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Evangelical Chinese Church of Seattle Redmond Campus: 17460 NE 67th Ct., Redmond, WA 98052
www.eccseattle.org
tel 206.789.6380
email [email protected]
March 8, 2014
ECC-Redmond
Campus
T r a i n i n g H a n d b o o k
TIME: PM WORKSHOP LOCATION SPEAKER PAGE #s
12:45 Early Bird Special Cantonese
Worship
Sharon Chiang To —
1:00-2:00 General Session: Virtual World vs. Real World Cantonese Sharon Chiang To 3-4
1 0 - m i n u t e B r e a k
2:10-3:00
Choose One:
Answering Kids’ Questions Biblically
Ministering to Children with Special Needs
Games & Activities Idea Tool Box
Rm 116
Rm 106
Cantonese
Worship
Elsa Hwee
Dania Liu
Irene Chou/Gordon Sun
5-7
8-12
13-17
1 0 - m i n u t e B r e a k
3:10-4:00
Choose One:
Mentorship Training: Who? What? How?
TA and Beyond
Games & Activities Idea Tool Box
Rm 106
Rm 116
Cantonese
Worship
Jessica Chen
Keri Chang
Irene Chou/Gordon Sun
18-19, 48-49
20-25, 46
13-17
1 0 - m i n u t e B r e a k
4:10-5:00
Choose One:
Effective Teaching:
Teaching Mixed Elementary-Aged Classes
Teaching Preschoolers
Hands-On Training for Teaching Toddlers
Rm 106
Rm 116
Rm 101
Jennifer Sun
Ginnie Tseng
Emmie Lo/Betty Lee
26-27
28-33
34-43
Cantonese
Worship 106
116
101
English Worship
109 107
108 110
Mandarin Worship
Choir Room
117
114
115 102
103 105
111
M a p o f Wo rs h i p C e n te r — 1 s t F l o o r
I. The Fact
II. The Identity
III. A Check-list for Balanced Teaching
W________________
D_________________
F_________________
S_________________
M________________
Notes:
Notes:
Notes:
I. Know your audience:
A. Developmental Stages —
B. Personality Differences —
1.
2.
3.
II. Be prepared: gather lots of ideas, illustrations, analogies, etc...
A. Bible = Old Testament (Messiah coming) + New Testament (Messiah has come)
B. God as Creator
C. Trinity: apple/egg; sun—same essence but different persons
D. Angels (be a little afraid of them) and Demons (don’t over focus or fear them)
E. Sin — missing the mark
F. GRACE = God’s Riches At Christ’s Expense
III. The Bible vs. Science:
Science seeks truth by experimenting, measuring, predicting or modifying
History is confirmed by eye witnesses, historical records, and archaeological findings
IV. The Bible: History AND Science AND logic AND Life Testimonials
V. Sample Questions
VI. Ultimate Goal:
Not information
But transformation by being channels of God’s grace by
continually pointing to the Truth of God’s Word and the
gospel of Jesus
VII. Discussion: Your ideas? Questions?
age typical questions how to respond
toddlers
(2-3 ys)
4-6 ys
7-9 ys
9-12 ys
Resources:
Answers to Your Kids' Questions — by Charles Colson and Harold Fickett: 100 of the most pressing questions teenagers have about God, evil, evolution, sex, culture, school, and their future
Don't Check Your Brains at the Door — by Josh McDowell:
Addresses common myths about God, the Bible, religion, and life, showing
how Christianity stands up to the test of fact and reason
True for You But Not for Me — by Paul Copan:
Fast, effective answers to today's tough questions and slogans that often
leave Christians speechless
How to Stay Christian in College — by J. Budziszew: To guide you through the
maze of campus realities, including dating, sex, honesty, and more
http://www.rbc.org/bible-study/answers-to-tough-questions/home.aspx
A variety of answers to commonly asked questions covering numerous topics
http://www.answersingenesis.org
Addressing questions on creation, evolution, and more
http://royalrangers.com (search “10 questions kids ask about God”)
1. Why did God make us? –age 5
2. If God made everything and everybody, then who made God? –age 8
3. How come we can’t see God? –age 9
4. How big is God? –age 10
5. Does God like everybody? –age 6
6. Does God have a family? –age 3
7. Does God listen to my thoughts? –age 10
8. Will God help me play sports better? –age 11
9. What does God’s voice sound like? –age 7
10. When is God coming back to get me? –age 11
Notes:
A. Who are children with special needs?
Ice-breaker group activities; group brain-storming
B. What are the major characteristics and some strategies
The most common disabilities you might see at church that might pose some challenges to you are:
1. Speech and Language Delays
Characteristics:
Kids may have trouble producing speech sounds, using spoken language to communicate, or
understanding what other people say
Some Strategies:
Focus on interactive communication
Use active listening
Incorporate the student’s interests into speech
Ensure that the student has a way to appropriately express their wants and needs
Reinforce communication attempts (e.g. their gestures, partial verbalizations) when
the student is non-verbal or emerging-verbal
Paraphrase back what the student has said or indicated
2. Autism Spectrum Disorder
Characteristics:
Autism affects different developmental areas as early as 18-months
Language: There are communication delays (not just language delays)
Social Skills: Lack of interaction with others
Behavior: There is often a display of repetitive
behaviors, such as turning in circles or flapping
their hands. They develop specific routines and
rituals and may become disturbed when these
are changed or altered in any way.
Sensory sensitivity
Delays in motor skills
Some Strategies:
Be consistent
Stick to a schedule and pre-warning for
changes in schedule/activities
Reward good behavior
Find nonverbal ways to connect
Look for nonverbal cues
Figure out the need behind the tantrum
Pay attention to the child’s sensory sensitivities
Notes:
3. Cognitive Delays
Characteristics:
IQ score of less than 70; has existed during childhood.
