This content is a training seminar for children's ministry workers, emphasizing the importance of faithfully teaching God's Word, fostering spiritual growth in children, and employing effective classroom management and engagement strategies.
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Good morning.
Now there's there's a certain way of
getting attention and you know when you
are in your Sunday school your
children's room or something like that
your kids are all over. So just
introduce them to a way that it's time
to begin and that way you don't ever
have to say everybody sit down or sh
You don't have to do that. You've got a
signal and they're ready to go. So
whether it's snapping and or clapping
and snapping or whether it's just you
get up and you have something that you
bang or you do something like that. Try
not to flick the lights but um try to
come up with a way that you can get
attention nice and calmly and that just
starts the tone of your Sunday school
time, children's ministry time nicely.
Well, welcome to the second part of our
training seminar and this is the first
But it's funny all of my notes and
everything say Kim Wheeler.
I feel like Kim right now. Um, some of
you know that for the last almost um, 18
years I've worked with the ministry at
Pensacola Christian College, Pensacola
Christian Camp, Young Academy, Campus
Church, and Becca Book. So, in that
time, I've been able to travel and part
of what I did was not only work with
schools and homeschools and using
curriculum and teacher training, but I
also represented the Becca Sunday school
program, which is called Joyful Life,
and I would do citywide training
meetings for children's ministry. So
this is also part of my heartbeat. My
heartbeat has been children no matter
what age. Though I do prefer the younger
ones, you know, they [Music]
[Music]
know they didn't give you the attitude
yet. So it's like a choice of, you know,
first grade or sixth grade. I would go
with first grade. But you know, the nice
thing is that each of you may find that
you have a niche and that's it. God has
given you that. So, if you like the
little ones, you know, ask if you can be
involved with the little ones. But
sometimes the Lord likes to stretch us
and put us in some place that is not our
comfort zone and that's good, too. So,
hopefully this time will give you a
sense of different ages and, you know,
maybe try a few things in your ministry.
Now, I know this morning we started out
talking about a Sunday school, but I do
realize that some of you are Aana, some
of you are nursery, some of you are
children's church. But if I because I'm
creature of habit and I've trained my
brain to say Sunday school, but just
know that we're speaking of any
opportunity that you have to work with
children. Um I started working in church
ministry when I was a teenager. Maybe
some of you did too. I think that's a
wonderful opportunity because even as a
young girl, I got excited about working
with children, singing the Bible songs.
I became comfortable in the front of the
classroom. I became comfortable around
the children. So that was wonderful. If
you have children yourself that are that
age, that's a wonderful time to get them
involved. So a long time. And then for
18 years, I taught the first grade
Sunday school class at Campus Church and
would average anywhere from 25 to 42 was
the great um biggest number I had of
just first graders. And we were in the
college, so I didn't have a Sunday
school room. I had to turn my college
classroom every Sunday into a Sunday
school room. And they had a s those
great big college desks and all of that
and talk about an environment that was
just not really conducive to Sunday
school, but we made it work. So again,
very near and dear to my heart. Yes,
thank you. And um hopefully some of
these things that I've been praying
about on your behalf will be a help and
a blessing. Now, one thing I have not
done, I told Pastor Hunter and Ruben as
well when I came to orientation. I need
to be a pew warmer for a time. So, I
have not involved myself in a church
ministry yet just because I need to sit
with my husband. I need I haven't been
an adult Sunday school in forever.
And so, I personally just needed needed
that time. So, I have not been in your
Sunday school classrooms. And some
things that I may be saying, Plantation
Baptist Church may already have made a
decision about. So, you know, just
understand that because I've not been in
your shoes here, um, that I may present
some different ideas and you can take
it, think about it, and see what you
want to do with it. Let me find out from
you who would consider, um, or who would
be a veteran children's ministry worker
and let's give you veteran status if you
worked in classes for five years or more.
more.
Very good.
Well, just in church generally. I I
haven't been in this church.
Yeah. Do we have any newbies? You've
just started in less than a year working
with children's ministries.
Okay. So, we've got those of you that
know what you're doing. Well, our plan
of attack this morning is to divide the
time remaining into three parts. One,
encouraging spiritual growth. Two,
getting it done. And three, teaching the
Bible lesson. Now, this stretch break
may come in a different spot if I see
your eyes getting heavy and then we'll
we'll let you stand up and stretch. Um,
but I would like to take the rest of the
time and just see if we can plow till
noon. I do have a reputation that I I
will go right till noon.
If you if you were thinking of getting
out early, you're just going to have to
And I know we've already prayed this
morning, but would you join me in
praying that the Lord would reveal to
you what he would have you learn in
working with children specifically so
that even those of you that work
tomorrow in the children's ministry can
implement some of these things. Let's
pray. Heavenly Father, we do love you so
very much and we're thankful for the
opportunity to rub shoulders with one
another, to learn from one another.
Lord, these ideas that you've given to
me, I've learned from others. I've
learned through experience. And we have
so many that would consider themselves
veterans or an experience sometimes as
the best teacher. Help us learn, help us
fine-tune, help us ultimately come to
the common goal of reaching these young
children for the Lord and then
encouraging them in their spiritual
growth. Help me to stay focused on my
notes and on the time and be able to
finish um completing everything that we
had intended. Lord, you know, I've been
praying about this. You know, pastor has
and others here. I pray that your will
would be done during this time in Jesus
name. Amen.
You have a handout there. Now, I am a
type of person where I don't give you
fill in the blanks. I don't give you a
lot of notes. Is that everybody get a
hand out? We do have a couple extra. So,
I'd like you to turn to the second page
or the back is going to go from front to
back and find encouraging spiritual
growth and you're going to write down
things that stand out to you. Maybe you
are the type of note taker that just
likes to sit and absorb.
You may not write anything down today.
Some of you may just like to write
what's on the screen. That's fine. But
there may be key thoughts, key words
that stand out to you. And feel free to
jot those down as we go along. So the
notes are very generic. Um they're going
to be the main bullets of the PowerPoint
presentation. That way you don't feel
like you get lost in your notes and and
just write down what is important to
you. So teaching Sunday school
children's ministry is a wonderful
opportunity and responsibility. But it
takes work. It takes time. It takes
preparation. And we need to do our very
best. We're accountable before the Lord
for our actions, our efforts. You know
this, our words, that we guard our
mouth, our tongue, that we're not sharp,
that we're kind that we are appropriate
in what we say. So, we need to use
materials that enable us to accurately
and effectively teach the word of God.
Now, many of you may recognize a packet
like this. Um, Plantation Baptist uses
regular Baptist press materials and
Sunday school and um you've got the a
walnut program and all. So, your
materials are for the most part provided
for you. And the good news is you you
can trust them. But teaching man's words
is not going to get the job done. You've
got to make sure that you pouring into
the word of God and that's ultimately
where we are headed. Now a little bit of
if I can say it preaching at you um in
this first session just to make sure
that your heartbeat that it's not just
check off on Sunday check off on
Wednesday night I did a church ministry
what ultimately do you see your your
work you're rubbing shoulders with the
children as and our goals are twofold to
reach the children for the Lord. We know
that that's a given. We've just spent a
session on talking about how to lead
someone to the Lord and then train them
in the Christian way of life. They've
said, "Yes, Jesus is my savior. He's
forgiven me of my sins. I believe he is
God. He died. He was buried. He rose
again. I believe that. Now what?" And
that's what we're going to focus on.
Because if we have these as our two
goals, then the results, and I
apologize, it's kind of low. I'll try to
say it. is a heart focused on God. A
heart that's focused on spiritual
things, sensitive to that, a sensitivity
of what is right, what is wrong. You
know, if they're in school and maybe
some friends are using words that are
not appropriate, do they have a
sensitivity to that? If they've trusted
Christ as their savior, if they're here
at church and they're hearing there's a
right way to speak, a kind way to speak,
that sensitivity to spiritual things.
And then third, a desire to serve. I'm
saved. I have a sensitivity to spiritual
things. I want to grow. I want to love
the Lord. But can I do anything? I'm
eight years old. Yeah, you can pass out
tracks. We've heard testimony the last
several weeks of these young children.
Most recently, Bryce, Mr. Lroy, was able
to lead his little friend to the Lord.
So, we know that these children are
getting it, and that's exciting. Um,
this is a a fact that was I found
several years ago, but it was from the
US Marshall office out of Winston Salem,
North Carolina. 85% of those who
attended Sunday school as a child have
no service ministry in the local church
as adults.
What happened?
Why? Why is that's a huge percentage.
85% have no service. And that's why as a
child they see you serving. they see
that you like to be with them, you're
excited to see them, then maybe they
will remember and when they're older,
they want to be that kind of teacher,
that kind of influence on the next
generation. So the the result of the
opportunity that we have to to um meet
with them and work with them is huge.
But what is it that gets this done? And
that's your first uh or second point
rather on your handout is it's God's
word that transforms lives, not our opinion.
opinion.
And no matter what age you're working
with, two-year-olds, you're working with
fifth graders, it does not matter. It is
not your opinion they should be hearing.
It's what the Bible says. It's God's
word that is going to speak. And you
need to distinguish that. You know, many
times we hear about mega churches and
all these activities that they have and
you know, nothing wrong with activities,
nothing wrong with gimmicks, but are
they getting the meat of God's word? I
love 2 Timothy 3:15. And that from a
child, thou has known the holy
scriptures. What's planted right now is
going to grow. They may go away from the
Lord, but they're not going to forget
what was planted right now from a child
that has known scriptures. But do they
know it because what they're hearing
from their teacher is God's open word or
their teacher saying somewhere in the
Bible it says somewhere in the Bible.
Hey fifth graders they're they're going
to pinpoint you. They're going to tune
you out. They're going to say my teacher
doesn't know where that is. Hey you may
not in the moment but then get back with
that child and the next time you meet
with them show you know last week you
asked me this question. Let me read from
God's word where it says nothing wrong
with coming back the next week and
following up with that because some of
the questions that they will ask you may
not off the top of your head know right
where it is and and that's okay.
We also want to make sure um God's word
transforms lives but we focus on what
the Bible says. The Bible principles
provide a strong foundation for
spiritual growth. You're teaching the
whole council of God. That's Old
Testament and New Testament. Don't just
stick with New Testament and you think,
"Oh, well, the Old Testament, that's
that's too heavy for them. They can't
handle that." No, that's foundation.
That gives us a sense of better
understanding. You know, it's also what
makes a lasting impression upon a
student when he realizes the battles
that Joshua faced are very similar. And
you have a place that you can go to see
how the response was to grow from that.
They can read the Bible by themselves
once they are able to do kindergarten on
up. You've given him a place to turn to.
And when they're a teenager again, they
will remember there is somewhere I can
go to look to study. When students know
the facts of the scriptures, they're
better able to apply it. Okay. Now,
there is a difference between telling a
Bible story and teaching a Bible story.
telling facts, facts, facts, facts. I
know Jonah. Jonah was running from God.
Jonah was swallowed by a great fish.
Jonah was in the belly of that great
fish for three days. Jonah was spit out.
Jonah, I know the facts of that story,
but what do I do with it? Okay, so the
last 10 years I've been on the sales
side of a Becca book out of Pensacola
Christian. And as a salesperson, there
are there's a little acronym that you
always remember and it's the FFB.
Feature, function, benefit. What is the
feature? Okay, that's like the facts.
What are the facts of the story? I need
to know the facts. I need to know who
the people are, where it took place,
when it took place. So, I'm not telling
you. Don't tell the facts. But then the
function is what what am I going to do
with this information?
I have the head knowledge. Jonah ran
from God. Jonah had a consequence. Jonah
had opportunity to repent to fix it.
What does that mean for me? Do I always
make right decisions? Yes or no?
No. But does that mean God has forgotten
about me? Does that mean God's not going
to help me? No. God loves to gives us
give us another opportunity to make
right decisions. So, I learned to say no
to sin and yes to what God wants me to
do. I learned to say, "Lord, I'm sorry I
made that wrong choice. Help me to be
mindful of that the next time I want to
serve you. I want to work for you. I
want to do this for you." That's
application. So, feature, I know the
facts. Function, what am I going to do
with it? And then benefit, can I tell
others? Is it going to be a change in my
life? Am I going to be different as a
result of hearing that Bible lesson? So
whether you're a 2-year-old teacher and
you're teaching them that God made the
sun, is there a feature, function,
benefit, what are the facts, what can
they do with it, and how will it help
them to grow? If you can kind of take
what is a sales pitch, and you heard a
little bit of that with Reuben this
morning, too. So there is something
about that and implemented into the way
you tell a Bible lesson. It will
revolutionize the way your students
listen because then they're going to be
holding on to what what am I going to
do? What am I going to do? What am I
going to do? And at the end of your
Bible time when they walk out the door,
what are you what was the Bible lesson?
What are you going to do this week? What
are you going to remember? That's their
take. If you're taking notes, maybe you
want to write that down. Their takeaway.
What is it that's going to make them better?
better?
So telling facts. Teaching is giving
them the facts, but then showing them
how it can change lives. Are you a Bible
teacher that tells or a Bible teacher
that teaches? That's ultimately the
question there. Teach the message of the
Bible. And that's our next point. There
we go. Teach the message of the Bible.
What the Bible says, verse opinion.
Okay. Now, this is something I I have a
few boxes you're going to hear me today.
So, here are my personal thoughts.
You know, the Bible is is wonderful. The
Bible is full of thrill and joy and
there's sorrow. There's a lot of
emotion. And a good Bible teacher has
that tension. You You build it up with
your voice. You bring it down quietly
when you want to drive home that fact.
You There is a way that you can hold
that attention. And you've heard the
saying of they're eating out of the palm
of my hand because of your voice in that
and how you're building it up. But
sometimes we build it up that Goliath
was not 10 feet tall. Goliath was like
20 feet tall and Goliath weighed this
many pounds instead of what the Bible
says because we want to get them more of
a thrill. We don't need to do that. So
you say something along the line, you
know, the Bible says Goliath was this
tall, Goliath weighed this much, or
Goliath wore this amount of armor. You
know, I wonder if it was heavy for
Goliath. The Bible doesn't say how
Goliath felt about it. I wonder, I can
imagine. So then even in those phrases,
there is distinction between what I
think and what the Bible actually says.
That's very important. Do not embellish
scripture. It keep it pure. Keep it
pure. For the word of God is quick and
powerful and sharper than any two-edged sword.
sword.
You should never leave your Bible time,
whether again two-year-olds or fifth
grade, without opening your Bible. They
they should see God's word. Can I step
on another soap box?
Not an iPad, not your phone. They need
to God's word and and that's you may
have a different opinion. I feel so
strongly about this because the children
need to see if I say in the book of
Joshua can they see Old Testament, New Testament?
Testament?
If I'm going now to the book of Luke,
can they see Old Testament, New
Testament? They're getting a sense of
placement just even by watching. They're
getting a sense that I'm not making up
these words. These are God's words. One
of my dear friends um was leading a
lady's Bible study and she was preparing
using her iPad. Her little girl came up
to her and said, "Mommy, can you play
with me?" And my friend Rebecca said,
"No, mommy's doing her Bible study." And
her daughter Grace said, "No, you're
not. You're playing games on your iPad."
Because the little girl associated iPad
with games, not iPad with Bible. So,
yes, Rebecca was truly doing her Bible
story, but her daughter didn't get that
sense. Do your students get that sense?
Is it a little thing? Maybe. For me,
it's a big thing. I want them to see
God's word, that I'm not making it up,
that it's not from any other book. Let
me give you a school. Yes, sir.
Can I ask a question or one question?
All right. What do you think about the
kids having uh electronic Bibles?
If if they bring it to church, that's
what you've got. Um
you can always recommend saying, you
know, if you have a copy of God's word,
bring it in. That would be fine. But you
know, if they're so excited about their
iPads, but you as a teacher, I'm not
going to tell a child not,
but as a teacher, I'm gonna lead by
example with God's word.
Yeah. So, it just, you know, handle it
maybe individually. If it's just one
child, say, you know, do when we do
sword drills for depending on what age
you teach, sword drill with an iPad's
not going to work.
So, then maybe that's the way that you
could go
could go about that. Um, real quick
example, um, on the school side of
things in Upper Elementary, the Bible
lessons that are taught during the week
are the same as the Bible reading that
the students will do at the end of the
week. And I had in one of my teacher
meetings a new teacher come up and she
said she had learned a lesson she will
never forget. She had taught the Bible
lessons her way. She had the students
read their oral reading for the Bible
passages. And one student raised his
hand and said, "Why is the story that
you told us different than what we're
reading?" And especially if you've got
the older children, they will point out
every time it doesn't match. And it
could be maybe she forgot a fact or two,
but she said she had an embellished
scripture because that is one of our
points of the lecture and she
volunteered. that that is something that
Lord willing would never happen again,
but she would stay true to her calling
as a Sunday school teacher because God
can use his word working through her um
for the children there. So, we've
already seen Hebrews 4:12, word of God
is quick and powerful. And then your calling,
calling,
your if God has called you to children's
ministry, which you wouldn't be here if
he hasn't, he's going to enable you.
