggestions for learning more about the children in our classes.

• Subscribe to a magazine geared to their age.
• Watch a few television shows that they watch. If you don't know, ask them.
• Talk to a school teacher who teaches the same age.
• Notice the vocabulary that the Sunday school learner guide uses.
• Sit down and chat with your kids about what music, movies, games, or videos they enjoy.

Take time to know your students. They are made in the image of God. Ask God to reveal himself to you through the students you teach each week.

The Faith of A Child

Faith comes by hearing, and hearing by the word of God. Romans 10:17

Because of you, our children hear the word of God each Sunday. Yesterday I saw you nurture the faith of our children through excellent teaching.

• Our ones were walking along a "brick" path to discover a picture of Jesus riding the donkey.
• Our twos were sitting on their red story blanket singing songs and waving palm branches.
• Our threes were actually riding on the back of their brave teacher-donkey as he crawled on the floor passed the other children waving paper branches.
• Our fours listened to the Bible story read from God's word.
• Our fives pulled special markers from the Bible to read the Bible phrase.
• Our first graders hopped, swam, crawled or galloped across the room to learn about words of praise.
• Our second graders worked a puzzle with the books of the Bible.
• Our third graders waved palm branches to celebrate the Triumphal Entry.
• Our fourth graders used words and phrases to guess every day locations where they can praise God.
• Our fifth and sixth graders used media and Scripture to learn how to keep their hearts pure.

Heritage Teachers, you are making an eternal difference in the lives of these kids. You are planting seeds of faith that will bloom in this generation and in generations to come (Psalm 78:5-7). You add value to the church because of your investment in the Kingdom.

New Articles about Easter

I've posted two articles about Easter below in our resource section. As you plan for Palm Sunday and Resurrection Sunday, take time to read, pray and expect God to do great things!

The Wonder of Childhood

Yesterday one of our preschool teachers was talking about the Resurrection. She had a neat little paper plate tomb with a crumble paper sack rock that rolled away to reveal the empty tomb. She asked the preschoolers what happened to Jesus. One little boy jumped out of his chair threw his arms in the air and began jumping up and down saying, "He's alive! He's alive!" That beautiful spontaneity is the wonder of childhood that Dunlop describes in this week's reading. Without any hesitation or second thoughts, this little guy shared exuberantly from his heart.

Children "have an almost intuitive sense of God's presence that allows them to link God with the rest of life more readily than adults, who put life into neat boxes" (page 46). This Resurrection seaons, what boxes in your life do you need to exchange for a new sense of wonder at our amazing Creator Savior? How have you seen God's wonder expressed in your classrooms? Encourage us with your stories. We'd love to hear them.

Developing a Broken Heart

This morning, I went to the website of one of our local TV stations. I glanced over the headlines:

• 'Looking to Kill:' 4 slain at French Jewish School
• Girl's grandmother finds text messages about sexual assault
• Woman and 3 daughters shot to death at Mo. campground

Childhood is tough. At our church, we've ministered to children who have experienced great trauma--one even seeing the murder of a parent. Even in our strongest families, children still experience fear, hurt feelings, insecurities and disappointment.

Dunlop writes, "Do you weep with and for your children? Have you entered their world? Even if the youngesters you teach live in middle class or affluent communities, their childhood is probably not a pretty, sentimental affair. And if the sidewalks around you are stained with children's blood, beg God that He will never allow your heart to be hardened or numbed to news stories that break His heart."

Our city has those stories. Our church has those stories. Let's enter these stories with compassion being the hands and feet of Christ to his hurting children. Stop and pray for the kids in your class. As you watch the news, pray for our city. Pray that our church will LIVE LOVE in Montgomery and beyond.

Next week..."The Wonder of Childhood"

New Articles Below

I've posted three new articles that correspond to this week's reading in Follow Me as I Follow Christ. Take a few minutes and read about...

• Children and Grief
• Helping Children Cope with Change
• Building Trust with Children and Parents

You are making an eternal difference in the lives of these kids!

I value you and love you!

Childhood: Fantasy or Fallen

Think about your own childhood. For some of us, we remember hugs from our dads, kisses from our moms, birthday parties and family vacations. For some of us, we can't really remember or perhaps we choose not to. Divorce, frequent moves, death or abuse created a childhood filled with more pain than peace. The same can be said for the children in our classes each week. Some of them enjoy the security of having both parents at home, while others have two homes and two families that they move between during the week. Some receive patient discipline from parents who understand how children grow and learn; others hear constant criticism and nagging from frustrated parents at their wits end.