People with an intellectual disability have difficulties in:
Understanding complex information
Using logical thinking to plan ideas and solve problems
Following directions and instructions, particularly those
which involve multiple steps or complex information
Using judgment and abstract thought
Some Strategies:
Use concrete items/examples to explain new concepts and provide practice in existing skill areas
Role model desired behaviors, and clearly identify what behaviors you expect in the classroom
Plan ahead with your class activities
Do not overwhelm a student with multiple or complex instructions
Use strategies such as chunking, backward shaping & role modeling as helpful teaching approaches
Be explicit about what it is you want your student to do
Learn about the needs and characteristics of your student
Some students enjoy listening to taped stories either through headsets at a listening post, or via
an iPod or similar tool
4. Social/Emotional Disorders:
Characteristics:
An inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to create or sustain reciprocal relationships with peers and teachers
Inappropriate types of behavior or feelings in typical situations or environments
A pervasive mood of unhappiness or depression
Frequent occurrences of physical symptoms or fears attached to personal or school problems
Some Strategies:
Learn more about the student’s specific
mental health disturbance
Learn more about the student’s strengths, too
Remember, they are kids first
Support the student’s inclusion
Set clear behavioral rules and expectations for
the entire class. An example of a good rule:
Respect the learning and safety of others.
Provide accommodations in the classroom
Communicate with the student’s parents
Notes:
5. Learning Differences/Disabilities
Characteristics: Learning disabilities affect one in ten children to varying degrees and with early
recognition and professional intervention, special education and therapy can be accessed by aware
teachers and parents. There are many types of learning disabilities such as dyslexia (inability to read),
aphasia and apraxia (speech disorders) visual and audio difficulties, all affecting a child’s study skills,
oral, reading and math skills and in turn their social skills.
Some Strategies:
Set the stage for learning by telling children why the material is important, what the learning goals
are, and what the expectations are for quality performance.
Use specific language. Instead of saying, "Do quality work," state the specific expectations.
Have the student repeat back the instructions for a task to ensure s/he understands.
Clearly define classroom expectations for work and behavior.
6. ADHD (Attention Deficit Hyperactivity Disorder)
Characteristics: There are three different types of ADHD:
Inattention: A child can’t focus and is easily distracted
Hyperactivity/Impulsivity: Excessive energy to the point where a child can’t sit still or is fidgety
Combined Type: A child displays signs of both Inattention and Hyperactivity/Impulsivity, and the
symptoms have persisted for at least 6 months
Some Strategies:
Seat the student near the action and insist on eye contact
Give a predetermined signal that directions are forthcoming
Ask the student to repeat the directions back to you
Draw the student into group discussions
Encourage interactions with two or three peers who will be accepting
Use a “secret” signal that both of you have agreed upon in private as a reminder to tune in
Bring the student back from daydreaming by standing near their chair or putting your hand on
their shoulder
Restate directions in a different way
Use visual reinforcement for verbal instruction
Notes:
Guidelines for Persons Who are Distractible:
Allow the person to move to a quiet, isolated area that is free of distractions
Do not allow talkative students to distract the student
Divide the activity into smaller segments and ask the student to check with
you as they finish each segment.
Challenge the student to compete with a clock or kitchen timer
Make sure the task is not beyond the student’s skill level
Frequently announce the amount of time left to complete the task
Allow the student to work with a peer partner who is not distractible
Work through the first of the activity with the student
C. Resources
Ministering to Children with Disabilities Book List:
Special Needs, Special Ministry — contributing authors Jim Pierson,
Louise Tucker Jones, Pat Verbal, Group Publishing, 2004
Exceptional Teaching: A Comprehensive Guide for Including
Students with Disabilities — by Jim Pierson, Standard Publishing, 2002
When God Weeps: Why our Sufferings Matter to the Almighty —
by Joni Eareckson Tada and Steve Estes, Zondervan, 1997
Read Aloud Bible Stories, Vol. 1
Read Aloud Bible Stories, Vol. 2
Read Aloud Bible Stories, Vol. 3
Read Aloud Bible Stories, Vol. 4
Parables Jesus Told — by Ella K. Lindvall, Moody Publishers
All God’s Children: Ministry With Disabled Persons — by Gene Newman and Joni Eareckson Tada,
Zondervan, 1993
No Disabled Souls: How to Welcome People with Disabilities into Your Life and Your Church — by Jim
Pierson, Standard Publishing, 1998
Web Sites:
www.desiringgod.org — Pastor Piper’s sermons and other resources
www.bbcmpls.org — Bethlehem Baptist Church/Disability Ministry
www.joniandfriends.org — Ministry site of Joni Eareckson Tada
www.thepauleyproject.org — A dad’s journey with God & what He has to say in His Word about disability
www.aboutfacenow.blogspot.com — A blog site addressing disability and hope in God
Notes:
Games & Activities Idea Tool Box
I. Introduction
II. Game/activity time
III. Why GAMES/ACTIVITIES – the PURPOSE of playing games/doing activities
IV. WHEN games/activities?
V. WHAT games/activities? Selecting the right game/activity for the right group of students before playing
the game
VI. How to conduct a game or an activity successfully? Tips for managing a game, dynamics during the game/
activity session
VII. What is the message we are trying to get across? – A fun game is not always a good game.
Notes:
VIII.Book Resources For Games Ideas
IX. Some Useful Websites
Address Main Content
childrenschurchgames.com Game ideas
kidssundayschool.com Children Ministry resources
daniellesplace.com Crafts, activities
christiancrafters.com Crafts, stories, lesson plans, lots more
ebibleteacher.com/children/ Sunday School resources
applesaucekids.com Free Christian resources
biblekidsfunzone.com Sunday School resources for preschoolers
child-bible-lessons.com/childbiblegames Bible games
christianpreschoolprintables.com Preschool printable
X. For Younger Children:
Instead of Ring-Around-the-Rosie:
Round and round Jericho Round and round Heaven
Quiet as can be! See Jesus on His throne!