He's going to help you um be true to his
word. You may study differently. Maybe
not the night before, maybe not right
before you get to class, which we'll
talk about in in a little bit. You need
to be daily preparing your week before.
And that's how you will know so well
what God's word says that it's not going
to be a question of your opinion verse
God's word.
The faithful teaching of God's word
provides a firm foundation for spiritual growth.
growth.
Does each child in your classroom know
Christ as Savior? So, think right now,
whatever age, maybe twos, threes, fours,
you know, they're not quite ready to
make that decision yet, but 5-year-old
on up. Do you know, do you know whether
they have trusted Christ as a savior?
And and make sure that you take that
opportunity. Don't just assume that well
they're a church they're church family
they their family is church staff surely
they know Christ the savior you know a
lot of children can pretend they hear a
lot of things they know the walk they
know the talk they know the right
answers but they may not have made that
hard decision so ask them just like we
heard this morning with Ruben saying
that one of the people he had talked to
said nobody has asked me before where
would I go if I died have you asked now
you don't need to. Tomorrow morning and
the whole class sitting there, have you
accepted Christ? Have you accepted Christ?
Christ?
But as they come in, attendance chart or
you're just walking around the room,
they're coloring whatever it is, have
you trusted Christ as your savior? Do
you know where you're going to go one
day when you die, ask them, but
personalize it? And maybe it's something
that, you know, at the door on the way
out, you can say, "Hey, Jonathan, come
here. You know, I hadn't asked you, have
you ever trusted Christ as your savior?
Oh, yeah. I did that back when I was six
years old. Oh, good. I'm so glad to hear
that. They're not going to mind that
question. So, they may actually tell you
the whole story. And that that would be
good for you to know. But have you
asked? Remember, you're not promised
tomorrow. I'd love to have Ruben shared
with us about that deal. I had never
heard that before.
That changes your whole perspective on
things. Especially with visitors here
tomorrow, Palm Sunday, week after
Easter, we're going to have lots of
people in this building that may never
come back. Ask them. Don't be afraid.
Don't be nervous to ask them. So, give
it salvation testimony. And then the
faithful teaching of God's word also um
gives you an opportunity to be a role
model. stand in front. Communicate how
much you love the Lord. Communicate what
God did for you this week. Now, you
don't have to give all kinds of details,
but if God answered a prayer, just say,
you know what? I am so excited to tell
you, I've been praying about something
and God answered it. You know, God still
answers our prayers. He answers our
prayers whether you're six years old, he
answers your prayers or if you're if
you're as old as I am. And I want to
tell you, God answered my prayer. I just
love my Lord today. Have they heard you
get personal like that or are you now I
have to be careful because the school
teacher in me are you school teacher
mode and you just you know get
everything sit down and it's all
structure. Nothing wrong with structure
but do take that opportunity to share
and you also find when you study God's
word in preparation for your Sunday
school lesson your children's ministry
lesson do you find that God teaches you
something? I I one of the reasons I love
teaching Sunday school is because I
would always be more alert in the church
service afterwards because I had been up
I I had been moving around. I had
studied. I had prayed. I had been able
to share what the Lord gave to me and I
was on cloud n. I love Sunday school.
I'd go out to lunch with my girlfriends
in school after church and all they had
to do was Kim, how was Sunday school? be
ready for a 20 minute
like let me tell you or how many times
have you read this particular story and
I have never seen this before and and
that's if you pray specifically for God
to show you what he would have you share
with them it's amazing but if you just
think it's Jonah
then it's going to be a dud of a lesson
because you've already shut the Holy
Spirit off saying that there's nothing
new that you can learn that you can
apply that you can share
So be a role model not only in the way
you study and you prepare. Let the Holy
Spirit work personally in you. And don't
wing it. That's preparation. You know,
if you look at the lesson two minutes
before you teach it.
No, there's not going to be there will
be a lot of features.
There's going to be a lot of telling,
but there's not going to be function.
There's not going to be benefit. There's
not going to be growth. And you know,
you pillow your head at not getting
accountability or an account to the Lord
what you did with those children and in
two minutes prep that that should kind
of stir your heart you know I didn't
give my very best so do spend the time
with study comes passion and with
passion comes effective communication
put the time into it it's worth it and
then classroom management
may say I'm glad you mentioned that are
you going to help us with that yes why
You know, because you may have the most
wonderful lesson. You may have visuals.
You may have posters. You may have
pictures. You may have these special
object lessons, but if you don't have
classroom management, if they're not
listening, if they're talking over you,
then it's not going to be an effective
lesson. But here we go. Before we spend
a few minutes on management, which will
help character development, ultimately
encouraging spiritual growth. It's going
to go hand in hand. I want us to take a
look at the B attitudes of working with
children. So if you'll turn your hand out
out
because I will tell you if this list is
under control, you carefully will have
very few discipline problems. So this is
not original with me. I cannot even tell
you. I I I have no idea who to give
credit for. It was something that um at
Campus Church at Pensacola Christian,
they shared with us and they had learned
it from somewhere. So who I I don't know
where but it has been a blessing in my
life. This is what sets the atmosphere
if you want to kind of put that in
parenthesis for the biatitudes. You're
setting the tone. You're setting the
atmosphere for spiritual growth. Number
one, be positive. You say, "Well, that's
a given. Of course, I'm going to be
positive." Well, sometimes it's a little
harder to be positive when everything
has gone wrong in the morning. And
doesn't it seem Sunday morning is the
most hectic? you know, you're running
around, you didn't hear your alarm, it
took you longer to get um to get ready,
or you have small children and they got
sick and you had to change their clothes
or whatever it is. It just seems like
something happens on Sundays. There is
power in praise. Whether you feel like
it or not, put a smile on your face and
you tell them things that they're doing
right. A positive attitude is catching.
Now, let me get on a little soap box here.
here.
If you do not have a natural smile, what
do I mean by that? Consider your
listening position right now. Okay, some
of you, you're you're listening. You're
you're intent. You're taking notes. You
you are not upset. You are not angry.
You are not frustrated, but your face
is it's just relaxed. But your mouth
naturally has a downturn
sometimes. And that's what I mean by a
natural smile. Some of you sit and just
your your mouth naturally turns up. If
you work with young children, especially
twos, threes, fours, fives, again, you
may not be mad. You may not be upset.
But if your face is like this, then they
are wondering, "What did I do wrong?
What did I do wrong? What am I I'm going
to get in trouble. She look at me." And
you you may not have that at all. So,
watch your face. But don't just say the
words, make your face match. I can say,
"I I love the way your eyes are on me.
Is my face matching the words?"
No, I can say, "I love the way your eyes
are on me. I love the way you're
listening carefully. I love the way
you're being attentive." And it
naturally and then I just complimented
three people specifically. Eyes,
attention, being attentive. What does
that do to the rest of the group?
because they want that teacher, whether
you're fifth grade or not, they want the
the teacher to be proud of them. Now,
fifth grade, fourth grade, they're going
to try to act like they don't want you,
you know, to do that, but deep down
inside like, "Yes, my teacher saw me."
So, you know, don't don't let their
countenance change your positivity. Um,
be someone that they can look forward to
seeing each day of the week. Psalm 118:24,
118:24,
this is the day which the Lord hath
made. Let us rejoice and be glad in it.
Let them see your sincere
joy. Another thing about children, not
only are they going to pinpoint when you
aren't telling the truth or you aren't
being completely honest with them, they
can tell if you are being fake. Children
have a sensitivity to that. So, be real
with them. But is your joy sincere
because you spent time in God's word
before you came to them Sunday morning,
Sunday night, Wednesday, whenever you
are you spiritually fed? Are you right
with the Lord? Are you where you need to
be before you are meeting with them?
Nehemiah 8:10, the joy of the Lord is my
strength. They they should never get the
sense that you're just checking off the
list of things to do. Okay, I did my
children's stretch time. Check. See you
next Sunday. and and you're just a body
in there. Don't be just a body. Get in
and among them. Rub shoulders with them.
Look at them in the face. Give them that
facial. Let them want to talk to you to
share with you. That's so very
important. And if you have don't have
that natural smile and you're giving the
you know you just may be standing
comfortably. You're not again you're not
mad but this body language there's a
wall. Don't come near me.
I happen to be just about six feet tall.
So when I was teaching the little ones,
you know, I'm giant to them. And if I
didn't smile, if I didn't have my arms,
you know, down on my side, can be pretty intimidating.
intimidating.
So fix not only your face, fix your
body, and that should help. Hopefully
that will help. Now, this some of you
that have been in my teacher seminars um
in Orlando and others may remember me
sharing this, but I want to share it
again because it just truly changed my
whole thought process as a fourth
grader. My I was living in Texas. My
fourth grade Sunday school teacher, I do
not remember her name, but I I remember
her. She had curly curly curly hair and
it was bright red. And she always
greeted us with a smile. I remember just
a sweet spirit about her. We had maybe
eight, 10 girls. Um, the upper
elementary girls and boys were
separated. And one Sunday, she gave us
each a 3x5 card. Now, my parents just
moved from Washington DC, Northern
Virginia area to Iowa City, Iowa about
three years ago. And my mother found
this card, so I I have it. But it was on
my mirror all during elementary school,
junior high, high school. I'm I'm
telling you, this really made an impact
on me. She had three phrases. I'll say
it a couple times. Maybe you'd like to
write it down. I am made in God's image.
I can choose my attitude.
I choose to feel great. I am made in
God's image. I can choose my attitude.
I choose to feel great. And what that's
reminding especially upper elementary,
you know, their bodies are changing and
they want to show off different things.
It's just it's a hard time for them.
They're not little kids, but they're not
teenagers yet. remind them I am made in
God's image. So for some he gave me
curly hair, naturally curly hair. Others
straight hair. He made me tall. He may
have made you short. He gave me brown
eyes. Maybe he gave you blue eyes. But I
am made in his image. I choose my
attitude every single morning when I
wake up. Am I going to exhibit the joy
of the Lord or am I going to let
everybody know that I'm mad at
everything and anything and and all of
that? That's my choice. I can control
that. Just like children choose to obey
or choose to disobey. That's why they
choose disobedience. They chose the
consequence that goes with that. You're
not being mean. They chose it. I choose
my attitude. I choose to feel great. Cup
half empty, half full. Um perspective.
But what um again if you think of the
Bible verse there, Lamentations 3:22-23,
it is of the Lord's mercies that we are
not consumed because his compassions
fail not. They are new every morning.
Great is thy faithfulness. That's why I
can choose joy every single day. So
maybe right now the Lord has put on your
mind a certain young lady, young man
that just comes in and plops themselves
down in the chair and just they give
that sense of nobody sit next to me
today. Maybe you just need to pull him
aside and say, "You know what? You're
made in God's image." You can choose
your attitude. Choose to feel great
because God loves you. God's given you a
family. God's protected you. God's
brought you here safely. There's so
many. Start going through the blessings
of what God has done. And maybe they
say, "Well, mom took my iPad away."
Okay. Well, in the whole sense of
things, I personally I don't own an
iPad. So, it's a blessing. you have one
and maybe mom told you stop playing. Did
you choose to obey or dis? And then you
have an open door to get it right around
and help them realize they made that choice.
choice.
So I am made in God's image. I choose my
attitude. I choose to feel great because
God is so good to me. His mercies are
new every morning. Great. I think
faithfulness. So if I am positive that
sets the tone, the students want to come
in. Number two, the attitude. Be prayerful.
prayerful.
pray for them by name, especially if
they have um special needs. Um you know,
maybe they've got an illness or they've
got a hurt um that's going on or you
know, even a three-year-old, their dog
is sick. You know, these little things
that are big in their world to pray for
them and let them know that you will
pray for that that that animal will get
feeling better. Um many of your children
have three different school settings.
Some of our children here at PBC go to
the Christian school here. Some are
homeschooled. Some go to the public
school. In each of those three
situations, there are different trials,
difficulties that they face. Do you pray
for them?
Unfortunately, sometimes parents drop
children off to church and then they go
and do other activities. Um sometimes
people bring friends whose parents
aren't here and you know that that child
is doesn't hear God's word is not
church. You may be the only person in
that child's entire life that is praying
for him. It's a pretty big call. So on a
given day you may say right now I prayed
for students
have my spark you know that they would
obey that they would learn their verses
whatever it may be. But you've just
prayed generally pray specifically for
them. You know, again, there's there's
some when I was at campus church, I had
a couple of the children that were very
difficult. I pray for their school
teacher because I knew I had them for 50
minutes and what they did to me for 50 minutes
minutes
teacher. So, you know, there are other
things there. But, um, make sure that
you pray for your spiritual growth. to
and Jesus increased in wisdom and
stature and um oh I just been in favor
with God and man. So do you pray that
for those students? The other thing here
is what was Christ's purpose? You Christ
was the master teacher. So not that we
need to we can learn from others. We can
mimic others but ultimately we should be
modeling what Christ did. and Mark 6:34,
if you've never read it, in this light.
And Jesus was moved with compassion
because they were as sheep, not having a
shepherd. And he began to teach them
many things. He didn't do games and
relays and gimmicks. He he his purpose
was not to entertain. His purpose was to
feed them. Don't forget what our purpose
is here. Now, it is fun to have treasure
chest. There's a great big treasure
chest here. I I I will tell you and
those of you that know me, I'm the
number one game person. I love relays. I
love contests. But there is a time that
is appropriate for that. And then
there's a time to give them. And if your
game time is longer than your Bible
time, your priorities are mixed. So make
sure that you are following Christ's
example and giving them meat of the
gospel. Pray for the children that would
be disruptive. You know, have you ever
said, "Well, if I didn't have so and so
in here, I'd have a beautiful children's
church time. Pray for that kid because
then you're going to go that next Sunday
and you're going to say, "Hey, how was
your week?" Start get him on your side
right away. Engage him right away. Show
true compassion. Matthew 22:37-39.
Thou shalt love the Lord thy God with
all thy heart, and with all thy soul,
and with all thy mind. This is the first
and great commandment, and the second is
like unto it. Thou shalt love thy
neighbor as thyself. Do you just grin
and bear your time with that child, or
do you embrace it? Now, that's a question.
question.
Do you grin and bear it? Okay, I've got
He's He's looking for something more.
God's got us together for this time. How
is God going to use me in this kid's
life, this child's life, this student's
life? Nobody else is giving him the time
of day. His parents may just sit down,
don't do this, or take things away. You
may be the only one who actually sits
down in front of him and has a eye to
eye conversation. Don't just remember
it. Embrace it because God ultimately
brought you two together at this time
for a greater purpose.
By the way, you're an extension of
training the children here at church, an
extension of the home and soap box.
Parents do not want their children to
learn that it is okay to go crazy in
God's house. This is God's house.
There's a certain way to act. There's
certain level of decorum and it is
completely acceptable to teach them how
to act in God's house. It's not a
free-for-all. Now, there are times where
the children are meandering. That's
fine. But ultimately, they need to
remember this is God's house. And you're
not going to go into that auditorium and
say, "I'm here."
You don't have to go into the auditorium
with a sense of
reverence. Thank you. Respect because of
what it represents is who we are here to
learn and to serve. But if your time is
all about games,
then then that's sending a mixed
message. So, just be careful of that. I
found this article. It was actually on
the west coast, the Lancaster Baptist
Church, and their Sunday school um
minister wrote this article and there
are three things I want to read to you.
The principle of a godly example.
Parents know the burden of providing the
right example for their children.
Involvement in the Sunday school
provides their children with additional
examples of faithfulness in the lives of
dedicated teachers. There's that role
model aspect. Number two, the principle
of shared labor. Godly parents work
diligently to bring their children up in
the nurture and admonition of the Lord.
Wise parents seize the opportunity for
likeminded mentors to enter into their
labors, encouraging their children along
this path. That's you. Have you
encouraged the children? Those
two-year-olds, do they come in and throw
those toys all away or, you know, put
them into their great big crate or do
you teach them to take care? These are
things that God has given to us. You put
the blocks into that box carefully and
quietly. This is the way we do it at
church. And you start whispering. You
sing, "This is the way we do it at
church. This is the way we do it at
church." And next thing you know, what
are they doing? This is the way we do it
at church. This is the way we do it at
church. And and that's what you've got
to teach them. You have to have that
expectation, the principle of a
reinforced message. Christian moms and
dads pray that their children will
embrace a message something like this.
The Bible is true. Jesus Christ is the
one way to heaven and living according
to God's word is a treasured way of
life. How valuable to have a godly
teacher reinforce that message in the
Sunday school classroom. The Sunday
school is a friend to the family
endeavoring to live out God's word.
Sunday school teachers can support each
member of the home through encouraging
words and accessory prayer, personal
visitation, and diligent lesson
preparation. An extension of the child
the the rearing that is going on in that
home. Number three, and I have got to say
say
a little preachy.