Remember how Jesus responded to children..."gathering them up in his arms, he laid his hands of blessing on them" (Mark 10:16). Take some time right now to pray blessings on the children in your class. Take your roll sheet and lay it out before the Lord and pray for each child and their family. Know that I am praying for you as you pray for them.

Father, thank you for these teachers that you have called to be laborers in your harvest field of childhood ministry. I pray that you would heal them from their own childhood hurts, give them compassion for the children in their classes, grant them discernment to know how to bless their students, and empower them for this great task. You are the only example we have of a perfect Father so we look to you as your children--loving you and obeying you--as you guide us, protect us and equip us to do your work. You love us, and we love you too! Amen.

Children Without Childhood

Do not be overcome by evil, but overcome evil with good. Romans 12:21

We can easily be discouraged when we think about all the negative influences that bombard our children each day. Some they encounter just by moving about in culture--billboards along the highway and the magazine covers in the check-out line. Others they consume intentionally--inappropriate TV programs or violent video games. As teachers in the church setting, how do we provide a counterpoint to these influences? How do we provide children with a biblical worldview of God, themselves and the world around them?

Read Romans 12. What does God tell us about living distinctively different lives within our culture?

Father, help us to be your agents of transformation in the lives of our children and their families. Give us your wisdom to pentrate our culture for the gospel and to empower kids to live distinctively different lives. Work through us to overcome evil with good.

New Articles Added Below!

To help us better understand kids and culture, I've added four more articles below on the differences between girls and boys, taming the tongue, the craziness of middle school, and developing a biblical worldview. Check them out!

Have you found any other resources that you can share with the rest of us?

The Soul of a Child

Cheryl Dunlop opens this section, "Understanding Children and their World," with a quote from Marva Dawn, who is a theologian, author, educator and minister. I heard Marva speak about ten years ago at Beeson Divinity School. She impressed me with her commanding knowledge of the Scripture and her passion for the health of the Church. I highly recommend her book Is it a Lost Cause: Having the Heart of God for the Church's Children.

Marva writes to all those who love the church's children:

What is necessary is a wake-up call--for the Church to realize that we are not in charge anymore. In the past children were formed with Christian values more easily because the society around us supported Christian beliefs, ethics, and rites. The dominant culture never has to worry about character formation because its principles and morals are easily imbided.

But Christianity is no longer the dominant culture in the United States. If we want our children to grow up with Christian convictions, capacities, and choices, we must much more deliberately nuture the faith and its concomitant lifestyle. (page 6, Is it a Lost Cause?)

Based on your experience in the classroom, do you agree or disagree with Marva Dawn's observation? What examples can you give to support your thoughts?

Father, give us understanding into our children's world so that we can help them catch a glimpse of the Kingdom and your plan for their lives.

Scripture and Children

"Biblically, teaching children is far more than just baby-sitting." Amen! We have a high calling as teachers because Scripture places a high priority on children. Dunlop gives us several insights:

• Children are capable of believing faith.
• Children should be included in gatherings of the community of faith.
• Children should be deliberately taught.
• Children can be used by God.
• Children are held accountable to God.
• Children can serve as examples to adults.
• God holds adults accountable for their actions towards children.
• God loves children.
• Children are gifts from God, especially to their families.

Take some time to read Matthew 18-19. What does Jesus say about children? In what ways can you follow Christ as you teach children?

Children and Majesty

This week consider two quotes and two questions:

"We worship God before we can begin to comprehend him, and we will have all of eternity to learn more about Him." How do you create an environment for worship in your classroom?

"But teachers need to know how to critique curriculum and reject all such unbiblical teaching." We use a variety of publishers and resources here at Heritage to teach our children, and we are careful to use the best materials we can find that are age-appropriate and lead a child toward spiritual growth. But these resources aren't perfect...so as a teacher, how do you critique curriculum? How do you decide which areas to teach as written and which areas to modify?

As Dunlop writes, the greatness of God cannot be contained in a simple activity or an object lesson, but we can make sure that every craft we make, every game we play, every song we sing, and every story we tell points to our Awesome Creator.