The trumpet blows! We give a SHOUT! Worship Him! Worship Him!
The Walls. Fall. Down! We All. Bow. Down!
Instead of The Hokey Pokey: Instead of London Bridge:
You put your right hand in! “I have loved you,” says the Lord
You put your right hand out! Says the Lord, says the Lord!
You put your right hand in “I have loved you,” says the Lord
And you shake it all about! “I love [insert name of child here]!”
You give your heart to Jesus
And He turns your life around!
That’s what it’s all about!
Instead of Old MacDonald Had a Farm:
God told Noah to build a boat, E-I-E-I-O!
And on this boat he brought two ___________! E-I-E-I-O!
With a _____ _____ here, and a _____ _____ there!
Here a _____! There a _____! Everywhere a _____ _____!
God told Noah to build a boat, E-I-E-I-O!
Instead of The Farmer in the Dell: Noah takes a wife!
Noah in his boat! Adam’s in the garden! Noah takes a wife! Etc...
Noah in his boat! Adam’s in the garden!
Hallelujah! Praise the Lord! Hallelujah! Praise the Lord! Adam takes a wife!
Noah in his boat! Adam’s in the garden! Adam takes a wife! Etc...
1. What It Is
2. How It Works
3. Requirements for Becoming a Mentor: O.T.H.E.R. -centered
1. What It Is:
a 3-month (1-quarter) commitment
a week-by-week opportunity to observe and be involved in teaching small
portions of Sunday school lessons in a secure and safe environment
with the goal of being able to teach an entire lesson by the end of the quarter
2. How It Works:
CFM director will assign 2-3 trainees each quarter
we follow a weekly schedule to allow the trainee ample time and opportunity to observe, ask
questions and receive feedback, and slowly be immersed in doing one aspect of the lesson, gradually
increasing their responsibilities week by week (see handbook page 49)
3. Requirements for Becoming a Mentor: O.T.H.E.R. -centered
In order to become a mentor you need to be:
O: ________________________________________________________________________________
________________________________________________________________________________
T: _________________________________________________________________________________
________________________________________________________________________________
H: ________________________________________________________________________________
________________________________________________________________________________
E: _________________________________________________________________________________
________________________________________________________________________________
R: ________________________________________________________________________________
2 Timothy 2:2 (NIV):
And the things you have heard me say in the presence of many witnesses
entrust to reliable people who will also be qualified to teach others.
Notes:
God wants a community of leaders with one purpose – the advancement of his Kingdom!
We are not ministry building, we are Kingdom building! In the midst of a lost culture, we want to be
culture-shaking, not culture-shaped!
PSALM 102:18
“Let this be written for a future generation, that a people not yet created may praise the Lord”
The Satisfaction of Helping Students Overcome_____________.
A teaching assistant is often tasked with helping students overcome learning difficulties,
and the feeling of satisfaction when you do this is second to none. A head teacher simply
doesn’t have enough time to focus their attention on a single student for long periods of
time. This is where the teaching assistant role comes into play, and it’s one of the key rea-
sons why the job exists.
The _____________ Moment.
Teaching the salvation concept to a child and then seeing them internalize this is one of the
best parts of being a teaching assistant. The look of joy on a student’s face when they
demonstrate their understanding and answer classroom questions unassisted is priceless.
A teaching assistant is in a unique position to give extra support to students and make sure
they are truly receiving the blessing of understanding. And consider the lessons we are
teaching have eternal purpose!
Every _______________ is Different.
Variety is the spice of life, and no two Sundays are ever the same when you’re a teaching
assistant. Flexibility is a must-have personal attribute, and this aspect of the job means that
your day will always throw up a few surprises. This is part of the job that makes assistant
teaching so unique, and boredom is rarely an issue when working in this ministry role!
TA and Beyond – Consider becoming a TA! We can’t over-emphasize the _____________________________ of this position within the Sunday School classroom!
Notes:
MINISTRY IS A MARATHON, NOT A SPRINT!
Ability to Use ____________________________.
Perhaps you have a gift for arts & crafts, or can play a musical instrument. These kinds of skills are
invaluable in the Sunday School TA world. Let the Lead teacher know and work together to have fun
while imparting timeless truths! If you become a teaching assistant, this is very possible.
Stepping _____________________ Qualifications.
Within our Children’s Ministry, we have a robust Mentoring Program which prepares TA’s to become
lead teachers. The experiences gained when you become a teaching assistant are invaluable if
becoming a lead teacher is the end goal. In fact, it’s mandatory!
The ___________________!
At the end of the day, the best part of being a TA are the students. Being part of a student’s life every
Sunday or more is a position of privilege, with many rewards. The returns come back to you from the
Lord in many surprising ways! Regardless of your student’s age, the feeling of satisfaction when they
achieve spiritual goals is incredible. The work you do in the classroom can and does have long-lasting
effects that can influence the student’s life in the most meaningful ways.
AS A TA, YOU ARE UNIQUELY STAGED TO PROVIDE THE CLASSROOM ONE-ON-ONE ENCOURAGEMENT AND RELATIONSHIP TO BRIDGE THE STUDENT THROUGH THIS CHILDHOOD-LONG STRATEGY.
Notes:
BE MORE IN LOVE WITH THE MASTER THAN THE MINISTRY!
The fear of the LORD is the beginning of wisdom; all who follow His precepts have good understanding. To Him belongs
eternal praise. – Psalm 111:10 (NIV)
The fear of the LORD is the beginning of knowledge, but fools despise wisdom and instruction. – Proverbs 1:7
The fear of the LORD is the beginning of wisdom, and knowledge of the Holy One is understanding. – Proverbs 9:10
The fear of the LORD is a fountain of life, that one may turn away from the snares of death. – Proverbs 14:2 (ESV)
“Fear” means awe-filled respect.
Respect for God and His authority must be the focus in early childhood.