Be patient. Be patient. Working with
children requires patience and
understanding. Now, large span of ages.
The way I talk to a 2-year-old, this is
the way to flip it away. Is not how I'm
going to speak to a fifth grader. If I
did that in a fifth grade class, oh my
goodness, they would just they would
laugh at me. But there is some a way
that I can do, you know, just for
example, my twos, threes, fours. Look at
this bag. Look at all the colors. Do you
see how it kind of looks like jelly
beans? Well, I wonder what's inside.
Would you like to take a peek inside my
bag? So, my voice is breathy. It's airy.
It's light. My fifth graders, I I may
have a couple bags and say, you'll see
that I have bags. There's something
inside each bag. And you'll have an
opportunity to peek in the bag as you
choose to do what's right. be the first
one to peek into the bag. Remember, it's
a secret. Don't tell anybody else. Did I
do the same thing? Do I still build it
up? Yeah, they still want to know, but
the way that I approach them with my
tone is very different. So, do keep that
um age appropriate. And remember that um
as children grow and mature, their
ability to sit, to listen, to comprehend
changes. So, this is our first point
here, developmental expectations. Hey,
some of you may have never worked with
twos, threes, fours, 5y olds before.
It's a different world. If if you're
used to working with older children,
going into a three-year-old class is a
completely different world. So,
understand that they are learning about
the world around them. They are testing
boundaries. The threeletter word that
you are going to hear, why? Why? Why?
Why? Or
I don't want to. I don't like that. You
don't have a choice. This is what we're
doing. Sit down and color. I don't want
to sit down and color. I don't like to
sit down and color. I want to play with
blocks. We're not playing with blocks.
Sit down and color.
And then you get right down. We are not
playing with blocks. We are coloring.
Here is your paper. Here's your crayon.
That's poor. That's the high schoolers.
But but the idea is I'm cleaning up. At
no point is this child going to go and
play with blocks just to appease them
and to get them to stop crying because
next Sunday what's going to happen?
So I have in my head what is the
expectation? This is what we're doing.
And if I know a two, three, four,
fiveyear-old is testing me
then I'm I'm the adult.
They're not telling me what to do. Yes.
Can I ask a question? Um, we do have a
couple children. One of them is my
grandson and he has some disabilities.
So, we have to deal with it differently,
but um, like he has SPD, sensory
processing disorder.
So, to say yes, you're going to do this,
yes, you're going to that, it doesn't work.
work.
And that's where
you have to do it a little different.
And we have another little boy named
Matthew who is even more so autistic. So
and and that's a good point and what I'm
telling you is generally so if you are
aware of that speak with the parent find
out what does work with them and if
there's a certain tone or if you prepare
them for what is coming in the next
couple of minutes give them a warning
then you know how to not set them off.
So, if you do sense that that maybe the
parents didn't say anything to you the
first Sunday and you're dealing with it,
don't hesitate to say, you know, I
noticed that he he did not want to do
this when we were doing it. Have you
noticed that at home? Is there a way
that I can help him here in Sunday
school? And a parent may say, "Oh, yeah,
you saw. Okay, let me tell you what
works with him." And and that is fine.
So yeah, there are certain times that
you need to to reach out to the parents
to to find a better way to deal with
that. And it may be in those particular
classrooms that if you get a teenager to
help, you know, you wouldn't just be by
yourself. you would have an assistant
and maybe you and your assistant
determine, okay, you are going to work
with these two children specifically
while I take care of these others and
and go ahead and decide ahead of time
who's going to um be helping in that
situation. There there's got to be
flexibility. Not every classroom
situation is going to be cut and dry. Um
so do do be flexible with that. So those
training you um with these younger
children remember that training comes
before discipline. You know if they are
getting up out of their seat to go play
with the blocks and you want them to
color. If they have not been told don't
play with the blocks this time at home
they can get up and leave the table and
go play with blocks. So what's the
difference? The there's blocks on the
shelves. They're calling my name. I want
to play with them. So make sure that in
your expectations you may have a mental
list of what you expect with these
students but have you communicated it to them?
them?
And then once you've communicated it
then you can have um some consequences
for them. Don't dwell on the negative.
You know if it's not disrupting the
whole group ignore it. If it is
disrupting the whole group take care of
it. Um just choose your at that point. I
love Proverbs 3:27. Withhold not good
from them to whom it is due when it is
in the power of thy hand to do it.
Praise them. Find what they're doing
right. You know, older children talking
now upper primary upper elementary are
very self-centered in the sense that if
it doesn't affect their world, they
don't care.
So, you've got to find what works for
them. They may be saying maybe um their
world is soccer and they live, breathe,
eat soccer and you're talking about
something in the Old Testament that
didn't you know they they can't see that
connection. Find that connection. FFB,
feature, function, benefit. What can
think of the benefit for them? They are
so softminded. Help them find something
in the lesson that you taught that does
affect their world. And of course, we
had teenagers. They don't want opinions.
They want proof. And that's where you
better open your word and make sure that
they they see where those lessons are
coming from. Delve into the Bible. I
give this to you as an encouragement.
Teaching is a skill that can be learned.
Be patient with yourself. So, Sunday
school didn't go so well last week.
Okay. What was the reason? Were you not
prepared? Did you um were you
underprepared in the fact that you
didn't have enough to fill the time?
what are you doing differently about it
this week? And and learn um you know to
to children I would say I'm gonna show
you how and say you can you can do this.
Every single one of you in here can do
it and can do it well. Just make sure
that you ask questions. And by the way,
this is my world. I sit on the fourth
pew on the piano side and I just sit
there. So, if you ever want to
brainstorm or pick a brain or
be ready to get a mouthful,
but I I would welcome that. I would love
that. If there's specific individuals or
things like that that you're just I'm
having trouble connecting them with
them, well, let's talk about it and see.
I would be glad to do that. Next is be enthusiastic.
enthusiastic.
See each child as a special creation
needing to be saved and to grow in
Christ. Talk to them personally.
Personally acknowledge every child that
walks into that room. You would never
want a child to go home saying, "My
Sunday school teacher didn't ever didn't
even say hi to me." So let's say Sunday
school has started. 20 minutes later,
Jonathan walks in. You're already
teaching your Bible lesson. Don't ignore
him. Just say, "Good morning, Jonathan.
Glad you made it. Come have a seat."
Nobody else is going to be distracted by
that. But then that child can say, "My
teacher actually saw me, said my name,
talked to me." That is fine. Um, so do
Oh, I think I skipped something. Oh,
yes, I did. Be enthusiastic. Let me go
back up in my notes. Be confident about
what you're doing. Now, there are three
things sitting here that each of you
have. Number one, you're here because
you're willing to use your gifts. Now,
maybe your gifts are different. Maybe
your gifts organization. And you take
these Sunday school materials and that's
what you do for your classes. You get
everything organized. You you don't
necessarily want to be the front man,
but you get everything ready for the
front man. That's a wonderful gift. That
That's huge. That's how the Lord is
using you there. Um maybe you're here
because you're longing to make a
difference in the lives of the students.
Well, that's great. Every single one of
you can make a difference because you're
there for them each week. Your
faithfulness shows them. Jesus made a
difference wherever he went. And
thirdly, you're here because you want to
be found faithful, right? This is how
you're working out salv once you've been
saved serving Christ. This is an
opportunity for you to do that. I share
this verse wherever I go. I love it. 1
Timothy 1:12. And I thank Christ Jesus
our Lord who hath enabled me. By the
way, if he's called you to children's
ministry, he's enabled you for that. He
counted me faithful, putting me into the
ministry. Two-year-old Sunday school is
a ministry. Fifth grade Aana is a
ministry. Third grade, Wednesday night
is a ministry. So, be unfaithful. And
just when you feel like I can't do it, I
can't do it. It just every week it just
he's enable you. Have you asked him to
help you? Ha. Have you on your own
sought resources to help? I pulled out
one of my Sunday school files in
preparation for this. And over the
years, I collected I have tons of
children's ministry magazines. This is
actually when my church was using
regular Baptist press. Um I had all of
these teacher training brochures. So,
I'm sure if they had this back in 2000
that they have a resource that's online
and maybe you could just go to the
regular Baptist Press website and see
what kind of teacher training I pulled
this out because do you know what they
highlighted as number one effective
classroom management?
So, are you if you say, "Oh, I just I
don't know." Are you asking questions?
Are you seeking help? Are you looking
for things to help better your um skills
in the classroom? Next the attitude is
be interested and this is the personally
acknowledging every student that's your latecomer
latecomer
and then demonstrate that you're care by
your gestures you're giving them eye
contact. I had a college and teacher who
literally um we'd be sitting where you
are and he'd stare at the clock the
whole time. You know, he just look up
here and look up here. And I've been in
classrooms where I've observed teachers
and they're looking up and there's no
personal eye contact. Stop. Look, focus.
Hey, make make them squirm a little bit.
That's okay. They're like, "Why is she
still staring at me? Stop looking at me.
Stop looking at me." And you've just communicated.
communicated.
I'm watching you.
and whether they're doing right or
whether they're doing wrong. If they're
a child that's doing right and you just
keep staring at them, then like you're
doing, they're going to get a bigger
smile. They may end up giggling and then
hey, that's a good atmosphere. But if
they're doing something wrong and you
just keep staring at you and you keep
staring and you keep staring, then
everybody else in the room knows that
you weren't doing something right. They
don't know what you did,
but they know that you weren't doing
something right and you're going to fix
it. And until I see that you fix it,
I've got my eyes on you.
So don't break the stair you know it's
okay to stare them down
and that should you okay
okay
be a good example during church um services
services
now a lot of times the children here
will go to children's church but
sometimes they choose to sit with their
parents um this particular Sunday I had
taught about being joyful when you sing
and I had said you know when you go into
the big church auditorium and you see
the choir and they've got smiles on
their faces and you see the people in
congregation and some of them have
smiles and some of them don't. And I
said, but when you're singing Jesus
loves me,
you get a smile on your face. In fact,
try try saying Jesus loves me with a frown.
frown.
Jesus loves me.
Try saying there shall be showers of
blessing with a frown. There
There
you can do it. Okay. So, this is what
happened that morning when I had
emphasized, you know, fixing your face
while you're singing because this is a
way we worship the Lord and we show the
Lord that we love him through our song.
Um, they were in church. They were
sitting diagonally and all during the
song service. Those two little girls
literally instead of facing front, they
were turned around and they watched me
the whole time and one of them went like this.
this.
I got it. Thank you. So they are
watching. So am I singing joyfully? Am I
talking during the offeratory? Soap box
that's personal pet peeve. The person
who is singing, the person who is
playing, they put time, prayer, effort
into that. Be respectful. Offeratory is
a time of worship to the Lord. We're
giving our tithes, our offerings. So if
you're junior church and you take an
offering, if you're Sunday school, you
take an offering. I don't know how PBC
does it with a children's ministry. It
should be quiet. Teach them at that
point. That is a form of worship.
Are you actively listening during the
service or are you doodling? If you're
using your iPad as the Bible, are you
actually on the scripture? Are you
checking email and Facebook at the same
time? Are you following along? And then
of course around town when they see you,
you've heard the saying, your walk talks
louder than your talk talks. Yeah. They
want to see, are you at church
activities? You tell them to be
involved. Do they see you there? Okay.
So these are types of things that's um
to be thinking about.
Make sure um Colossians 3:17 you
remember in whatsoever you do in word or
deed do all in the name of the Lord Jesus.
Jesus.
Next says be honest. Now one time when I
said this to a group they kind of looked
at me like we're church people and
you're telling us to be honest. This
just goes back to don't exaggerate the
Bible. Keep the Bible um as it is. Tell
the truth in your stories. God is not
looking for a talented teacher that can
captivate the um the interest of any
audience. He's looking for a living
vessel. So you don't have to try to be
the most out there jumping up and down.
That's not your personality. Don't do it.
it.
Be who you are, who God has created you
to be. Stay true to his word. Be sold
out for God. Spend time in his word. By
the way, with this and with their Bible,
take the opportunity to teach them to
you. Don't put your feet on the Bible.
Don't throw your Bible on the floor.
Don't toss it into the cabinet. This is
God's word. Show reverence. Teach them
even at the youngest age. Let the words
of my mouth be acceptable in thy sight,
oh Lord. Psalm 19:14.
And the last,
be loving. Oh, not the last. We have one
more. Be loving in all you do and say,
"Even correction can be done in gentle kindness." Now, let's say you are my
kindness." Now, let's say you are my two-year-old. So, I want to correct her.
two-year-old. So, I want to correct her. I can say that is so sad. God is not
I can say that is so sad. God is not pleased with that.
pleased with that. Am I shaking my head?
Am I shaking my head? Am I yelling?
Am I yelling? No. Am I believe you did that?
No. Am I believe you did that? Yeah. But that 2-year-old's going to So
Yeah. But that 2-year-old's going to So good. That is so sad. And my posture,
good. That is so sad. And my posture, I'm leaning or if appropriate, I'm going
I'm leaning or if appropriate, I'm going to get down to them and look at their
to get down to them and look at their eyes. We don't do that. God is not
eyes. We don't do that. God is not pleased with that. Now, if I did that to
pleased with that. Now, if I did that to a fifth grader,
a fifth grader, no. Did you make a wise choice? Was that
no. Did you make a wise choice? Was that wise or foolish?
wise or foolish? You chose to disobey. You chose the
You chose to disobey. You chose the consequence. Your consequence is this.
consequence. Your consequence is this. Move to the back of the room. And I have
Move to the back of the room. And I have said to the students, if I move them to
said to the students, if I move them to the back, when I nod at you, you may
the back, when I nod at you, you may come back. When you're at the back of
come back. When you're at the back of the room, you stand tall. Where you sit,
the room, you stand tall. Where you sit, depending on your situation, it is
depending on your situation, it is absolutely fine to move them to separate
absolutely fine to move them to separate them from the group. Remember, you're
them from the group. Remember, you're not being mean. They chose their
not being mean. They chose their actions. They chose it. And if you've
actions. They chose it. And if you've communicated what the expectations are,
communicated what the expectations are, then there should be no surprise that
then there should be no surprise that you move them to the back of the room.
you move them to the back of the room. But with the younger ones, I may move
But with the younger ones, I may move them if they're they're on the floor and
them if they're they're on the floor and you're doing some kind of um story time
you're doing some kind of um story time on the floor. It is fine to have a child
on the floor. It is fine to have a child who is being disruptive sit at the table
who is being disruptive sit at the table and put his head down and separate him
and put his head down and separate him from the group. Don't feel badly about
from the group. Don't feel badly about that.
that. Now, what if they don't or go into a
Now, what if they don't or go into a temper tantrum or something?
temper tantrum or something? Yeah. Now, that's hopefully you've got a
Yeah. Now, that's hopefully you've got a couple people in your room.
couple people in your room. So, the one that's dealing with a temper
So, the one that's dealing with a temper tantrum can try to quiet that child
tantrum can try to quiet that child again. Make it quiet. Say, "Stop the
again. Make it quiet. Say, "Stop the crying. You don't need to do this.
crying. You don't need to do this. You're carrying on. You're going to go
You're carrying on. You're going to go to the table. You're going to sit down.
to the table. You're going to sit down. You're going to be and you just keep
You're going to be and you just keep talking while everybody else is still
talking while everybody else is still taken care of." Now, you know, if that's
taken care of." Now, you know, if that's going on for several men and the
going on for several men and the screening, it may be necessary to get
screening, it may be necessary to get the the parent or to get if there I
the the parent or to get if there I don't know if there's a Sunday school
don't know if there's a Sunday school superintendent or somebody who's
superintendent or somebody who's floating get the floater and then and
floating get the floater and then and helping maybe they just need another
helping maybe they just need another person
person um at that point. But you just keep
um at that point. But you just keep saying, "We don't do that. You're going
saying, "We don't do that. You're going to do this. You're going to do that."
to do this. You're going to do that." temper tantrums will happen, but you
temper tantrums will happen, but you have to stay calm and not get flustered
have to stay calm and not get flustered and not take it personally.
and not take it personally. But if the other person, and that's
But if the other person, and that's where your assistant, if you are the
where your assistant, if you are the lead and you need to take care of this,
lead and you need to take care of this, then your assistant should pop right up
then your assistant should pop right up and be able to do songs with them or
and be able to do songs with them or continue the reading the story, whatever
continue the reading the story, whatever it is. So, if you have an assistant,
it is. So, if you have an assistant, talk to them about these situations and
talk to them about these situations and have a plan in advance and that will um
have a plan in advance and that will um that will certainly help you there.