Teaching What the Bible Teaches

"The discerning teacher should still make every attempt to teach what the Bible teaches rather than relying on what the teacher's guide teaches" (24). What a challenge! It's often so much easier to rely exclusively on the curriculum guide than to wrestle with the words of Scripture in quietness with God. Transforming teachers must sit at the feet of the Master Teacher before we are able to teach his children. We must live with the Word all week before we can teach the Word on Sunday. Remember this week to teach from an open Bible, not the leader guide. We want children of all ages to know that this story, this concept, this truth comes from God's Word, not a magazine.

Let's encourage each other to continued good work.
1. How do you study for the lesson each week (in preschool or children's ministry)?
2. Share an "ah-ha" moment when your students connected with God's word.

God's Love

Who is God? How do we understand the character and the nature of God? How do we teach children to know God? Last week, we looked at the holiness of God. This week let's consider his love. I'm reminded of a song we sing in church: Think about his love, think about his goodness, think about his grace that brought us through, for as high as the heavens above great is the measure of our Father's love. Dunlop lists five characteristics of God: mercy, grace, love, faithfulness, and truth. Which of these characteristics are most dear to you? Why?

Father, your love for us is beyond anything we can think or imagine. You don't just tell us that you love us, but you showed your love by sending Jesus to die on the cross for our sins. Your love is amazing--steady and unchanging. Your love is mountain firm beneath our feet. Your love is a mystery--how you gently lift us. When we are surrounded, your love carries us. Hallelujah! Hallelujah!

God's Holiness

Dunlop writes, "God's holiness makes the Cross necessary. God's justice makes the Cross make sense. God's righteousness reminds us that we cannot do anything for ourselves and that we're not doing God a favor by grudingly coming to Him if He asks politely." Ouch! So often in our lives as well as in our teaching we focus exclusively on God's love and care, while ignoring God's anger and judgment. When we speak of God's holiness, we mean his separateness or his otherness. His set-apart-ness means that he cannot tolerate our sin. Our actions are utterly offensive to him. His holiness demands that our sinfulness be punished. Every human being from the Fall until today in January 2012 deserves to be kept separate from his holiness for all eternity. But...and it's a really big BUT...God showed his great love for us in that while we were still sinners Christ died for us (Romans 5:8). We minimize the love of God when we neglect the holiness of God. The severity of his judgment reveals the depth of his mercy.

This week think about God's holiness. Why does understanding God's holiness matter? How does understanding God's holiness inform our teaching of preschoolers and children? What verses speak to you about God's holiness?

The Heights of God's Power, The Depths of God's Love

Read chapter one "Is That God Under That Microscope?"

Before we can teach about God, we need to know God. Notice I didn't say know about God, but to know God himself. When we think about God, we can use the words transcendent and immanent to describe him. Transcendence refers to his absolute magnificence as Creator, the One who is beyond all we could ever think or imagine. Immanence refers to his intimate, loving care for his creation, the One who is near and present in our daily lives. God calls us both as teachers and as learners to "align our thoughts and our lives with who He is" (16).

Respond to this question in light of God's revelation of himself to you.

How have you seen God's transcendence or his immanence in your life? In other words, how has he revealed his majesty or his comfort to you?

Father, as we consider your greatness and your nearness we are humbled that you chose to reveal yourself to us. All we know about you comes from knowing you. Help us to know you more, to love you more, and to be more like Jesus. Amen.

Welcome!

Welcome to Transforming Teachers! A new ministry blog for preschool and children's teachers at Heritage Baptist Church. The purpose of this blog is to provide a weekly touch point for teachers to strengthen your walk with Christ and your teaching of his children. This will be an experiment in teacher training for all of us. So thanks ahead of time for your enthusiasm and your patience as we learn together.

Our guide for these conversations will be Follow Me as I Follow Christ: A Guide for Teaching Children in a Church Setting. The process, as I envision it now, is for all of us to read and respond to a chapter each week. (Don't panic it's only 2-3 pages.) On Monday, I'll post a question that challenges us to think about that week's chapter. We'll learn more together if we all try to post a brief comment related to the question or the chapter. The more of us who participate the greater our learning will be! No grammar grades or writing awards so don't panic here either...just write from your heart and your experiences in the church classroom. We'll be guided by reverence for our Lord and respect for each other.

Pray with me as we begin this journey together...

Father, thank you for these women and men who touch the lives of preschoolers and children each week. They are making an eternal difference in your Kingdom. Give us wisdom as we work through Follow Me as I Follow Christ. May we consciously follow you each moment of each day. I pray blessings on the lives of my friends and colleagues in ministry as we seek to honor you by teaching your children. Amen.