What is respect? Dictionary definition – have an attitude of esteem towards; show or have respect for
Respect is Not ______________________. Respect is a heart-issue, it has to do with how your child thinks.
Teaching children respect is a childhood -long process; but it
comes first; therefore it should begin as soon as possible. Respect – three objectives:
1. Respect for ___________________________
2. Respect for___________________________
3. Respect for ___________________________
Steps in developing respect
For children to have the fear of the Lord, three things must be true:
1. They must respect the human authorities in their lives
2. They must learn what God is like
3. They must see others respect God’s authority
Step #1 – You must be worthy of respect.
Step #2 – You must train for respect. – Discipline techniques must train, not punish only. Proverbs 22:6
Step #3 – Teaching children to respect the awesomeness and authority of God.
Notes:
What does a great TA actually do? 1. The Main Responsibilities of a TA:
a. Other than that TLC!
b. With the teacher – number one thing: _C________________________.
2. How and when to be sensitive and to initiate for needs, for instance:
a. How to help when a child is losing attention
b. How to distract and ease separation anxiety for new comers
3. Emphasize on how and what difference it could make when a TA serves effectively:
a. You make children feel loved, cared, secured, or even want to come regularly!
b. You remember the strengths and weaknesses of each child and begin to build them up
Hearing from Veteran TAs in Action!
Notes:
Statistically speaking, if a child has not trusted Christ at age 14, the window of time for him doing so is 75% closed. The research –
Between the ages of 5 and 13, a person is most likely to accept Christ
In America, 75% of all who come to Christ say they make that decision then
Only 10% come to Christ as teenagers, and the remaining 15% later in life
CAUTIONS
Watch for wrong motivations.
Because they want to please someone
Because they want to be like their friends
Avoid false assurances
Don’t base it upon an action
Don’t base it upon a memento, like writing a date in the Bible
Parents must encourage their children to question whether their faith is real
Parents must lead them to answer based upon what the Bible says
Avoid extreme positions
Not “I want a child to make his own decision”
Nor pushing a child to make a decision
But rather actively teaching and encouraging
If Christianity is to survive into future generations, we must teach our Christian children to maintain a balance of truth and grace. Colossians 4:6 NIV
“Let your conversation be always full of grace, seasoned with salt, so that you may know how to answer everyone.”
Thank you!
Notes:
Ways to Support Bible Reading:
Choose a simple Bible ______________________.
Give _______________________ knowledge.
Use all kinds of _______________ to illustrate.
Creating Activities at Different Levels:
Set a multi-level lesson _______________________.
Ask _________________ at different levels.
Ask a mix of _____________ and ______________ questions.
Use _____________________ starters for younger kids.
Give different ___________________ for using the same materials.
Ways to Bring the Whole Class Together:
Set kids up with different aged _______________.
Play games everyone can participate in.
Use __________________ ____________________.
Notes:
Notes:
1. Where to Begin?
Psalm 139:23-24
“Search me, God, and know my heart; test me and know my anxious thoughts. See if there is any
offensive way in me, and lead me in the way everlasting.”
Begin with a pure heart and prayer
2. The Children
Psalm 8:2
“Through the praise of children and infants you have established a
stronghold against your enemies, to silence the foe and the avenger.”
3. The Ministry Opportunities
Luke 10:2
“He told them, ‘the harvest is plentiful, but the workers are few. Ask the Lord of the harvest, therefore,
to send out workers into His harvest field.’”
Lesson Preparation
Begin with prayer
Read the lesson Scripture passage(s)
Review the lesson guide
Decide and plan:
Welcome/Opening Activities
Sing/Pray
Bible Time
Review/Reinforcement Questions
Bible Verse
Crafts/Table Activities
Closing the Hour
Write out your lesson plan including specific times and chosen activities – see sample lesson plan. Do this
only if it will help you in organizing your lesson.
Gather all needed supplies; if any is to be obtained from church, then make a list.
Go over your story; practice telling it with your Bible opened and the story outline/notes in front of you.
About Preschoolers
Younger Preschoolers (2-3 years old)
Learn by hearing, doing, repeating and by imitating.
They are beginning to do things for themselves and need
help with sharing, playing together and taking turns.
They have a short attention span – one minute per
year-of-age as a rule of thumb. Adjust the time you spend
on each activity according to the ages and interests of
your children. These little ones are always on the move
and need to change activities often.
Use short sentences and simple words as you teach. Preschoolers think concretely and literally.
Use concrete objects (toys, dolls, books) as often as possible. They focus on only one thing at a time.
They depend heavily on their five senses (taste, touch, smell, sight, hearing) to experience and learn.
Use visuals, fragrant flowers, textures to touch and special sounds when possible.
Smile and affirm them often!
Older Preschoolers (4-5 years old)
Learn by listening, planning, repeating & through trial & error. They
eagerly seek approval and love to help.
They enjoy a predictable sequence of activities. The same routine
from lesson to lesson gives them security. This is true of the younger
ones as well.
They like to have choices and like to move around from one activity
to another, so learning centers work well with them. The younger
ones tend to stay with one activity most of the time. Music works
well with both.
They enjoy expressing themselves verbally. They love to talk and ask
many questions.
Give them your undivided attention when they talk with you. Get on
their level and maintain eye contact with them.
Smile and affirm them often as you do with the younger ones.
Notes:
Your Expectations
God made each child in your class uniquely for His glory. Expect variety rather than conformity. Each
child learns at a different pace and has different learning styles.
The timeless challenge of every teacher is to discover how to bring out the best in every child. It is
often not easy but is very rewarding.
There will undoubtedly be children who are more difficult to lead than others. Giving them affirma-
tions, listening to them and having one-on-one time with them will help establish your relationship
with them on positive grounds.
Extend firm and even-tempered discipline when needed.
Set simple rules and explain them beforehand. When a child purposefully breaks a rule, address the
situation with appropriate consequences; then redirect his/her attention back to the lesson.