Okay. Be with being loving. Have you heard the poem by Longfellow? Kind
heard the poem by Longfellow? Kind hearts are the gardens. Kind thoughts
hearts are the gardens. Kind thoughts are the roots. Kind words are the
are the roots. Kind words are the flowers. Kind deeds are the fruit. Show
flowers. Kind deeds are the fruit. Show kindness. 1 John 3:18. Indeed and in
kindness. 1 John 3:18. Indeed and in truth. Your action should match your
truth. Your action should match your words.
words. By the way, if you are prepared, that
By the way, if you are prepared, that communicates love to the students. They
communicates love to the students. They know that. In fact, one time I was
know that. In fact, one time I was teaching Sunday school and and I had
teaching Sunday school and and I had finished out the lesson. We had prayed.
finished out the lesson. We had prayed. We had sung a song and I said, "It's
We had sung a song and I said, "It's time to go to children's church." And I
time to go to children's church." And I learned how little boy, we have to go to
learned how little boy, we have to go to children's church. I want to stay here.
children's church. I want to stay here. Now, pridefully, boy, did that feel
Now, pridefully, boy, did that feel good. There was something there.
good. There was something there. But, but it was that sense of are your
But, but it was that sense of are your children disappointed to leave this
children disappointed to leave this special time. Not because of the games
special time. Not because of the games you played, but because of the emphasis
you played, but because of the emphasis on God's word that they were hungry for
on God's word that they were hungry for that. That should be ultimately the
that. That should be ultimately the goal. And then next, the last one, be
goal. And then next, the last one, be committed. Children's work is an
committed. Children's work is an investment in their lives. Commit
investment in their lives. Commit yourself faithful to the Lord. Be on
yourself faithful to the Lord. Be on time. If Sunday school starts at 10, at
time. If Sunday school starts at 10, at least 15 minutes before, so you can get
least 15 minutes before, so you can get everything out ready and you are ready
everything out ready and you are ready to greet them at the door. You'll be
to greet them at the door. You'll be amazed at how the Lord will work in your
amazed at how the Lord will work in your own heart as you minister to others.
own heart as you minister to others. Does your teaching ministry glorify
Does your teaching ministry glorify Christ? Nobody's after your charisma,
Christ? Nobody's after your charisma, your special illustrations, but does
your special illustrations, but does your ministry, your preparation, your
your ministry, your preparation, your study, your faithfulness. Luke 16:10, he
study, your faithfulness. Luke 16:10, he that is faithful in that which is least,
that is faithful in that which is least, parenthesy, being on time. Can we
parenthesy, being on time. Can we consider that something that's really in
consider that something that's really in the whole scheme of things, not a really
the whole scheme of things, not a really big deal? But ultimately, what does the
big deal? But ultimately, what does the Bible say? He that is faithful in that
Bible say? He that is faithful in that which is least is faithful also in much.
which is least is faithful also in much. And he that is unjust in the least is
And he that is unjust in the least is unjust also in much.
unjust also in much. Everybody sing.
Everybody sing. Stretch up.
Stretch up. Stretch down. Turn around.
Stretch down. Turn around. Put your hands on your shoulders. Put
Put your hands on your shoulders. Put your hands on your knees. Put your hands
your hands on your knees. Put your hands on your elbows. Put your hands on your
on your elbows. Put your hands on your shoulders. Hands on shoulders. knees,
shoulders. Hands on shoulders. knees, hands behind you if you please.
hands behind you if you please. Very nice. So, let's say they're all
Very nice. So, let's say they're all wiggling around. All you have to
wiggling around. All you have to remember, there's actually a really long
remember, there's actually a really long poem that goes with that, but just
poem that goes with that, but just remember the three lines. Hands on
remember the three lines. Hands on shoulders. In fact, let's do this.
shoulders. In fact, let's do this. Everybody just just kind of wiggle, just
Everybody just just kind of wiggle, just kind of move. And maybe you're a little
kind of move. And maybe you're a little antsy. And so, you just you stand up
antsy. And so, you just you stand up front, you say, "Hands on shoulders."
front, you say, "Hands on shoulders." Now, I can say it hands on shoulders
Now, I can say it hands on shoulders because we're doing it in fun. or if
because we're doing it in fun. or if you're all wiggly and disobedient, hands
you're all wiggly and disobedient, hands on shoulders,
on shoulders, hands on knees, hands behind you if you
hands on knees, hands behind you if you please.
please. And I take the opportunity to
And I take the opportunity to stretch up, stretch down, turn around,
stretch up, stretch down, turn around, sit down. So
sit down. So anything,
anything, you do know as adults, we sit. We listen
you do know as adults, we sit. We listen intently when we're sitting, but for
intently when we're sitting, but for children, they actually listen better
children, they actually listen better when they are moving. So, get them up,
when they are moving. So, get them up, get them going. Um, if there's a part in
get them going. Um, if there's a part in the Bible lesson that is kind of
the Bible lesson that is kind of repetitive, every time you say it, have
repetitive, every time you say it, have them stand up and say it. Have them in a
them stand up and say it. Have them in a place where they can. And maybe, um, for
place where they can. And maybe, um, for the Bible lesson, if they're at tables,
the Bible lesson, if they're at tables, just train them to always scoot their
just train them to always scoot their chair back. So that way you can get them
chair back. So that way you can get them to stand up feet best without having to
to stand up feet best without having to scoot their chairs back. get them
scoot their chairs back. get them moving. That's why song time is so
moving. That's why song time is so important. That's why Bible verse time
important. That's why Bible verse time is so important. Lord willing, we will
is so important. Lord willing, we will get there.
get there. All right, classroom management tips.
All right, classroom management tips. No, but truly, can you see how if you
No, but truly, can you see how if you are exhibiting these beatitudes, how
are exhibiting these beatitudes, how really classroom management is not going
really classroom management is not going to be a problem. Truly embrace those,
to be a problem. Truly embrace those, pray about them, try to implement them
pray about them, try to implement them in your class time. So now that we've
in your class time. So now that we've worked on our environment to encourage
worked on our environment to encourage spiritual growth, let's talk about the
spiritual growth, let's talk about the character aspect of spiritual growth.
character aspect of spiritual growth. When children come to Sunday school,
When children come to Sunday school, they are in training for how to actively
they are in training for how to actively participate and worship God. Active
participate and worship God. Active participation and worship of God.
participation and worship of God. Character training and spiritual growth
Character training and spiritual growth go hand in hand. So here we go. Number
go hand in hand. So here we go. Number one, make your classroom attractive.
one, make your classroom attractive. Okay. I had opportunity to be up at the
Okay. I had opportunity to be up at the school this week and I was actually
school this week and I was actually really pleased to see that it looks like
really pleased to see that it looks like there's a spot on the wall that's for
there's a spot on the wall that's for Sunday school and in some of the rooms
Sunday school and in some of the rooms that are cubbies that are for Sunday
that are cubbies that are for Sunday school and things like that. So, if you
school and things like that. So, if you were in that situation, that's
were in that situation, that's wonderful. Have it attractive. Have
wonderful. Have it attractive. Have parts of the Bible lesson, different
parts of the Bible lesson, different posters. Um I was looking through the
posters. Um I was looking through the primary materials and in the um RVP
primary materials and in the um RVP there's this these poster pictures that
there's this these poster pictures that you could cut out. Well, that could be
you could cut out. Well, that could be part of a bulletin board. It goes with a
part of a bulletin board. It goes with a character story that you would be
character story that you would be teaching them. Maybe there's a
teaching them. Maybe there's a missionary story that you are teaching
missionary story that you are teaching and you can clip that up on the wall.
and you can clip that up on the wall. These are things that you can find from
These are things that you can find from child evangelism fellowship. Maybe
child evangelism fellowship. Maybe there's something that you'd like
there's something that you'd like personally to bring in to enhance your
personally to bring in to enhance your Sunday school time. Again, I don't know
Sunday school time. Again, I don't know the procedures as far as if you have to
the procedures as far as if you have to get it approved through church staff or
get it approved through church staff or whatnot, but there are a lot of really
whatnot, but there are a lot of really good u missionary stories and other
good u missionary stories and other Bible type character stories that would
Bible type character stories that would enhance your time. And maybe you can
enhance your time. And maybe you can hang those pictures up on the room. By
hang those pictures up on the room. By the way, your Sunday school room, um we
the way, your Sunday school room, um we at campus church, because I was in a
at campus church, because I was in a college room, I rearranged the desks
college room, I rearranged the desks like I clustered the great big college
like I clustered the great big college desks and then I had some small desks
desks and then I had some small desks that were or chairs in a semi circle. So
that were or chairs in a semi circle. So at a glance it looked like there there
at a glance it looked like there there was something different. That is a
was something different. That is a visitor's first impression. And a
visitor's first impression. And a visitor with children will often judge
visitor with children will often judge the church by the children's ministry.
the church by the children's ministry. So are you calm? Are you prepared? Does
So are you calm? Are you prepared? Does it look like there are things um in the
it look like there are things um in the classroom for the children for Sunday
classroom for the children for Sunday school? Make it attractive and make it
school? Make it attractive and make it appropriate to the age level that you
appropriate to the age level that you teach. bulletin boards, whether it's
teach. bulletin boards, whether it's just calendar pictures or you printed
just calendar pictures or you printed things on from the computer, make
things on from the computer, make something appropriate, make it visually
something appropriate, make it visually stimulating for them. Label cubbies and
stimulating for them. Label cubbies and shelves and baskets. I love the use of
shelves and baskets. I love the use of name tags. Okay, now these you can find
name tags. Okay, now these you can find even at the grocery store in their
even at the grocery store in their little teacher section of the grocery
little teacher section of the grocery store, but these pop up. Maybe you have
store, but these pop up. Maybe you have um some issues for the children. There
um some issues for the children. There are two that you always need to
are two that you always need to separate, but they always somehow end up
separate, but they always somehow end up together. So, if you use the name tags,
together. So, if you use the name tags, maybe when they come in, hand them their
maybe when they come in, hand them their name tag. They were the early bird. That
name tag. They were the early bird. That means they got there first. They get to
means they got there first. They get to choose their seat. And maybe from last
choose their seat. And maybe from last week, you made a list of those that were
week, you made a list of those that were really attentive and they come in. You
really attentive and they come in. You know what? You you got it from last week
know what? You you got it from last week where you sit. You get to choose where
where you sit. You get to choose where you sit and then everybody else you
you sit and then everybody else you place in the room. So, it's kind of like
place in the room. So, it's kind of like a contest and you can carry this from
a contest and you can carry this from week to week. This is an easy way to
week to week. This is an easy way to capture attention and to move it around.
capture attention and to move it around. But whether they are three years old,
But whether they are three years old, whether they're fifth grade, you can use
whether they're fifth grade, you can use these um name tag ideas. And it gives
these um name tag ideas. And it gives them a sense of belonging, too. Have
them a sense of belonging, too. Have your supplies organized and ready to
your supplies organized and ready to distribute. If you have crayons,
distribute. If you have crayons, scissors, paper, love the Ziploc bags,
scissors, paper, love the Ziploc bags, put them in baskets. Um make sure that
put them in baskets. Um make sure that you do have that ready. We are on the
you do have that ready. We are on the classroom management tips on the next
classroom management tips on the next page of your handout if you are looking
page of your handout if you are looking at things. Um, one thing that I did was
at things. Um, one thing that I did was I always tried to collate and what do I
I always tried to collate and what do I mean by that? I took and where did I
mean by that? I took and where did I just put them? All of their take-home
just put them? All of their take-home papers and everything. I filed it by the
papers and everything. I filed it by the week and I did it all at once. So, and I
week and I did it all at once. So, and I had an accordion file and that week,
had an accordion file and that week, lesson one, I had all their art
lesson one, I had all their art projects, take-h home papers, activity
projects, take-h home papers, activity papers, verse cards. It was right there.
papers, verse cards. It was right there. It took a couple hours on a Saturday to
It took a couple hours on a Saturday to do it. But then for the next 13 weeks, I
do it. But then for the next 13 weeks, I was ready to go. So, take the time if
was ready to go. So, take the time if possible to do that um to coate your
possible to do that um to coate your materials and to divide them.
materials and to divide them. Have a greeter. Okay. Now, I know
Have a greeter. Okay. Now, I know sometimes we may be limited with
sometimes we may be limited with personnel in the classroom, but if
personnel in the classroom, but if possible, have somebody within the
possible, have somebody within the classroom and then somebody standing at
classroom and then somebody standing at the door. Um, I had a situation with a
the door. Um, I had a situation with a little boy named Daniel. Um, my Sunday
little boy named Daniel. Um, my Sunday school classroom was at the top of the
school classroom was at the top of the stairs and sometimes they would come up
stairs and sometimes they would come up the stairs or sometimes they would come
the stairs or sometimes they would come to the elevator and come the long
to the elevator and come the long hallway. If I was at the door, Daniel,
hallway. If I was at the door, Daniel, calm, cool, collect. If I was not at
calm, cool, collect. If I was not at that door, you could hear him as the one
that door, you could hear him as the one who ran into the classroom. I'm here.
who ran into the classroom. I'm here. You know, that type of thing. And then
You know, that type of thing. And then when he would see me, he would, you
when he would see me, he would, you know, fix himself. But the the point
know, fix himself. But the the point being, if they know that you are there,
being, if they know that you are there, that from the moment they walk into that
that from the moment they walk into that classroom, they need to be obedient. I
classroom, they need to be obedient. I have had children run in and I'll say,
have had children run in and I'll say, "You're not ready to come into Sunday
"You're not ready to come into Sunday school. Go back outside the door, count
school. Go back outside the door, count to five, and come back in again." and
to five, and come back in again." and they kind of look at me. It's It's
they kind of look at me. It's It's amazing. Literally, they walk out. They
amazing. Literally, they walk out. They stand there
stand there and they walk in and it's like a
and they walk in and it's like a different kid. That is the expectation.
different kid. That is the expectation. You are not going to run into my
You are not going to run into my classroom like that. I know that is an
classroom like that. I know that is an expectation. So, you fix it, deep, ask
expectation. So, you fix it, deep, ask the Lord to help you and come back in
the Lord to help you and come back in again.
again. Nothing wrong with that. Am I being
Nothing wrong with that. Am I being unkind?
unkind? No.
No. No. I'm I'm setting the stage for the
No. I'm I'm setting the stage for the rest of Sunday school children's church.
rest of Sunday school children's church. You You are going to obey. you are going
You You are going to obey. you are going to listen. So, not only is it helpful to
to listen. So, not only is it helpful to the parents, there's a sense of calm. A
the parents, there's a sense of calm. A visitor, if they see the same face three
visitor, if they see the same face three weeks in a row, that's very helpful to
weeks in a row, that's very helpful to them and it could be the reason that
them and it could be the reason that they end up joining the church because
they end up joining the church because they feel that their child is safe. Be
they feel that their child is safe. Be well prepared. You've heard the saying,
well prepared. You've heard the saying, if you don't have a plan, the students
if you don't have a plan, the students will. Okay, that goes
you don't like their plan. Their plan is crazy. their plan is chaotic and so do
crazy. their plan is chaotic and so do have a routine. One thing that really
have a routine. One thing that really helps is if you do follow your teacher
helps is if you do follow your teacher guide, you know, it gives you the order
guide, you know, it gives you the order of what you need to do. Follow that. You
of what you need to do. Follow that. You know, um if it says sing a song, sing a
know, um if it says sing a song, sing a song. There's a reason the people who
song. There's a reason the people who write these have an education background
write these have an education background and they know children need to be up and
and they know children need to be up and moving around and they need variety. So
moving around and they need variety. So if you sing for 10 minutes straight,
if you sing for 10 minutes straight, by the way, that that's really not a
by the way, that that's really not a good idea. Sing a song or two, then do
good idea. Sing a song or two, then do your Bible verse, sing another song or
your Bible verse, sing another song or two, then have your prayer time, then
two, then have your prayer time, then sing. Mix it up. And so this gives you
sing. Mix it up. And so this gives you assurance. It gives you confidence. It
assurance. It gives you confidence. It gives you the all right, I have a plan.
gives you the all right, I have a plan. All of us hopefully I can say all of us
All of us hopefully I can say all of us love to follow a plan. When you follow a
love to follow a plan. When you follow a plan, you feel like all right, I got
plan, you feel like all right, I got this. And um and and you can do it.
this. And um and and you can do it. gives you that confidence.
gives you that confidence. Speak quietly to help the children
Speak quietly to help the children listen quietly. Maybe somewhere along
listen quietly. Maybe somewhere along the line, somebody has said to you, "You
the line, somebody has said to you, "You are so loud." Or, "I can hear you two
are so loud." Or, "I can hear you two classrooms down." Or, "Poor Mrs. Cow
classrooms down." Or, "Poor Mrs. Cow this week. I was next door to her. I And
this week. I was next door to her. I And I always have the reputation of being
I always have the reputation of being very loud. I just get so excited." Talk
very loud. I just get so excited." Talk about passion. I get a little passionate
about passion. I get a little passionate about what I do with the children. And
about what I do with the children. And we need to remember that if I'm loud,
we need to remember that if I'm loud, then the children are going to be loud
then the children are going to be loud because they're going to want to be
because they're going to want to be louder than me.
louder than me. I know. So, a nice clip. I can still be
I know. So, a nice clip. I can still be enthusiastic and have a quieter voice.
enthusiastic and have a quieter voice. If they are disobedient, the louder you
If they are disobedient, the louder you get, the more they're going to carry on
get, the more they're going to carry on with their disobedience. A soft answer
with their disobedience. A soft answer time turns a way around. Hey, that
time turns a way around. Hey, that that's in prophets for a reason. It
that's in prophets for a reason. It works. Lower your voice. Sometimes if a
works. Lower your voice. Sometimes if a child is only used to being yelled at,
child is only used to being yelled at, okay, take take let's just take a
okay, take take let's just take a visitor. Maybe he's in a home
visitor. Maybe he's in a home environment where the parents just yell
environment where the parents just yell at him. He knows the first time mom says
at him. He knows the first time mom says go clean your room, he doesn't have to
go clean your room, he doesn't have to obey, I told you go clean your room,
obey, I told you go clean your room, he's I told you go clean your room. Now
he's I told you go clean your room. Now he listens because he knows mom's
he listens because he knows mom's reached the decibel where she really
reached the decibel where she really means business. So he comes into your
means business. So he comes into your children's church and you speak softly
children's church and you speak softly to him. He's not used to listening.
to him. He's not used to listening. remember that. So that's where you say
remember that. So that's where you say to him, I'm going to say it once, you
to him, I'm going to say it once, you will obey.
will obey. And and that look of
And and that look of Yeah. There's a little bit of shock, but
Yeah. There's a little bit of shock, but then maybe you have an opportunity for
then maybe you have an opportunity for another student and you have to correct
another student and you have to correct that other student. That kid's watching
that other student. That kid's watching you. He's waiting for you to yell
you. He's waiting for you to yell because that's all he knows and you're
because that's all he knows and you're not going to do it. Soft answer. Speak
not going to do it. Soft answer. Speak quietly. By the way, do your best to
quietly. By the way, do your best to avoid shushing. Shushing is just it's
avoid shushing. Shushing is just it's just rude. So, you know, do your snap
just rude. So, you know, do your snap clap, do your, you know, if you've got
clap, do your, you know, if you've got and then all the students will start and
and then all the students will start and then teach them how to stop and what
then teach them how to stop and what that means to stop. Um, do your silent
that means to stop. Um, do your silent pause where you're talking and you may
pause where you're talking and you may be telling the Bible lesson and all of a
be telling the Bible lesson and all of a sudden
and everybody is around trying to figure it out. Now, you've done really well and
it out. Now, you've done really well and I don't know your name, but I'm sorry,
I don't know your name, but I'm sorry, Beth. Beth kept her eyes on me. I would
Beth. Beth kept her eyes on me. I would not have looked away until she looked
not have looked away until she looked away.
away. Because as long as that's there, then
Because as long as that's there, then there's still that question of am I
there's still that question of am I going to obey or disobey on testing this
going to obey or disobey on testing this teacher? And most children will look
teacher? And most children will look away pretty pretty quickly and that's
away pretty pretty quickly and that's okay. So, I will hold it until they do
okay. So, I will hold it until they do that. Major on the majors. Don't talk
that. Major on the majors. Don't talk over the children. Um, next is maintain
over the children. Um, next is maintain eye contact with the children as you
eye contact with the children as you speak to them. That's so important. When
speak to them. That's so important. When you got eye contact, then they will know
you got eye contact, then they will know that you really mean business. And by
that you really mean business. And by the way, those of you that perhaps have
the way, those of you that perhaps have not taught in a classroom setting, like
not taught in a classroom setting, like a school classroom setting, um, most
a school classroom setting, um, most children, they if they're doing wrong,
children, they if they're doing wrong, they're going to look at you. So, just
they're going to look at you. So, just just know that you're not going to have
just know that you're not going to have to work really hard at finding out who's
to work really hard at finding out who's the disobedient one because they're
the disobedient one because they're going to be looking at you, waiting for
going to be looking at you, waiting for you to take care of them. That's
you to take care of them. That's inherent to a a young child. Next, be
inherent to a a young child. Next, be sure to compliment good behavior. Do you
sure to compliment good behavior. Do you do this or are you the nag? Do you I
do this or are you the nag? Do you I need your eyes. I need your eyes. I need
need your eyes. I need your eyes. I need your eyes. You're not listening. You're
your eyes. You're not listening. You're not listening. You're not listening. And
not listening. You're not listening. And and that's empty. It goes in one ear and
and that's empty. It goes in one ear and out the other. we tend to talk too much.
out the other. we tend to talk too much. But if I've got somebody who let let's
But if I've got somebody who let let's say I want to get your attention and so
say I want to get your attention and so let would you mind just looking all over
let would you mind just looking all over the place for me for just a minute? I
the place for me for just a minute? I like the way your eyes are on me. I like
like the way your eyes are on me. I like the way you're listening. You are doing
the way you're listening. You are doing a great job being attended. And pretty
a great job being attended. And pretty soon, as we mentioned before, then it
soon, as we mentioned before, then it will come to or I may just stop and look
will come to or I may just stop and look at you.
say, "I don't have time to do this in Sunday school." You don't have time not
Sunday school." You don't have time not to.
to. And these next couple weeks, maybe the
And these next couple weeks, maybe the Lord is bringing certain examples to
Lord is bringing certain examples to your mind and okay, I'm going to try
your mind and okay, I'm going to try that. Don't give up on it. If it doesn't
that. Don't give up on it. If it doesn't work the first week, try it the next
work the first week, try it the next week. Try it the week after that. Don't
week. Try it the week after that. Don't give up because these techniques do
give up because these techniques do work. But they're going to test you to
work. But they're going to test you to see if what you do tomorrow is the same
see if what you do tomorrow is the same thing you're going to do next week and
thing you're going to do next week and the week after that. So, be faithful to
the week after that. So, be faithful to to that. Um, by the way, maybe you're
to that. Um, by the way, maybe you're doing art, an art project, and there are
doing art, an art project, and there are scissors out, and you've given him
scissors out, and you've given him specific instructions with scissors.
specific instructions with scissors. Child chooses not to do it, say, "Fix
Child chooses not to do it, say, "Fix your scissors." He chooses to disobey,
your scissors." He chooses to disobey, just simply put your hand out, and he
just simply put your hand out, and he will give you the scissors. He starts to
will give you the scissors. He starts to cry. You You chose to disobey. Next time
cry. You You chose to disobey. Next time we do scissors, you'll remember it. And
we do scissors, you'll remember it. And he does not need to finish his art
he does not need to finish his art project. That is a privilege, not a
project. That is a privilege, not a right. he can take home an unfinished
right. he can take home an unfinished art project and if the parent questions
art project and if the parent questions you can simply say he he was disobeying
you can simply say he he was disobeying with his scissors it was affecting his
with his scissors it was affecting his safety and no parent is going to say why
safety and no parent is going to say why didn't he get that art project done
didn't he get that art project done they're going to say maybe they've seen
they're going to say maybe they've seen it at home or maybe they've heard the
it at home or maybe they've heard the teacher at school say the same thing so
teacher at school say the same thing so help them in that regard and again don't
help them in that regard and again don't feel this is the only thing you get out
feel this is the only thing you get out of this don't feel badly about taking
of this don't feel badly about taking those home don't feel badly if if a
those home don't feel badly if if a child if they get choose their crayons,
child if they get choose their crayons, but you have a child who's fighting over
but you have a child who's fighting over crayons. This is your blue crayon.
crayons. This is your blue crayon. That's it. One crayon is fine. One
That's it. One crayon is fine. One crayon is fine. A fifth grader sword
crayon is fine. A fifth grader sword drill gets carried away. You can just
drill gets carried away. You can just sit and listen for the next verses.
And you're again, let them score. Those are privileges.
are privileges. It is a privilege to come to God's
It is a privilege to come to God's house. Act like it. Show that respect.
house. Act like it. Show that respect. So compliment them. That goes a long
So compliment them. That goes a long way. Um, using character words. Be
way. Um, using character words. Be consistent and follow through. If you
consistent and follow through. If you need to correct an individual, pause, do
need to correct an individual, pause, do the stayer, quietly, call their name.
the stayer, quietly, call their name. But if you're all the time, Bonnie,
But if you're all the time, Bonnie, Chris, I need your eyes. Esther, look
Chris, I need your eyes. Esther, look this way. Then everybody knows Bonnie,
this way. Then everybody knows Bonnie, Chris, and Esther got in trouble with
Chris, and Esther got in trouble with the teacher.
the teacher. I just
I just And they're all looking at us.
And they're all looking at us. I see that. and I just look then because
I see that. and I just look then because they're doing wrong anyway, they're
they're doing wrong anyway, they're going to look at me and I can fix it
going to look at me and I can fix it with that eye. Don't don't feel like you
with that eye. Don't don't feel like you have to say everybody's name. Don't feel
have to say everybody's name. Don't feel like you have to highlight every
like you have to highlight every problem. Um, sometimes it's just better
problem. Um, sometimes it's just better better handled with a look.
better handled with a look. This what I'm going to read to you came
This what I'm going to read to you came from a teacher guide that puts out and I
from a teacher guide that puts out and I I think it's a a really good thought.
I think it's a a really good thought. These suggestions will help assure a
These suggestions will help assure a happy, positive Sunday school hour.
happy, positive Sunday school hour. However, if a child persists in
However, if a child persists in disobeying and disrupting the class, ask
disobeying and disrupting the class, ask a helper to get the parents from their
a helper to get the parents from their Sunday school class or ask the Sunday
Sunday school class or ask the Sunday school superintendent for assistance.
school superintendent for assistance. Don't allow the situation to continue if
Don't allow the situation to continue if it may keep others from learning and
it may keep others from learning and enjoying Sunday school.
enjoying Sunday school. That's the most important point. Don't
That's the most important point. Don't let a situation continue if it keeps
let a situation continue if it keeps others from learning. That's not fair to
others from learning. That's not fair to them.
them. And a parent again is not going to want
And a parent again is not going to want their child to learn it's okay to
their child to learn it's okay to disobey in church. They're going to want
disobey in church. They're going to want to help you. Remember, it's the team.
to help you. Remember, it's the team. You are a team. You are an extension of
You are a team. You are an extension of the home. And maybe they they had a
the home. And maybe they they had a morning at home and so the parent was
morning at home and so the parent was expecting you to come because they knew
expecting you to come because they knew what had happened in the morning. So be
what had happened in the morning. So be that team player and work with them. And
that team player and work with them. And then be sure to maintain positive
then be sure to maintain positive communication. Let the parents know
communication. Let the parents know that, you know, if there has been a
that, you know, if there has been a discipline, you're an extension of the
discipline, you're an extension of the home. We want to work with you. Send
home. We want to work with you. Send absentee postcards. Have you ever seen
absentee postcards. Have you ever seen these
these to send a to get real mail is a really
to send a to get real mail is a really big deal. And these children will hold
big deal. And these children will hold on to these cards. It doesn't cost much
on to these cards. It doesn't cost much to send them. Um, you can send an email,
to send them. Um, you can send an email, especially if you have older students,
especially if you have older students, that is completely appropriate. But if
that is completely appropriate. But if they've been gone for two Sundays in a
they've been gone for two Sundays in a row or two Wednesdays in a row or two um
row or two Wednesdays in a row or two um children's church times or whatever it
children's church times or whatever it is, let them know that they were missed.
is, let them know that they were missed. It means the world to them to know that
It means the world to them to know that their teacher cared. So send them um a
their teacher cared. So send them um a card or an email. Send a birthday
card or an email. Send a birthday greeting or make a big deal of a
greeting or make a big deal of a birthday in the classroom. And then this
birthday in the classroom. And then this is something that maybe you've not
is something that maybe you've not thought of or maybe you just haven't
thought of or maybe you just haven't taken the time to do. Have you ever
taken the time to do. Have you ever called your Sunday school students house
called your Sunday school students house just to say hi to them?
just to say hi to them? They're six years old.
They're six years old. Where
Where you call say Mrs. So and so can I talk
you call say Mrs. So and so can I talk to Jared or C can I talk to Zaden?
to Jared or C can I talk to Zaden? Well, sure. Okay, Zayen. I almost call
Well, sure. Okay, Zayen. I almost call myself Miss Wheel. Mrs. Smith wants to
myself Miss Wheel. Mrs. Smith wants to talk to you.
talk to you. And so, hi Zayen. This is Mrs. Smith.
And so, hi Zayen. This is Mrs. Smith. Just wanted you to know I'm looking
Just wanted you to know I'm looking forward to seeing you on Sunday. You
forward to seeing you on Sunday. You always have a bright shiny smile. I know
always have a bright shiny smile. I know you're going to be a good helper. See
you're going to be a good helper. See you next Sunday. Okay. Mommy, my Sunday
you next Sunday. Okay. Mommy, my Sunday school teacher called me. Mommy, she
school teacher called me. Mommy, she says I have a bright shiny mommy. My
says I have a bright shiny mommy. My That means the world to them. There is
That means the world to them. There is one weekend I took um a Saturday morning
one weekend I took um a Saturday morning and I just made several phone calls. I
and I just made several phone calls. I didn't get a lot of people. I got a lot
didn't get a lot of people. I got a lot of answering machines. But do you know
of answering machines. But do you know what the conversation was when the
what the conversation was when the children came in to Sunday school? Miss
children came in to Sunday school? Miss Wheeler called me. Miss Wheeler called
Wheeler called me. Miss Wheeler called my house. Miss Wheeler called She called
my house. Miss Wheeler called She called your house. She called my house, too.
your house. She called my house, too. And that was that was the biggest deal
And that was that was the biggest deal to them. And again, it was another
to them. And again, it was another element of, hey, this may not be my
element of, hey, this may not be my teacher at school, but this person who I
teacher at school, but this person who I see once a week knows who I am. Tell
see once a week knows who I am. Tell them on that phone call. Tell them that
them on that phone call. Tell them that you're praying for them. Tell them that
you're praying for them. Tell them that you're excited about the game. Maybe one
you're excited about the game. Maybe one day you'll get to go to one of their
day you'll get to go to one of their soccer games. That's huge. Absolutely
soccer games. That's huge. Absolutely huge. That's how you make a difference
huge. That's how you make a difference in your life. So if the biatitudes are
in your life. So if the biatitudes are in place and if these above very simple
in place and if these above very simple class management ideas are in place, you
class management ideas are in place, you know what? You are going to have a
know what? You are going to have a beautiful Sunday school time. Those
beautiful Sunday school time. Those problems that are really big right now
problems that are really big right now are going to get pretty small. And that
are going to get pretty small. And that way you can spend most of the time doing
way you can spend most of the time doing what you need to do. And that's giving
what you need to do. And that's giving them the meat of the scripture.
them the meat of the scripture. Everybody stand up.
Turn to your neighbor, the person who's going to be behind you, beside you, and
going to be behind you, beside you, and say, "We're going to get it done.
Hands on shoulders. Hands on knees. Hands behind you if you please. Two
Hands behind you if you please. Two thumbs up. Two thumbs down. Two thumbs
thumbs up. Two thumbs down. Two thumbs sideways. Two thumbs wiggling. Hands on
sideways. Two thumbs wiggling. Hands on shoulders. Hands on knees. Hands behind
shoulders. Hands on knees. Hands behind you if you please. I love you.
good obedience. You know what? We're going to sing one of my favorite songs.
going to sing one of my favorite songs. That's how you segue into again if you
That's how you segue into again if you mix it up. That was easy. That didn't
mix it up. That was easy. That didn't take everything that I did right there.
take everything that I did right there. I've never done before because I never
I've never done before because I never did it in that order before. That was
did it in that order before. That was just off the top of my head. So whether
just off the top of my head. So whether it's a silly little thing, getting it
it's a silly little thing, getting it done, what is the it? Well, that is sir.
done, what is the it? Well, that is sir. Anybody else need to sign up?
Anybody else need to sign up? Okay. Thank you. The getting it done is
Okay. Thank you. The getting it done is a typical Sunday school class or your
a typical Sunday school class or your children's ministry and we're going to
children's ministry and we're going to go through these parts and I'm going to
go through these parts and I'm going to get you to do some participation and um
get you to do some participation and um we'll see if maybe there's some things
we'll see if maybe there's some things that will help you in your preparation.
that will help you in your preparation. It's one thing to go be prepared. Be
It's one thing to go be prepared. Be prepared. Be prepared.
prepared. Be prepared. But how do I do songs? What are there
But how do I do songs? What are there special things I can do for songs? How
special things I can do for songs? How do I do sword draw? How do I do these
do I do sword draw? How do I do these things? So, let's go through and see
things? So, let's go through and see what we can do. But take a look at these
what we can do. But take a look at these little smiley.
little smiley. I'm not so smiling after all, are they?