Be consistent and impartial. When discipline is necessary, be sure children understand what they
have done to misbehave. Always follow through with what you say. Check with your Children’s
Director for appropriate discipline guidelines. Pray for wisdom and discernment and the Holy Spirit’s
guidance in each situation.
Structured class time and age-appropriate activities are extremely helpful.
Notes:
Principles for a Story Time with Young Children
1. The younger the child, the better it is to tell, not read, the story.
2. Use a picture or other visual aid for the young (2-3 years old) child to help him/her focus on the story.
3. Keep your sentences short and vocabulary childlike (age appropriate).
4. Avoid using pronouns (say, “Paul and Silas sang,” not, “They sang”).
5. Limit the length of your story according to the age of the child: three to five minutes for a 2-year-old
and up to fifteen minutes for a 5-year-old.
6. Set boundaries or limits for your story time and state them before beginning each time: lips zipped,
ears open, hands folded, stay seated, no toys, no food, etc...
7. Plan time for the child to participate.
1. Choose time for the story wisely: after he/she has a short time to adjust to the room, other students,
and the teacher but before he/she has gotten tired.
Teaching Aids
Classroom Setup
Learning Centers
Set out various toys, puzzles, books, play-dough, etc...
Finger Plays
Short rhymes spoken out loud accompanied by hand and/or body motions that portray the rhyme
Use for prayer preparation, before story time, to end story time, or for closing times
Bible Verse
Sing it to different tunes:
“If You’re Happy and You Know It”
“God is So Good”
“Happy Birthday”
Songs/Hymns
Use the ones suggested by curriculum
Notes:
Opening Activities
Toys, puzzles, play dough, etc.
Use learning centers
Crafts related to lesson
Books
Closing Activities
Group/Circle/Bible Memory games
Extra Hour Ideas/Unit Center Ideas
Learning Centers
Tips to Avoid Chaos
Pray before class
Pray for specific children
Arrive at least 5-minutes early to set up classroom
Know all the children’s names
Maintain order
Focus on positive behavior
Do your best on preparation
Leave results to the Lord
Encouragement
This is a letter that I found based on 2 Thessalonians 2:16-17, 1 Thessalonians 5:11, and Hebrews 10:24.
Dear One Who Guides My Children,
Teaching is no different than other parts of life in this world – filled with obstacles. But don’t worry – I’ve already overcome everything you will face. I’ll encourage your heart and strengthen you in every good deed and word. May you inspire and support one another daily. Be heart-lifters, spurring one another on to love and to good deeds.
Lovingly,
Your God of Nonstop Encouragement
Notes:
“Praise, Play & Pray”
I. Welcome & Intro
II. Videos of Sample class time
As you watch the videos, please jot down your impressions and observations about these toddler classes:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
III. General Class Format
Parents drop kids off at Nursery
Free time
Circle time (formal teaching time)
Craft time
Snack time (optional)
Free time
IV. Qualities of a Toddler Teacher
Available and willing to learn about toddlers
Loves children, especially toddlers
Learns to understand the needs of a toddler child
Learns how to engage toddler children
Learns to encourage parents – builds relationships with parents whenever possible
Prepares lessons ahead of time, includes praying and practicing
Learns to be flexible and understands the expectations of a toddler class
Can sing out loud (Bible Lesson is always sung)
Notes:
V. Qualities of a Toddler
Active
Loves music
Loves routine
Loves repetition
Beginning to use words, but needs help expressing themselves
Loves to explore; learns through play
Not always ready to play with other children ( ~30-months)
Short attention span
VI. Physical & Emotional Development
As we talk about these stages, each child will be somewhat different and just because they are ahead or
behind what may be described does not necessarily make them more advanced or not as “intelligent”.
Each child has been created by God and is special and precious in His sight.
Birth – 3 Months
Lifts Head
(I need some awake time on my tummy, playing with you on the floor)
Needs & trusts you
(Hold me or feed me when I cry)
Looks at faces, smiles
(Look in my eyes while you change me or
feed me; smile at me)
Learns through senses
(Play quiet music while you hold me close)
Makes noises and listens
(Talk to me and respond to my sounds)
3 – 6 Months
Rolls over
Shows Feelings
Likes to hold things
Notices routines
Makes and responds to sounds
Notes:
6 – 9 Months
Sits well, tries to move
Likes familiar people best
Likes to play with toys
Interested in people
Babbles and tries to “talk”
9 – 12 Months
Uses fingers and toes in play
Enjoys playing with adults
Moves to explore
Likes hiding games
Uses sounds with gestures
12 – 15 Months
Begins walking without help
Likes to explore with support
Knows what he or she wants
Begins to scribble
Begins using words
15 – 18 Months
Climbs and dances
Needs help with feelings
Learns through play
Puts things together
Wants to be understood
18 – 24 Months
Builds and stacks
(I like to build things up and knock them down)
Shows strong feelings
(Stay close and stay calm with me when I’m upset)
Enjoys to go places
(Take me places where I can explore new things)
Recognizes pictures
(Read me stories over and over; I can point to things
I know)
Enjoys learning new words
(Tell me the words for what we see and do)
Notes:
24 – 30 Months
Uses fingers to create
(Give me paper, paints, crayons and clay)
Is becoming independent
(Let me try things on my own;
stay nearby if I should want your help)
Asks about things
(Asks, “What’s that?” a lot; I learn when you talk with me)
Learns from experience
(Talk to me about what we need and why, i.e. “It’s cold outside so let’s put on our coat”)
Puts words together
(Give me choices and let me answer; help me say what I want)
30 – 36 Months
Climbs, throws runs and jumps
Enjoys other children
Plays make-believe
Learns to match
Can follow directions
VII. Spiritual Development
When it comes to spiritual development, the stages of growth are a lot harder to define, but every
person’s physical, emotional and spiritual development are closely tied together. Each person’s
spiritual development will be different and of course somewhat of a mystery because of the Holy
Spirit’s role and work in them.