I'm not so smiling after all, are they? Um, you know, sometimes we again, as I
Um, you know, sometimes we again, as I mentioned, if we didn't have the
mentioned, if we didn't have the students, if we didn't have that one, if
students, if we didn't have that one, if we didn't have that kid who was, you
we didn't have that kid who was, you know, just so distracted by things, it
know, just so distracted by things, it would be great. But I love this.
would be great. But I love this. Remember Jesus loves the little children
Remember Jesus loves the little children in whatever state they are in. And we
in whatever state they are in. And we have an opportunity to show compassion
have an opportunity to show compassion as well. I mentioned the teacher guide
as well. I mentioned the teacher guide earlier. This really is your best plan
earlier. This really is your best plan of attack. So Sunday you taught Sunday
of attack. So Sunday you taught Sunday school, whether it's Sunday afternoon,
school, whether it's Sunday afternoon, whether it's Monday morning in your
whether it's Monday morning in your personal devotion time, whether it is
personal devotion time, whether it is Monday evening, wherever you find it,
Monday evening, wherever you find it, start looking through it that week ahead
start looking through it that week ahead because there are things there may be um
because there are things there may be um it says scout ahead. There may be
it says scout ahead. There may be materials that you need to purchase
materials that you need to purchase during the course of the week. There may
during the course of the week. There may need to be things for an art project
need to be things for an art project that you need to get together. And if
that you need to get together. And if you wait till Saturday, you're going to
you wait till Saturday, you're going to be very frustrated and it's going to
be very frustrated and it's going to become a dreadful time. So let this be.
become a dreadful time. So let this be. Feel free to write in it. I don't know
Feel free to write in it. I don't know whose this is, but there are notes all
whose this is, but there are notes all through it. That's great. Make it your
through it. That's great. Make it your own. When I first started teaching, I
own. When I first started teaching, I literally wrote when it listed the
literally wrote when it listed the psalms, stand, sit. I actually wrote
psalms, stand, sit. I actually wrote down who my prayer people were going to
down who my prayer people were going to be. I wrote down who my song leaders
be. I wrote down who my song leaders were going to be because I I wanted
were going to be because I I wanted variety. I didn't want to call the same
variety. I didn't want to call the same child up every time, but that was my
child up every time, but that was my way. I visualized, we're going to stand
way. I visualized, we're going to stand for this, we're going to sit for this,
for this, we're going to sit for this, we're going to sit for that, but then
we're going to sit for that, but then we're going to stand. We're always going
we're going to stand. We're always going to have a quieter song right before the
to have a quieter song right before the Bible lesson. Like, I actually in my
Bible lesson. Like, I actually in my mind walked through from point A to
mind walked through from point A to point B. And boy, did that give me
point B. And boy, did that give me confidence. Now, when I walked into the
confidence. Now, when I walked into the room, did it always go like clockwork?
room, did it always go like clockwork? No. But because I was that prepared, I
No. But because I was that prepared, I could be flexible and go with the flow
could be flexible and go with the flow as needed to. So, this does give you
as needed to. So, this does give you confidence. Um, it gives you that plan
confidence. Um, it gives you that plan that is your core time management
that is your core time management feature. How do you save time during the
feature. How do you save time during the week? Stick with the plan because you
week? Stick with the plan because you know that it will work. By the way,
know that it will work. By the way, routine,
routine, some people love routine. Some people
some people love routine. Some people say, "Ah, I mix it up every week." Can I
say, "Ah, I mix it up every week." Can I tell you for working with this age of
tell you for working with this age of children, routine brings stability. It
children, routine brings stability. It brings calm. It saves you time and it
brings calm. It saves you time and it can be adjusted. That's fine. They And
can be adjusted. That's fine. They And you may um have a child who says, "Oh,
you may um have a child who says, "Oh, but we're supposed to sing now." Well,
but we're supposed to sing now." Well, we're going to do our verse now. That's
we're going to do our verse now. That's fine. But that routine, especially for
fine. But that routine, especially for your little ones, they have circle time,
your little ones, they have circle time, they have toy time, they have snack
they have toy time, they have snack time. They know where to go. Fourth,
time. They know where to go. Fourth, fifth graders, you may feel a little
fifth graders, you may feel a little insecure in your teaching ability, but
insecure in your teaching ability, but if you keep things absolutely routine,
if you keep things absolutely routine, then they get a sense that you know what
then they get a sense that you know what you're doing and they trust that.
you're doing and they trust that. Nothing wrong with routine. Routine is
Nothing wrong with routine. Routine is our friend. Routine helps us whether
our friend. Routine helps us whether you're new or experienced. By the way,
you're new or experienced. By the way, when um what we just did between these
when um what we just did between these sessions is called a transition. Plan a
sessions is called a transition. Plan a transition. If you've got the little
transition. If you've got the little toddlers,
toddlers, Google, find little poems and things
Google, find little poems and things that you can do that have hand motions.
that you can do that have hand motions. This is actually an Abeca teacher guide
This is actually an Abeca teacher guide for toddler. And in the back, it's all
for toddler. And in the back, it's all these poems and finger plays to get them
these poems and finger plays to get them up and moving around. There are
up and moving around. There are resources online for free that are these
resources online for free that are these same things. So, if you are an early
same things. So, if you are an early childhood teacher, find that because if
childhood teacher, find that because if you want to get the wiggles out, there's
you want to get the wiggles out, there's a poem for it. If you want a cleanup
a poem for it. If you want a cleanup song, there's a song for it. All you got
song, there's a song for it. All you got to do is go to Google. Don't you love
to do is go to Google. Don't you love Google?
Google? But that's part of your plan. And then
But that's part of your plan. And then whether you you put it on your iPad or
whether you you put it on your iPad or whether you print it out and you put it
whether you print it out and you put it on a clipboard, you always have it every
on a clipboard, you always have it every Sunday. They know that there's a snack
Sunday. They know that there's a snack song. They know that there's a walking
song. They know that there's a walking to the story time song. That routine is
to the story time song. That routine is wonderful. The same for the older
wonderful. The same for the older students.
Teaching tips. These teaching tips are all throughout these RVP materials. They
all throughout these RVP materials. They give you an idea of um visuals. They
give you an idea of um visuals. They give you options. If you can't do this
give you options. If you can't do this option, do this option. If you can't do
option, do this option. If you can't do this, do this. They they're they're
this, do this. They they're they're training you how to be a teacher through
training you how to be a teacher through these materials. You are better teacher
these materials. You are better teacher now than you were six months ago if you
now than you were six months ago if you have followed this teacher guide. So,
have followed this teacher guide. So, embrace it. Nothing wrong to add your
embrace it. Nothing wrong to add your own ideas, but do learn from those
own ideas, but do learn from those practical pointers. And then don't
practical pointers. And then don't forget the last one here is the how-to
forget the last one here is the how-to explanations
explanations in the front. So many times we we're
in the front. So many times we we're veteran teachers, we skip right to the
veteran teachers, we skip right to the first lesson and we don't read the
first lesson and we don't read the information that's in the front. Now, I
information that's in the front. Now, I I don't know with RBP if this changes
I don't know with RBP if this changes every um quarter, but I know with Joyful
every um quarter, but I know with Joyful Life it did. and what we would have
Life it did. and what we would have here. How to teach a song, how to teach
here. How to teach a song, how to teach a Bible verse, how to lead a child to
a Bible verse, how to lead a child to the Lord. And there's all kinds of
the Lord. And there's all kinds of things in the front of this RBP material
things in the front of this RBP material um that would help you with those
um that would help you with those teaching um ideas. There should even be
teaching um ideas. There should even be some tips on classroom management as
some tips on classroom management as well. It gives you confidence.
well. It gives you confidence. Well, that's your teacher prep now with
Well, that's your teacher prep now with the song time. There is value in singing
the song time. There is value in singing songs. Do you agree?
songs. Do you agree? Yes.
Yes. Not only is it preparation of the heart,
Not only is it preparation of the heart, but it's a call to worship. It gets your
but it's a call to worship. It gets your mind in tune before the lesson. And it's
mind in tune before the lesson. And it's such a calm environment. Um RBP with the
such a calm environment. Um RBP with the Sunday school materials has your CD. If
Sunday school materials has your CD. If there is a CD in the classroom to have
there is a CD in the classroom to have music playing as the children come in is
music playing as the children come in is wonderful. It just sets the tone um for
wonderful. It just sets the tone um for the rest of that Bible time.
the rest of that Bible time. Not only do they learn scriptural tr
Not only do they learn scriptural tr truths through the song, but it um it
truths through the song, but it um it also gives them an opportunity to get
also gives them an opportunity to get the wiggles out. Quick story. When we
the wiggles out. Quick story. When we lived in Texas, every Sunday faithfully,
lived in Texas, every Sunday faithfully, my father would say to my sister and me,
my father would say to my sister and me, "Kimberly, Pamela, what did you learn in
"Kimberly, Pamela, what did you learn in Sunday school? What'd you learn in
Sunday school? What'd you learn in Sunday school? What'd you do in Sunday
Sunday school? What'd you do in Sunday school?" And unfortunately
school?" And unfortunately it was we played this game or we got to
it was we played this game or we got to go play in the tires on the playground
go play in the tires on the playground or we sang Father Abraham. Father I
or we sang Father Abraham. Father I think Father Abraham was the only song I
think Father Abraham was the only song I knew as a child. The only one I remember
knew as a child. The only one I remember and you know that's that's kind of sad.
and you know that's that's kind of sad. So the way to help is before they leave
So the way to help is before they leave the room remind them what they learned.
the room remind them what they learned. Remind them of the new song that they
Remind them of the new song that they sang. remind them of the Bible lesson,
sang. remind them of the Bible lesson, the scriptural truth that came out about
the scriptural truth that came out about that. But do have variety. Do see the
that. But do have variety. Do see the value in playing or in learning the
value in playing or in learning the songs. And by the way, when you teach
songs. And by the way, when you teach the song, teach it with a smile on your
the song, teach it with a smile on your face. Again, we talked about Jesus loves
face. Again, we talked about Jesus loves them. You can't do that with a frown.
them. You can't do that with a frown. So, just simply say to them, fix your
So, just simply say to them, fix your face. If you have a song book, um, CDs,
face. If you have a song book, um, CDs, go ahead and use them. If you have song
go ahead and use them. If you have song visuals, some of them, um, for Jesus
visuals, some of them, um, for Jesus loves the little children. Now, these I
loves the little children. Now, these I happen to have in my Abecca stash, but
happen to have in my Abecca stash, but maybe even at garage sales or from
maybe even at garage sales or from um different computer programs and clip
um different computer programs and clip art and all. If you're doing Jesus loves
art and all. If you're doing Jesus loves the little children of the world, find
the little children of the world, find pictures, put them on plates, put sticks
pictures, put them on plates, put sticks on the bottom of the plates, and let
on the bottom of the plates, and let them hold that. That's absolutely fine.
them hold that. That's absolutely fine. The younger children enjoy those
The younger children enjoy those pictures. The older children enjoy more
pictures. The older children enjoy more motions. So, even if you say, "I don't
motions. So, even if you say, "I don't know what motions, but Jesus loves the
know what motions, but Jesus loves the little children of the world." Every
little children of the world." Every time it says children clap, do you know
time it says children clap, do you know how hard that is?
how hard that is? Because not only are you thinking the
Because not only are you thinking the words, but you're thinking of the one
words, but you're thinking of the one word to clap on. That would hold their
word to clap on. That would hold their attention and it would make sure that
attention and it would make sure that they would sing. So do um ask the Lord
they would sing. So do um ask the Lord to give you some ideas with that. And
to give you some ideas with that. And again, if you want to brainstorm, do you
again, if you want to brainstorm, do you know where to find me in church
know where to find me in church and when teaching the new song?
and when teaching the new song? Now, um I know my husband is the choir
Now, um I know my husband is the choir director
director and I have been asked numerous times, so
and I have been asked numerous times, so Kim, when are you gonna join the choir?
Kim, when are you gonna join the choir? We're still waiting.
We're still waiting. I cannot carry a tune.
I cannot carry a tune. I can blend, but the only reason I was
I can blend, but the only reason I was in high school choir was because of we
in high school choir was because of we our school in Virginia always made it to
our school in Virginia always made it to national competition. So, we got out of
national competition. So, we got out of class, but that was
class, but that was I know. And when I had opportunity at
I know. And when I had opportunity at Pensacola Christian to be a video
Pensacola Christian to be a video teacher for first grade, the
teacher for first grade, the administrator when he asked me if I
administrator when he asked me if I would do it, my first question was,
would do it, my first question was, "What about the singing?" He said, "We
"What about the singing?" He said, "We have a CD for you." So they muted me.
have a CD for you." So they muted me. So when I when I am asked,
So when I when I am asked, "No,
"No, [Laughter]
[Laughter] he still loves
he still loves [Laughter]
[Laughter] make a joyful noise.
make a joyful noise. So when I teach children a song, if
So when I teach children a song, if there is a CD, you better believe I'm
there is a CD, you better believe I'm using it. Um, but you may have the gift
using it. Um, but you may have the gift of a lovely singing voice. Don't, and
of a lovely singing voice. Don't, and even if not, don't feel badly the
even if not, don't feel badly the children if they already know it. We'll
children if they already know it. We'll help you get back on, too. So that's
help you get back on, too. So that's fine. Song in its entirety. Number two,
fine. Song in its entirety. Number two, the hum. That's really important because
the hum. That's really important because not only do they get to hear the tune
not only do they get to hear the tune again, but they're getting the words. So
again, but they're getting the words. So I would always say Hummer's ready and
I would always say Hummer's ready and they're
they're And then we would um hum with a song.
And then we would um hum with a song. Then we'd sing it together. We'd stand
Then we'd sing it together. We'd stand and sing and I'd teach some motions. So
and sing and I'd teach some motions. So that's just a general way. So I was
that's just a general way. So I was reading in the RBP materials and it
reading in the RBP materials and it actually said do a phrase and then have
actually said do a phrase and then have them repeat do a phrase. I I'm of the
them repeat do a phrase. I I'm of the opinion that that actually chops it up.
opinion that that actually chops it up. It slows it down a little bit. Um
It slows it down a little bit. Um children learn so much faster than we
children learn so much faster than we give them credit for. They can remember.
give them credit for. They can remember. So I mean they can quote commercials.
So I mean they can quote commercials. They can quote parts of movies. they can
They can quote parts of movies. they can learn these songs and anything that is
learn these songs and anything that is put to music they remember even faster.
put to music they remember even faster. So don't sell them short, you know, let
So don't sell them short, you know, let them hear the whole song and then go
them hear the whole song and then go from there. So I thought we'd take a
from there. So I thought we'd take a moment to do that. Oh, by the way, if
moment to do that. Oh, by the way, if you are doing the younger children, if
you are doing the younger children, if you make a sock puppet and he is your
you make a sock puppet and he is your songtime buddy for music, they would
songtime buddy for music, they would love that. So, when the sock puppet is
love that. So, when the sock puppet is up, everybody stands. When the sock
up, everybody stands. When the sock puppet goes down, everybody sits
puppet goes down, everybody sits quietly. When his mouth is open, your
quietly. When his mouth is open, your mouth is open because you're going to
mouth is open because you're going to get ready to sing. Don't do the puppets
get ready to sing. Don't do the puppets and umbrella.
and umbrella. [Laughter]
[Laughter] This is a failure failure song. Just
This is a failure failure song. Just listen though.
listen though. [Music]
[Music] [Applause]
[Applause] [Music]
[Music] Doing exactly what the Lord commands.
Doing exactly what the Lord commands. Doing it happily.
Doing it happily. Action is the key to it immediately. Joy
Action is the key to it immediately. Joy you will receive.
you will receive. Obedience is the very best way. Surely
Obedience is the very best way. Surely you believe
you believe O E I E N C E. Obedience is the very
O E I E N C E. Obedience is the very best way.
best way. Hey, now some of you started singing
Hey, now some of you started singing when you're supposed to just be
when you're supposed to just be listening.
school teacher in me would shake my head. The Sunday school teacher in me is
head. The Sunday school teacher in me is glad that you want to sing. So I'm just
show you exactly what
exactly what [Music]
[Music] it
it is.
is. Joy you will receive. Obience is the
Joy you will receive. Obience is the best.
Clap your hands two times. If you're ready to sing it,
ready to sing it, you may be seated. When we get ready to
you may be seated. When we get ready to spell it, watch my hands back.
spell it, watch my hands back. Sing it out and try some motions. I'll
Sing it out and try some motions. I'll show you some
[Music] funny
way to show that you believe it exactly what the Lord commands. Doing
it exactly what the Lord commands. Doing it happily.
it happily. Action is the key. Do it immediately.
Action is the key. Do it immediately. Joy you will receive.
Joy you will receive. Obedience is the very best way to show
Obedience is the very best way to show that you believe it. Obience
is the very best way. Show that you stretch up, stretch down, turn around,
stretch up, stretch down, turn around, sit down. Oh, and that
sit down. Oh, and that quietly.
quietly. Now, most of you knew that song, but if
Now, most of you knew that song, but if you didn't, would you leave Sunday
you didn't, would you leave Sunday school today knowing a lot of the words?
school today knowing a lot of the words? Yeah. Then you probably would sing it
Yeah. Then you probably would sing it again before you dismiss them, and then
again before you dismiss them, and then next week they're going to want to sing
next week they're going to want to sing that song that we stood up and down and
that song that we stood up and down and they may not remember it, but then you
they may not remember it, but then you also have opportunity to introduce the
also have opportunity to introduce the song, talk about how important it is to
song, talk about how important it is to obey what the song means. Um, don't get
obey what the song means. Um, don't get all preachy at them and talk five
all preachy at them and talk five minutes about the words of the song, but
minutes about the words of the song, but do give a lead in because there is value
do give a lead in because there is value to every Bible song that we sing. And
to every Bible song that we sing. And sometimes we just need to help point
sometimes we just need to help point that out to them. So, do vary the
that out to them. So, do vary the posture. Um, sometimes I would, if my
posture. Um, sometimes I would, if my hand was up, they would just sing loud
hand was up, they would just sing loud and as my hand went down, they sang
and as my hand went down, they sang softer and then they get louder and they
softer and then they get louder and they get softer. So, that's very easy,
get softer. So, that's very easy, especially for upper elementary. That's
especially for upper elementary. That's a very fun. And to even have one of the
a very fun. And to even have one of the students come up and just be the volume
students come up and just be the volume control while everybody else is singing.
control while everybody else is singing. That's very appropriate. Do have them
That's very appropriate. Do have them stand. You have them sit. You saw my
stand. You have them sit. You saw my motion. Even a 2-year-old stand can do
motion. Even a 2-year-old stand can do that. And um they can watch that
that. And um they can watch that carefully.
carefully. Do select song leaders. They love to
Do select song leaders. They love to come. I I've never had a child tell me
come. I I've never had a child tell me no to coming up front in the classroom
no to coming up front in the classroom and being a song leader. Um, don't call
and being a song leader. Um, don't call a visitor on the first time that they're
a visitor on the first time that they're there to come up to the front. You know,
there to come up to the front. You know, be sensitive to that. But they like to
be sensitive to that. But they like to come up if especially if you have
come up if especially if you have visuals to hold on to, um, they like to
visuals to hold on to, um, they like to be your leader there. Now, here's a
be your leader there. Now, here's a couple ideas for variety.
couple ideas for variety. Um, most of the songs when we're in
Um, most of the songs when we're in Sunday school, the children are seated
Sunday school, the children are seated at their seats, right? Tell them we're
at their seats, right? Tell them we're going to sing it choir style. Where is
going to sing it choir style. Where is the choir stand in church?
the choir stand in church? At the front first row, line up. Second
At the front first row, line up. Second row, line up. Third row, line up. And
row, line up. Third row, line up. And then you go to the back. Have them
then you go to the back. Have them pretend to have their himnil or their
pretend to have their himnil or their choir books. Check your smiles. Smiles.
choir books. Check your smiles. Smiles. Smiles. Ready, begin choir. And then you
Smiles. Ready, begin choir. And then you start your song. So just simply moving
start your song. So just simply moving them gets more of the wiggles out and
them gets more of the wiggles out and they like that. And then when they go
they like that. And then when they go and they see the big choir in the
and they see the big choir in the church, they have a greater sense of
church, they have a greater sense of what they have to do and how important
what they have to do and how important their smile is. Sometimes have the boys
their smile is. Sometimes have the boys just sing or just the girls. Um, I would
just sing or just the girls. Um, I would love having them face different
love having them face different directions. You know, they always look
directions. You know, they always look at this side. Have them turn and face
at this side. Have them turn and face the window. Have them turn and face the
the window. Have them turn and face the back of the room. Variety. Have them
back of the room. Variety. Have them look. They can look all different
look. They can look all different directions. Find something that's red in
directions. Find something that's red in the room. All right, let's sing. And
the room. All right, let's sing. And they're all all different directions.
they're all all different directions. what it is. It's routine because we're
what it is. It's routine because we're singing the song, but it's variety
singing the song, but it's variety within the routine that caught them off
within the routine that caught them off guard because they had never done that
guard because they had never done that before. Use emotion to signal the volume
before. Use emotion to signal the volume change. I had already mentioned that.
change. I had already mentioned that. Some of you think they I just don't see
Some of you think they I just don't see how that's going to work. Believe me,
how that's going to work. Believe me, the these are all tried and proven and
the these are all tried and proven and true to work. Try it. They will love.
true to work. Try it. They will love. And even if you do it Sunday morning and
And even if you do it Sunday morning and you've got somebody else in here has the
you've got somebody else in here has the same age group on Wednesday night
same age group on Wednesday night because you're two different people,
because you're two different people, you're going to say it two different way
you're going to say it two different way that they're they're going to like that.
that they're they're going to like that. They won't get tired of that. Prayer
They won't get tired of that. Prayer time. Develop a a pattern for prayer
time. Develop a a pattern for prayer time. And what I mean by that is
time. And what I mean by that is teaching them that this is communication
teaching them that this is communication to God. Let them pray. But prayer time
to God. Let them pray. But prayer time should not take 10 minutes. Not every
should not take 10 minutes. Not every student has to give a prayer request.
student has to give a prayer request. Sunday school time. I don't know how
Sunday school time. I don't know how long it is here. Is it 40 45 minutes for
long it is here. Is it 40 45 minutes for the children? Something like that.
the children? Something like that. Short.
Short. It's very short. So, if every child
It's very short. So, if every child gives a a prayer request, that's kind of
gives a a prayer request, that's kind of tough and it gets a little carried away
tough and it gets a little carried away and sometimes it turns into a gossip
and sometimes it turns into a gossip session, especially with third fifth
session, especially with third fifth graders. We don't need to know
graders. We don't need to know everything that's going on in their in
everything that's going on in their in their homes. So, one thing that I found
their homes. So, one thing that I found that worked really well, two two things.
that worked really well, two two things. Um, depending on their age, I would have
Um, depending on their age, I would have them write down their own prayer request
them write down their own prayer request and then there was a basket and we would
and then there was a basket and we would read that together. But the other thing
read that together. But the other thing that I really found, I had a spiral
that I really found, I had a spiral notebook and while the children came in,
notebook and while the children came in, they put their attendance sticker on,
they put their attendance sticker on, they sat down, they started coloring.
they sat down, they started coloring. Um, beginning of Sunday school, we would
Um, beginning of Sunday school, we would talk. I would go around to each student
talk. I would go around to each student and I would say, "Do you have a prayer
and I would say, "Do you have a prayer request?" "Oh, no." "Okay." And go to,
request?" "Oh, no." "Okay." And go to, "Do you have a price?" And that way
"Do you have a price?" And that way there was personal attention because I
there was personal attention because I knew I was only going to publicly call
knew I was only going to publicly call on three students. But that way every
on three students. But that way every child and I could communicate to them, I
child and I could communicate to them, I am praying for you. And then because it
am praying for you. And then because it was in my spiral notebook, I follow up
was in my spiral notebook, I follow up the next week. That was so special to
the next week. That was so special to them. It takes a little bit of time, but
them. It takes a little bit of time, but you've got some students that come
you've got some students that come pretty early and that would get a bulk
pretty early and that would get a bulk um of them and it gives you an
um of them and it gives you an opportunity to connect. Determine ahead
opportunity to connect. Determine ahead of time who's going to pray. Um, that
of time who's going to pray. Um, that way if you take a volunteer, it's
way if you take a volunteer, it's probably going to be the same person all
probably going to be the same person all the time. So, you do want to vary it.
the time. So, you do want to vary it. Listen to this. Um, again, another
Listen to this. Um, again, another Rebecca Sunday school teacher guide
Rebecca Sunday school teacher guide note. The goal is for each child to pray
note. The goal is for each child to pray independently. If a child is still very
independently. If a child is still very reluctant to pray, pleasantly encourage
reluctant to pray, pleasantly encourage him and then wait a couple of weeks and
him and then wait a couple of weeks and again assist him in the same manner. Do
again assist him in the same manner. Do not force a child who is timid, shy, or
not force a child who is timid, shy, or fearful, but encourage him. Um,
fearful, but encourage him. Um, sometimes I've had children that are so
sometimes I've had children that are so shy, but I'll have them come stand next
shy, but I'll have them come stand next to me just to get them used to being up
to me just to get them used to being up front. I would say, "Dear Jesus," they
front. I would say, "Dear Jesus," they say, "Dear Jesus, thank you for our
say, "Dear Jesus, thank you for our Sunday school. Thank you for our Sunday
Sunday school. Thank you for our Sunday school." And I would choose one request,
school." And I would choose one request, and it was this mimicking, but over the
and it was this mimicking, but over the next couple weeks, then they could do it
next couple weeks, then they could do it by themselves. Um, here here's something
by themselves. Um, here here's something to take to heart. I had a lady um who
to take to heart. I had a lady um who ended up working in Becca Publishing. I
ended up working in Becca Publishing. I knew her in college. time had her son in
knew her in college. time had her son in Sunday school in first grade Sunday
Sunday school in first grade Sunday school. He was fourth grade at the time
school. He was fourth grade at the time that this happened. Um she worked in our
that this happened. Um she worked in our publishing office and I had an
publishing office and I had an opportunity to work with her and all of
opportunity to work with her and all of a sudden when um you know they knew I
a sudden when um you know they knew I was getting married, they knew I was
was getting married, they knew I was leaving and so it was kind of these
leaving and so it was kind of these opportunities. It was just like parting
opportunities. It was just like parting words and Monica said to me, she's like,
words and Monica said to me, she's like, "Kim, you know, I've always really
"Kim, you know, I've always really appreciated what you have done for my
appreciated what you have done for my son." I thought, well, he wasn't his
son." I thought, well, he wasn't his school teacher. What What did I do for
school teacher. What What did I do for him? She said, "Do you remember calling
him? She said, "Do you remember calling my house? You left a message on the
my house? You left a message on the answering machine, and you said that the
answering machine, and you said that the prayed such a godly or God-honoring
prayed such a godly or God-honoring prayer, a prayer that was sincere, and
prayer, a prayer that was sincere, and that you could tell that we prayed
that you could tell that we prayed together as a family because of the way
together as a family because of the way that he prayed." Something like that.
that he prayed." Something like that. No, I don't remember doing this. She
No, I don't remember doing this. She said, "You did." And we kept that
said, "You did." And we kept that message. And she said, "You will have
message. And she said, "You will have no." and she started to cry. She said,
no." and she started to cry. She said, "You have no idea how that was a turning
"You have no idea how that was a turning point in our family." She said, "Then
point in our family." She said, "Then was getting into all kinds of trouble at
was getting into all kinds of trouble at school. They were at their wit's end.
school. They were at their wit's end. But to know that their son prayed, that
But to know that their son prayed, that their son that somebody commented on the
their son that somebody commented on the way that their son prayed that it was
way that their son prayed that it was true and heartfelt, she said that gave
true and heartfelt, she said that gave us hope and that was a turning point for
us hope and that was a turning point for that family." And here
that family." And here a two second phone call that I I just I
a two second phone call that I I just I I mean I I stand and when I hear
I mean I I stand and when I hear children pray
children pray some of this dear God thank you for this
some of this dear God thank you for this day. Amen.
day. Amen. Okay. Is that not to sound judgmental
Okay. Is that not to sound judgmental but is that a family that prays
but is that a family that prays or to hear them pray specifically for
or to hear them pray specifically for pastor for people for you know other
pastor for people for you know other missionaries and all.
missionaries and all. Wow. You know that they are accustomed
Wow. You know that they are accustomed to pray
to pray and I think a parent needs a pat on the
and I think a parent needs a pat on the back for that.
back for that. So if that opportunity comes up give
So if that opportunity comes up give give that parent that encouragement. I
give that parent that encouragement. I had no idea how it affected them
had no idea how it affected them and and you know to be able to hear that
and and you know to be able to hear that blessing on this side of it very very
blessing on this side of it very very special.
special. Be sure that you pray and that's just
Be sure that you pray and that's just giving them a good example um of how to
giving them a good example um of how to pray. Scripture memory. Um I was looking
pray. Scripture memory. Um I was looking at the RBP materials and there are all
at the RBP materials and there are all kinds of things that you can use to make
kinds of things that you can use to make your Bible verses and to make them fun.
your Bible verses and to make them fun. Color code them. Um you know maybe if
Color code them. Um you know maybe if you just have a piece of poster board
you just have a piece of poster board and you can use different markers.
and you can use different markers. Students love to, you know, stand on the
Students love to, you know, stand on the purple, sit on the yellow. So, they
purple, sit on the yellow. So, they would stand, sit, stand, and then maybe
would stand, sit, stand, and then maybe I'd have them shout on the red. So, give
I'd have them shout on the red. So, give them different directions. But if you
them different directions. But if you had it all in one color, that's harder
had it all in one color, that's harder to do. Um, you can write words up on the
to do. Um, you can write words up on the whiteboard and you can cover them with
whiteboard and you can cover them with pieces of construction paper and do the
pieces of construction paper and do the cover a word and have them practice
cover a word and have them practice that. Um, but variety there. the if
that. Um, but variety there. the if there is a picture like for younger
there is a picture like for younger children, if you were to get a catalog
children, if you were to get a catalog picture of children being kind to one
picture of children being kind to one another, they're going to remember that
another, they're going to remember that and teach be kind one to another and
and teach be kind one to another and explain it. Read the verse from the
explain it. Read the verse from the Bible. Um, one thing that children
Bible. Um, one thing that children absolutely love,
absolutely love, all is to do the mixup. So, after we've
all is to do the mixup. So, after we've practiced, I've read it from the Bible,
practiced, I've read it from the Bible, I've explained it, I've taught it, we
I've explained it, I've taught it, we practice it, I'll pass these out, and
practice it, I'll pass these out, and then the children will put themselves in
then the children will put themselves in order. that's a lot of fun for them and
order. that's a lot of fun for them and it gets a lot of students involved. Um,
it gets a lot of students involved. Um, and you can emphasize the verse because
and you can emphasize the verse because most likely it'll come out in the Bible
most likely it'll come out in the Bible lesson. Be sure you read the verse from
lesson. Be sure you read the verse from the Bible. Do explain it. You don't
the Bible. Do explain it. You don't again have to get all preachy. Just give
again have to get all preachy. Just give some key words. What does this mean to
some key words. What does this mean to them? And then recite it to have the
them? And then recite it to have the students join you. So when I would teach
students join you. So when I would teach this, and I've already read it from the
this, and I've already read it from the Bible, I would read normally, for with
Bible, I would read normally, for with God nothing shall be impossible. But
God nothing shall be impossible. But when I go to have them practice Luke
when I go to have them practice Luke 137, for with God nothing shall be
137, for with God nothing shall be impossible. Luke 137. Ready? Begin. Luke
impossible. Luke 137. Ready? Begin. Luke 1 137. For with God nothing shall be
1 137. For with God nothing shall be impossible. Luke 137. Now this time when
impossible. Luke 137. Now this time when we say nothing, cross your arms like
we say nothing, cross your arms like this. Nothing. And point to God. Ready?
this. Nothing. And point to God. Ready? Luke 137. For with God nothing shall be
Luke 137. For with God nothing shall be impossible. Luke 137. Even when I have a
impossible. Luke 137. Even when I have a really hard math test this week,
really hard math test this week, Luke 1:37, for with God nothing shall be
Luke 1:37, for with God nothing shall be impossible. Have you prayed about your
impossible. Have you prayed about your math? You know, if somebody gives you
math? You know, if somebody gives you those things, have you prayed about it?
those things, have you prayed about it? Talk to God because he's the one who can
Talk to God because he's the one who can help you. He's the one who can comfort
help you. He's the one who can comfort you. For with God, nothing shall be
you. For with God, nothing shall be impossible. Luke 1:37. And then maybe
impossible. Luke 1:37. And then maybe you have opportunity to um send little
you have opportunity to um send little verse cards home making them on 3x5
verse cards home making them on 3x5 cards. um maybe matching the same color
cards. um maybe matching the same color that you chose before, you can decorate
that you chose before, you can decorate them with little stickers or even let
them with little stickers or even let them decorate uh the card to go home so
them decorate uh the card to go home so they can practice that throughout the
they can practice that throughout the week.
week. And then um for variety, I've already
And then um for variety, I've already mentioned a few of these things.
mentioned a few of these things. Covering words and scrambled words, hand
Covering words and scrambled words, hand motions. Um sometimes, uh every word
motions. Um sometimes, uh every word does not need emotion. I just pick a few
does not need emotion. I just pick a few key words. Bury your voice, a quiet
key words. Bury your voice, a quiet voice, a loud voice. the echo method.