Due to what is understood of a child’s general physical and emotional development, the lessons
(circle time) utilize: song, routine, repetition, Teddy or some stuffed animal to teach children about
God and the Bible.
VIII.How to Engage a Toddler
Relax and be yourself
Get down to their level (look into their eyes and see the world from their perspective)
Play with them (play blocks, ball and use a doll or stuffed animal as you play with them)
Read to them (toddlers have short attention spans so use age-appropriate books with lots of colorful
pictures and few words)
Take interest in what they do and play with
Provide a safe, spacious, uncluttered environment with a wide range of interesting toys
Model behavior
Give positive feedback
Notes:
Purpose-Driven Toddler Ministry
Matthew 19:14--Jesus said, “Let the little children come to me,
and do not hinder them, for the kingdom of heaven belongs to
such as these.”
* We are not babysitting the toddlers, we are…..
-welcoming them into the kingdom of God.
-building relationships with them.
-helping them to see Jesus through our love and our teaching.
-having FUN together in the family of God!!
* So we can together PRAISE our GOD and GLORIFY HIM in His kingdom!!
Recipe For Making a Purpose-Driven and Joyful Toddler Class
T- Tender Loving Care—Anything you say or do that shows TLC (hugs, high fives, giving PRAISE).
It’s a good idea to carry some bandages in your teacher’s tote.
O- Observation—Early comers or late comers? What mile stones do most children in class exhibit?
Plan for class activities accordingly.
Overview of the curriculum for the quarter you are teaching.
Outline for the day—Write out the exact order of the planned activities for the day.
Organized—Toddlers have short attention spans. If they have to wait for you to look for things
you may lose their attention.
D- Depending on the guidance of the Holy Spirit.
D- Doing it over and over again—Children love repetition.
L- Learning from your own and others’ experiences.
Lesson plan—The Bible point talked about during play time, circle time, and craft time
E- Expression—Excited, Exaggerated, Enthusiastic
R- Relationship—Find ways to connect with each child, know their names, their temperament,
their likes and dislikes.
Rest—A good night of sleep the night before Sunday teaching is a must.
S- Surprise—Element of surprise helps engaging the toddlers.
Supplication—Please PRAY for yourself and the children in your class.
Notes:
Circle Time
A. Opening Activities
* Welcome/greet each child by name
with a big smile and with a……..
1) mirror
2) teddy bear/lamb puppet
* Sing and Introduce Bible Story Time…….
1) “I like to go to church”
2) “Oh, I love to pat the Bible”
B. Bible Story Time
* Always use visual aid…….
1) big colorful Bible
2) props and big posters from curriculum
3) show and tell other objects that may enhance the Bible story/Bible point
* Have an activity where everyone gets a turn to participate…….
1) surprise box/brown bag with things related to the Bible story/Bible point
2) looking for objects or pictures you hide around the classroom
3) other ideas like using a spray bottle to spray water on their hands, using a flashlight,
or have everyone go fishing!!
C. Singing and Praise Time
* Pass out colorful streamers and shakers if you have any
* Sing a couple songs that are related to the Bible lesson for the day…….
1) songs from the CD of the curriculum, songs you know
2) “He’s Got the Whole World in His Hands”—when talking about God’s creation
3) “Twinkle Twinkle Little Star”—when talking about how God made the stars
4) “Old McDonald Had a Farm”—when talking about how God made animals
* Some easy and fun songs to sing (do hand motions if you know them)…….
1) “Jesus Loves Me (This I Know)”
2) “Praise Him”
3) “Jesus Loves the Little Children”
4) “God is So Good”
* Sing the same songs a few times; kids like repetition.
* You can use the same song/tune, but plug in different words.
* Make up your own simple songs.
D. Prayer Time
* May sing a song to introduce prayer time.
* Keep the prayer short, simple, and related to the Bible teaching for the day.
“Dear God, thank you for bringing us here today.
Thank you for making the beautiful stars at night. In Jesus’ Name, Amen.”
Notes:
E. Words or Questions Often Used in Circle Time
* Praise words…….
1) “Wow, you all are sitting so well for our circle time!!”
2) “Wow, that was nice singing you did.
I am sure God is very pleased!!”
3) “Good job—you found the rainbow on the poster!!”
* Simple words or questions that kids can identify…….
1) “Show me your________” (hands, feet, ears…)
2) “What color is this??”
3) “What animals do you see or did you hear??”
4) “Can you find________??”
5) “Where is baby Jesus??
* Remember to point to the picture or object which you are asking questions about.
* Remember to call on them by name and make eye contact.
* Remember to praise them when they respond to your question.
* Refer to yourself as Teacher/Auntie/Uncle________
1) “Would you like to sit with Teacher Emmie?”
2) “You are such a great helper! Teacher Emmie is so proud of you!”
* Remember to smile and to put on your best, exciting expressions at all times.
Craft Time (Usually for Older Toddlers)
A. Craft Preparation
* Things that are easy for toddlers to do……..
1) Coloring with crayons
2) Using stickers to decorate or make a project (big foam stickers are easier)
* Decide on what to make……..
1) Suggested crafts from the curriculum or ideas from your own or Holy Spirit
2) Ideas from other sources (your child’s school, other SS teachers, books)
* Gathering supplies……..
1) Photocopy the coloring pages in the curriculum
2) From home (paper plates, brown bags, pictures from magazine)
3) From church supply-room or craft stores
4) You may have to do some cutouts beforehand
* Make a sample to show
* Basic supplies to have in your teacher’s tote are crayons and glue sticks
B. Craft Time
* Talk about why we are making this craft—relate it to Bible story/Bible point
* Show sample and give clear instructions
* Help them and have small conversations with each child about the Bible point
* Encourage and praise creativity!! (Remember to put their names on their craft)
Notes:
Before Circle Time Activities and TA
A. Warm-up Time
* Greeting and hugging the kids as they come into the classroom
* Plying with classroom toys
* Reading some story/picture books
* Blowing bubbles for the kids to see and play
* Having mini-conversations with them to build relationships
* Encouraging kids to help put away toys and books before circle time (“Clean-up” song)
* Allow 10 to 15-minutes of warm-up time
* These same activities can be done while waiting for pick-up at the end of the class
B. Teacher’s Assistant
* TA is very important in helping out with these warm-up activities
* TA can help to redirect kids’ attention back to the teacher during circle time
* TA may need to take a crying toddler out of the classroom for a while
* TA may need to have a scared or active toddler sitting on her/his lap during circle time
* TA may need to help the older toddlers with bathroom trips
Notes:
Guidelines
&
Other
Information
Classroom Rules
I will watch and listen carefully when the teacher is speaking.
I will raise my hand when I want to speak.
I will not argue with or talk back to the teacher.
I will not rough-house, distract others, or use foul language.
I will keep my hands and feet to myself.
I will keep all four legs of my chair on the floor.
I will treat others as I want to be treated.
I will stay in the classroom unless I have permission to leave or am accompanied by a teacher.
I will take care of our church property as Jesus would do in God’s house.
3-Strikes Policy
Strike 1: Two Warnings
You have two opportunities to change and do what is right.
Strike 2: Time Out
Sit out of class for 5 minutes. Speak with teacher after class.
Strike 3: Parent In
After 5- minutes’ Time Out, parent will be asked to sit in the class if
behavior is not corrected. CFM Director or Department Coordinator
will be notified.
Evangelical Chinese Church
Children & Family Ministry (CFM)
Teaching Assistant (TA) Guidelines
Requirements:
Must be a born-again believer in Jesus Christ, who exhibits a consistent testimony and godly walk
Complete the “Children’s Ministry Team Application” form concerning service in ECC CFM
Attend Worship Services regularly (or when not teaching if only one service is available)
Spend regular time in prayer and in reading God’s Word
Assist Your Class:
Arrive at least 10 minutes before class begins
Come prepared to assist teacher(s) in all activities
Carry out specific assigned tasks such as set/clean-up before/after class as needed, pass out materials, welcome
latecomers, make sure there are enough seats, supplies, collect/return name badges after class, etc.
Be accountable and teachable; provide feedback to the teacher
Cultivate friendships with your teacher/co-workers, and pray for them faithfully
Show Personal Concern for Students By:
Encouraging a positive learning environment within class by welcoming each child as they arrive, and remembering
to check them in
Taking initiative and being observant of any needs that may come up during class (i.e. help kids find Bible verses,
accompany them to the bathroom, etc.)
Bathroom policy: Preschool—always bring the children as a group, stay outside of the stall and oversee
Elementary—always send them in pairs (or more) of the same gender, never allow any child to go alone
Encourage them to go before coming to class
Reminding and enforcing classroom rules; assist child with special needs (i.e. “Raise your hand if you need to talk”)
Exhibiting a personal interest in students and their families
Having a neat personal appearance, including personal hygiene
Getting a good night’s rest so you are at your peak of pleasantness
Show Personal Concern for the Church By:
Assisting your teacher to return all equipment and supplies to their proper places
Modeling to students respect for rooms and equipment
Time Involvement:
Length of commitment is normally by quarter
Give adequate notice of Sundays (at least one-week ahead is appreciated) you will be absent and find a
replacement for yourself from among approved substitutes or notify your department coordinator
Attend Children’s Ministry meetings
Take advantage of training opportunities—Note: Three highly recommended major opportunities:
1. In-House Trainings
2. Northwest Christian Education Conference (March)
3. International Children’s Ministry Network Seminar (September)
Evangelical Chinese Church
Children & Family Ministry (CFM)
Sunday School Teacher Guidelines
Requirements:
Must be a born-again believer in Jesus Christ, who exhibits a consistent testimony and godly walk
Complete the “Children’s Ministry Team Application” form concerning service in ECC CFM
Attend Worship Services regularly (or when not teaching if only one service is available)
Have been an ECC member at least one year
Spend regular time in prayer and in reading God’s Word
Show Personal Concern for Your Class By:
Arriving at least 10 minutes before class begins
Coming prepared to facilitate your class
Being accountable and teachable to the Coordinators
Cultivating friendships with your assistants and praying with them faithfully
Encouraging a positive learning environment within your class by welcoming each child as they arrive, and reminding your TA to check them in
Participating with a team of teachers who teach the same class with you in ministering to your class
Helping children grow in their relationship with God, teachers and other children
Praying for the children regularly
Exhibiting a personal interest in your students and their families: Ask visitors or children who are not on the roster to fill out a Children’s Sunday School registration form
Having a neat personal appearance, including personal hygiene
Getting a good night’s rest so you are at your peak of pleasantness
Show Personal Concern for the Church By:
Working together with your TA to return all equipment and supplies to their proper places
Modeling to students respect for rooms and equipment
Time Involvement:
Length of commitment is normally by quarter; commitment of 2-3 quarters to co-teach with another teacher is encouraged to facilitate deeper relationships with greater impact
Give adequate notice of Sundays (at least one week ahead is appreciated) you will be absent and find a replace-ment for yourself from among the approved substitutes or notify your department coordinator
Attend Quarterly Teachers’ Meetings
Take advantage of training opportunities. Attend Children‘s Ministry Workshops at least once a year. ECC usually subsidizes part of the expenses—Note: Three highly recommended major opportunities:
1. In-House Trainings
2. Northwest Christian Education Conference (March)
3. International Children’s Ministry Network Seminar (September)
Evangelical Chinese Church
Children & Family Ministry (CFM)
Sunday School Teacher Mentorship Guidelines
Goal:
Assist those having an interest in serving in the CFM with strategies for learning and preparation to teach.
It is our hope and prayer that the In-Class Training will not only enable participants to teach, but also eventually enable
those participants to train others to teach as well.