voice, a loud voice. the echo method. Um, this side of the room you'll be
Um, this side of the room you'll be loud. This side of the room you're as
loud. This side of the room you're as quiet. Luke or loud. Luke 137. For with
quiet. Luke or loud. Luke 137. For with God nothing
God nothing impossible. So I can, you know, go back
impossible. So I can, you know, go back and forth or I can have them say the
and forth or I can have them say the whole thing loud and then you all say
whole thing loud and then you all say the whole thing quiet. That's the echo
the whole thing quiet. That's the echo method. Clap to change directions. Every
method. Clap to change directions. Every time I clap, they're going to turn their
time I clap, they're going to turn their bodies again. Getting the bodies moving.
bodies again. Getting the bodies moving. That's very fun for them. And then those
That's very fun for them. And then those color words, stand, sit, quiet, shout,
and our activity book. Make sure that you have collated them ahead of time.
you have collated them ahead of time. Supply list, store your materials,
Supply list, store your materials, demonstrate your craft projects. By the
demonstrate your craft projects. By the way, when you are doing a craft project,
way, when you are doing a craft project, have an example
have an example already cut out. And I had these in my
already cut out. And I had these in my file.
file. So, if we're doing this Noah and the
So, if we're doing this Noah and the Ark, I'm already going to have one cut
Ark, I'm already going to have one cut out so I can show the children what it
out so I can show the children what it would look like. Um, and that way when
would look like. Um, and that way when we do an art project, step number one,
we do an art project, step number one, cut this. Step number two, don't get
cut this. Step number two, don't get ahead of me. They stay with me um doing
ahead of me. They stay with me um doing that art project step by step. Complete
that art project step by step. Complete those pages. Usually there's an
those pages. Usually there's an attendance chart. Make a big deal about
attendance chart. Make a big deal about the stickers that they get to put on
the stickers that they get to put on their attendance chart. Um, some
their attendance chart. Um, some churches I know have cork strips and
churches I know have cork strips and that way when the children come in,
that way when the children come in, their attendance chart is right there
their attendance chart is right there and they can see that. And then if there
and they can see that. And then if there are sticker badges or maybe you've
are sticker badges or maybe you've bought big stickers to give them, you
bought big stickers to give them, you would have those ready at that time.
would have those ready at that time. your visuals, whether they're Bible
your visuals, whether they're Bible flashcards, whether they're um
flashcards, whether they're um materials, things that you use to
materials, things that you use to enhance. Just because you teach fifth
enhance. Just because you teach fifth grade, don't think that they're not
grade, don't think that they're not interested in pictures. A picture is
interested in pictures. A picture is worth a thousand words. Now, if I'm
worth a thousand words. Now, if I'm teaching younger children, I will say,
teaching younger children, I will say, "Look at this." And I will I will get
"Look at this." And I will I will get animated about what's on the card. If
animated about what's on the card. If I'm teaching older children, I'll just
I'm teaching older children, I'll just hold it. I may not even point to it, but
hold it. I may not even point to it, but I'm going to let their eyes roam over it
I'm going to let their eyes roam over it because that's going to mean something
because that's going to mean something to them. Um, if you have opportunity to
to them. Um, if you have opportunity to use flashcards, I know RVP does have
use flashcards, I know RVP does have those. Do avoid the pacing back and
those. Do avoid the pacing back and forth.
forth. Just not a very helpful thing.
Just not a very helpful thing. Um, so stand in place. Make sure
Um, so stand in place. Make sure everybody can see. Hold it next to your
everybody can see. Hold it next to your face so that they maintain eye contact
face so that they maintain eye contact with you. If you're using flannel graph,
with you. If you're using flannel graph, make sure that you have them cut out in
make sure that you have them cut out in the order that you're going to use them.
the order that you're going to use them. And then as you're telling the story,
And then as you're telling the story, you're you're comfortable enough with
you're you're comfortable enough with the story that you can just put them up
the story that you can just put them up and you've practiced ahead. The first
and you've practiced ahead. The first time you use plain graphs, pieces are
time you use plain graphs, pieces are going to fall and it's just going to be
going to fall and it's just going to be awful. So do practice that at home
awful. So do practice that at home before you come into your Sunday school
before you come into your Sunday school time. Now, the lesson length, if you are
time. Now, the lesson length, if you are a two, three, fouryear-old, your Bible
a two, three, fouryear-old, your Bible lesson, maybe not even five minutes, and
lesson, maybe not even five minutes, and that's okay. That's their attention
that's okay. That's their attention span. That's what they can hear. Ask
span. That's what they can hear. Ask them questions throughout. But primary,
them questions throughout. But primary, they can handle about a 12 to 15 minute
they can handle about a 12 to 15 minute lesson. So, you get up to upper
lesson. So, you get up to upper elementary, maybe up to 17 minutes, but
elementary, maybe up to 17 minutes, but don't don't hit 20.
don't don't hit 20. I mean, you've been in here just about
I mean, you've been in here just about two hours. And there were moments of
two hours. And there were moments of peak listening and then down and peak
peak listening and then down and peak listening and down. And it's the same
listening and down. And it's the same thing with the children. If you wax
thing with the children. If you wax eloquently on and on and on and on,
eloquently on and on and on and on, they're going to hear the beginning,
they're going to hear the beginning, they'll hear pieces of the middle, and
they'll hear pieces of the middle, and they may hear the end, but they're going
they may hear the end, but they're going to lose the other stuff in between. So,
to lose the other stuff in between. So, do be sensitive to the time. Now, this
do be sensitive to the time. Now, this is just a thought. We serve a great and
is just a thought. We serve a great and mighty God. Look at these three things.
mighty God. Look at these three things. Telling is helping someone to know to
Telling is helping someone to know to know who Jesus is. to know the facts of
know who Jesus is. to know the facts of scripture. Teaching is helping someone
scripture. Teaching is helping someone to know and grow. Why? Because teaching
to know and grow. Why? Because teaching gives the application. What am I going
gives the application. What am I going to do with this? So telling head
to do with this? So telling head knowledge,
knowledge, teaching
teaching action, know and do. Training goes a
action, know and do. Training goes a step further is helping someone to know,
step further is helping someone to know, grow, and I've kind of put these
grow, and I've kind of put these together and do. So telling, teaching,
together and do. So telling, teaching, and training. That's one of the reasons
and training. That's one of the reasons P um Plantation Baptist chose to have a
P um Plantation Baptist chose to have a teacher training seminar. We want to
teacher training seminar. We want to train you everybody on the same page,
train you everybody on the same page, give you a few new ideas, encourage you
give you a few new ideas, encourage you that God has called you to this, but
that God has called you to this, but ultimately remember it's all about
ultimately remember it's all about leading a child to the Lord and the
leading a child to the Lord and the spiritual growth. Please
spiritual growth. Please the time l
the time l is that including reading the scriptures
is that including reading the scriptures in the Bible?
in the Bible? Well, that's
Well, that's I mean less than 20 minutes because 20
I mean less than 20 minutes because 20 minutes is cutting them off. Yeah,
minutes is cutting them off. Yeah, you're if you can think of a preaching
you're if you can think of a preaching service from the time Pastor Hunter gets
service from the time Pastor Hunter gets up to the time he closes in prayer, you
up to the time he closes in prayer, you know, it his goes about 30 minutes,
know, it his goes about 30 minutes, yours would go 20 minutes.
yours would go 20 minutes. So yeah, that and that would include
So yeah, that and that would include because we do have the kids read the
because we do have the kids read the Bible in the class and sometimes when
Bible in the class and sometimes when they're opening up the Bible
they're opening up the Bible and and that's where you know depending
and and that's where you know depending on their age if you're helping them
on their age if you're helping them again flexibility but if you see them
again flexibility but if you see them start to squirm then then you know that
start to squirm then then you know that your time is done. Now
your time is done. Now I tend to do this. We We are on our very
I tend to do this. We We are on our very last page and the good news is most of
last page and the good news is most of what this is I've already told you. So,
what this is I've already told you. So, will you give me three minutes and I
will you give me three minutes and I will be completely done. I promise.
will be completely done. I promise. Three minutes. Okay. So, with the Bible
Three minutes. Okay. So, with the Bible lesson, we've already talked about
lesson, we've already talked about preparing. We've talked about what
preparing. We've talked about what teaching is, but we have not talked
teaching is, but we have not talked about reviewing. That is so important.
about reviewing. That is so important. Teaching is a holy calling and its
Teaching is a holy calling and its preparation must not be relegated to the
preparation must not be relegated to the spare moments that are left after
spare moments that are left after everything else is done. Maybe right now
everything else is done. Maybe right now you came in with classroom management as
you came in with classroom management as your number one concern. You prepare
your number one concern. You prepare everything else so then you can be free
everything else so then you can be free to manage the class and be positive and
to manage the class and be positive and greet the children. You've got to start
greet the children. You've got to start early on in the week. Add the scripture
early on in the week. Add the scripture that you are going to be um the lesson
that you are going to be um the lesson that you're going to be teaching. Add
that you're going to be teaching. Add that to your personal devotions. Read it
that to your personal devotions. Read it through every day in addition to what
through every day in addition to what you do. So again it becomes wrote it
you do. So again it becomes wrote it becomes part of what you are doing. Do
becomes part of what you are doing. Do pray. So number one on your handout
pray. So number one on your handout there is prepare. Be sure that you are
there is prepare. Be sure that you are praying over your lesson your
praying over your lesson your preparation. Ask the Lord to guide your
preparation. Ask the Lord to guide your preparation. Ask him to give you
preparation. Ask him to give you applications. Ask him to bring different
applications. Ask him to bring different things to your mind that would um help
things to your mind that would um help the students. Ask the Lord for age
the students. Ask the Lord for age appropriate applications making it real
appropriate applications making it real for them. Ask the Lord to speak to your
for them. Ask the Lord to speak to your heart. You should be different as a
heart. You should be different as a result of studying that Bible lesson. If
result of studying that Bible lesson. If you're not, I I don't want to say then
you're not, I I don't want to say then you really didn't study, but the Holy
you really didn't study, but the Holy Spirit can use any part of scripture.
Spirit can use any part of scripture. So, make sure that you said something.
So, make sure that you said something. Let the Lord speak to your heart. Prayer
Let the Lord speak to your heart. Prayer is your lifeline. It is the only way you
is your lifeline. It is the only way you can see changes in the hearts and lives
can see changes in the hearts and lives of your students. Your ultimate success
of your students. Your ultimate success reflects your dependence on the Lord. Be
reflects your dependence on the Lord. Be sure to thank him when Sunday school is
sure to thank him when Sunday school is done for what he did. And then be sure
done for what he did. And then be sure to read the scripture. RBP um gives you
to read the scripture. RBP um gives you the scripture to read in the Bible
the scripture to read in the Bible lesson. Make sure you read that first.
lesson. Make sure you read that first. Then read what they give you in their
Then read what they give you in their book is the narrative. That's putting it
book is the narrative. That's putting it into a more conversational form. But you
into a more conversational form. But you should not be hundreds of years before
should not be hundreds of years before Jesus was born. God's people, the
Jesus was born. God's people, the Israelites, worshiped God in a tent
Israelites, worshiped God in a tent called the tabernacle. A special piece
called the tabernacle. A special piece of furniture in the tabernacle was the
of furniture in the tabernacle was the ark of the covenant. the ark of the
ark of the covenant. the ark of the covenant represent.
covenant represent. No student is going to care if you
No student is going to care if you accidentally talked about this before
accidentally talked about this before you talked about that. You should be
you talked about that. You should be familiar enough with it that you can be
familiar enough with it that you can be conversational. The top of my head, the
conversational. The top of my head, the the um eyelids do not communicate. I
the um eyelids do not communicate. I need to be comfortable enough to talk to
need to be comfortable enough to talk to you through that. And sometimes that's
you through that. And sometimes that's practicing in front of the mirror. Read
practicing in front of the mirror. Read the scripture. We already talked about
the scripture. We already talked about applications. your lesson guide there.
applications. your lesson guide there. Teaching, open your Bible. If you have
Teaching, open your Bible. If you have flannel graph, that's easy. Stick the
flannel graph, that's easy. Stick the flannel graph right in there. If you're
flannel graph right in there. If you're using flashcards, um maybe you have a
using flashcards, um maybe you have a Bible there. Let them see you use it.
Bible there. Let them see you use it. Tell the story. You know, students love
Tell the story. You know, students love stories. They absolutely love stories.
stories. They absolutely love stories. So, tell it as a story. Be p purposeful.
So, tell it as a story. Be p purposeful. Maintain your energy.
Maintain your energy. Applications. We've already mentioned
Applications. We've already mentioned age appropriate spread throughout. You
age appropriate spread throughout. You know, you don't want to give every
know, you don't want to give every application at the end. Now, what this
application at the end. Now, what this Bible lesson means is because they're
Bible lesson means is because they're going to tune you out. Do that
going to tune you out. Do that throughout. You're doing Jonah, he ran
throughout. You're doing Jonah, he ran from God. Why did he run from God? And
from God. Why did he run from God? And and you can give applications even
and you can give applications even there. What should he have done? If you
there. What should he have done? If you were in Jonah's place, do you think you
were in Jonah's place, do you think you would have done the same thing? That's
would have done the same thing? That's completely appropriate to do throughout.
completely appropriate to do throughout. And then after you've taught the lesson,
And then after you've taught the lesson, do pray. That brings closure. Pray
do pray. That brings closure. Pray specifically. It leaves something in
specifically. It leaves something in their mind of what was the most
their mind of what was the most important thing. Lord, we've talked
important thing. Lord, we've talked about quick obedience. So he arose and
about quick obedience. So he arose and went. So he went and did in first Kings
went. So he went and did in first Kings 16 verse three different times where
16 verse three different times where with Elijah. So he went and did. You
with Elijah. So he went and did. You emphasize that. So your closing prayer,
emphasize that. So your closing prayer, Lord, thank you for the attention of
Lord, thank you for the attention of these students. May they remember to be
these students. May they remember to be like Elijah in their quick obedience.
like Elijah in their quick obedience. Could somebody say about them? So he
Could somebody say about them? So he went and did help us this week to be
went and did help us this week to be mindful of that. Amen. So you take
mindful of that. Amen. So you take whatever was your core application close
whatever was your core application close specific application and then you could
specific application and then you could say we heard about Elijah. God provided
say we heard about Elijah. God provided for Elijah by the widow woman and and
for Elijah by the widow woman and and the flower and it didn't um didn't end
the flower and it didn't um didn't end finish. But what happened to Ahab and
finish. But what happened to Ahab and Jezebel? They're still part of the
Jezebel? They're still part of the story. They're still trying to get
story. They're still trying to get people to turn to Baal. what's going on
people to turn to Baal. what's going on with them? God's not done with them yet.
with them? God's not done with them yet. Next week, we'll talk more about Ahab
Next week, we'll talk more about Ahab and Jezebel and their consequences
and Jezebel and their consequences of sin. You leave it like that. Then the
of sin. You leave it like that. Then the child because they know consequence.
child because they know consequence. They're like, "Oh, I want to find out.
They're like, "Oh, I want to find out. Did they get in trouble?"
Did they get in trouble?" And then be sure the next week, review
And then be sure the next week, review the story you taught this week. Just
the story you taught this week. Just asking some um some key questions. Let
asking some um some key questions. Let the students do most of the talking.
the students do most of the talking. Review those applications. That's why
Review those applications. That's why it's so beneficial for you to write
it's so beneficial for you to write applications in your teacher guide. So
applications in your teacher guide. So when you study the next week, you can
when you study the next week, you can review, you can remember what you um
review, you can remember what you um what you actually talked about there. So
what you actually talked about there. So inspiring young children are closing
inspiring young children are closing thoughts. Seek God's thoughts, realize
thoughts. Seek God's thoughts, realize their need for a savior, be conformed to
their need for a savior, be conformed to his image, and learn of Christ's
his image, and learn of Christ's example. That truly is our prayer. So,
example. That truly is our prayer. So, have you seen um or picked up a few
have you seen um or picked up a few ideas that you can take into your your
ideas that you can take into your your um children's ministry time? I hope so.
um children's ministry time? I hope so. And throughout the rest of the day,
And throughout the rest of the day, maybe the Lord will bring different
maybe the Lord will bring different things to your mind. Look at your
things to your mind. Look at your handout. Ask him to bring thoughts, too,
handout. Ask him to bring thoughts, too, because he's enabled you, right?
because he's enabled you, right? So, now it's your turn to be found
So, now it's your turn to be found faithful. I sure appreciate these extra
faithful. I sure appreciate these extra few minutes. And I'm so sorry I kept you
few minutes. And I'm so sorry I kept you over, but thank you. You're very
over, but thank you. You're very attentive. and we'll pray that the Lord
attentive. and we'll pray that the Lord continues to work here in the children's
continues to work here in the children's ministry of PBC.
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