Mentor Requirements:
Must be a born-again believer in Jesus Christ who attends Worship Services regularly
Has a consistent quiet time with prayer and reading God’s Word; exhibits a consistent testimony of godly walk
Has served as an ECC Children’s Sunday School teacher for at least three years and attended the recommended
CFM trainings during those years
Trainee Requirements:
Must be a born-again believer in Jesus Christ and attend Worship Services regularly
Has attended ECC for at least six months
Has an interest in Children’s Ministry
Recommendations:
Trainee should attend ECC In-House Trainings whenever available
Trainee should also try to attend other CFM-recommended trainings and workshops when possible
Procedures:
1. Fill out the “Children’s Ministry Team Application” form
2. Agree with the ECC Statement-of-Faith
3. Read the CFM Parent/Teacher Handbook to learn more about ECC CFM (be sure to read “Sunday School Teacher
Guidelines”)
4. There may be multiple Trainees pending agreement from CFM director and Trainer
5. Develop regular contact between Trainer and Trainee and pray together on a regular basis (You may become good
friends in Christ afterwards!)
Suggested Teacher Mentorship Timeline: Three Months
Week
Trainee Involvement
Trainer Involvement (Mentor)
1 1. Observe the class in general and take notes 2. Discuss & pray with mentor before or after (BOA) class
1. Contact trainee before quarter starts by email 2. Discuss & pray with trainee before or after (BOA) class
2 1. Observe the teaching and interaction of the class; take notes
2. Make notes of new observations 3. Help pass out materials 4. Discuss & pray with mentor BOA class
1. Contact trainee before class by email 2. Give trainee responsibility in passing out materials or
sitting with particular kids 3. Discuss & pray with trainee BOA class
3 1. Observe classroom management and the interaction between Trainer and children; take notes
2. Say opening or closing prayer 3. Discuss & pray with mentor BOA class
1. Contact trainee before class by email 2. Invite trainee to say opening/closing prayer 3. Discuss & pray with trainee BOA class
4 1. Discuss with trainer on further involvement BOA class 2. Say opening/closing prayer AND lead a game/activity 3. Discuss & pray with mentor BOA class 4. Contact CFM Director for questions and/or feedback
1. Contact trainee before class by email 2. Encourage trainee to say opening/closing prayer AND
lead an activity 3. Review/plan & pray with trainee after class
5 1. Discuss with mentor on further involvement BOA class 2. Take on ONE new responsibility such as Bible verse,
craft, game, or other activity 3. Continue observation and taking notes 4. Discuss & pray with mentor BOA class
1. Contact trainee before class by email 2. Encourage trainee to try one new element 3. Review/plan & pray with trainee after class
6 1. Discuss with mentor on further involvement BOA class 2. Take on TWO responsibilities during class 3. Continue observation & taking notes 4. Discuss & pray with mentor BOA class
1. Contact trainee before class by email 2. Encourage trainee to try TWO elements of lesson 3. Review & pray with trainee after class 4. Contact CFM Director for updates
7 1. Discuss with mentor on further involvement BOA class 2. Continue with taking on TWO different elements of
the lesson: verses, craft, game, or other activity 3. Continue observation & taking notes 4. Discuss & pray with mentor BOA class
1. Contact trainee before class by email 2. Encourage trainee to try two different elements 3. Review & pray with trainee after class
8 1. Review/preview with mentor BOA class 2. Teach the Bible story/lesson of the week 3. Continue observation & taking notes 4. Discuss & pray with mentor BOA class 5. Contact CFM Director
1. Contact trainee before class by email 2. Encourage trainee to teach the Bible story/lesson 3. Review & pray with trainee after class 4. Contact CFM Director for updates
9 1. Review/preview with mentor BOA class 2. Teach Bible story PLUS game, craft, verse or other
activity 3. Continue observation & taking notes 4. Discuss & pray with mentor BOA class
1. Contact trainee before class by email 2. Encourage trainee to teach Bible story plus ONE other
element 3. Review & pray with trainee after class
10 1. Review/preview with mentor BOA class 2. Try to teach the entire class by yourself 3. Discuss & pray with mentor BOA class
1. Contact trainee before class 2. Encourage trainee to take the whole class 3. Review & pray with trainee after class
11 1. Review/preview with mentor BOA class 2. Teach the entire class by yourself 3. Discuss & pray with mentor BOA class
1.Contact trainee before class 2.Encourage trainee to take the whole class 3. Review & pray with trainee after class
*12 1. Give the class back to mentor 2. Observe closely & take notes 3. Discuss & pray with mentor after class 4. Show appreciation to your mentor for training you! 5. Contact CFM Director for evaluation and feedback
1. Contact trainee and share teaching plan before class 2. Teach the class 3. Review & pray with trainee after class 4. Show appreciation to your trainee for their involvement! 5. Contact CFM Director for evaluation and feedback
Teacher Mentorship: Three-Month Model
* may be repeated for Week 13 if necessary
God uses small things to accomplish great things for His glory.
Edward Kimball, a Sunday school teacher in Boston, decided to visit a young
man in his class to be sure he was a Christian. That day he led that man,
Dwight L. Moody, to the Lord.
Moody, a great evangelist of the 19th century, had a major impact on Wilbur
Chapman. Chapman, a prominent evangelist, led an evangelistic meeting
where Billy Graham received Christ as his Savior. Billy Graham later became
the most prominent evangelist of our time.
When you think you don’t have much to offer, remember Sunday school
teacher Edward Kimball, who spent a Saturday afternoon reaching out to
someone in his class. God has a special way of using routine faithfulness in the
“small things” to accomplish great things!
What may seem insignificant,
Mundane, routine, or small
Is often used by God to show
His power over all. — Sper
-from odb.org
![Apraxia Tt[1]](https://img.dokumen.tips/doc/110x75/557202a74979599169a3e543/apraxia-tt1.jpg)
