Thank You for your involvement!

I hope this has been a good month of learning for you. Mainly due to complications I did not post this last week, however I was trusting you read and post.

By this time in a class there is so much information given that it can go on by responses to each other.

I am proud of your involvement this month.

May God bless you in your ministry

Rev. Kenton Daugherty

Review Time

I want to slow down this process and take some review time.

Please reflect on any Lecture to this point on the the Comment button on this post.

Thank You for your involvement.

Kenton

Lecture #5 - Learning Styles

Naz Class Lecture #5 Learning Styles

As you read this section of the lecture, remember that you may not fit completely into one and only one of the styles. Nevertheless, you will discover that you have a prevailing style toward which you gravitate naturally.

Recognizing that style and learning to work with, rather than against, your style of learning will make your study much more effective.

*Physical

Physical Learners are the toe-tappers, hand-wavers, and fidgeters of the world. These are the people who can't seem to sit still. They simply think best while their bodies are in motion. They relate to the world through their hands and bodies.

Physical Learners benefit most from role play, manipulating and touching objects, or performing movement exercises.

Some examples of Physical Learners applying their learning style to their work are professional dancers, professional athletes, surgeons, and craftspeople.

LINGUISTIC

Linguistic Learners express themselves through the spoken or printed word. They relate best to the world through language.

Linguistic Learners benefit most from story telling, listening to lectures, conducting interviews, reading, and writing.

LOGICAL

Logical-Mathematical Learners are the math-whizzes, the game-lovers, and the rule-followers

They relate best to the world through reasoning, numbers, patterns, and sequences. Activities Mathematical Learners may enjoy include counting and sorting objects, making time-lines, and solving 'brain teasers'.

MUSICAL

Musical Learners may not be the best singers or musicians, but they have an innate ability to respond to melodies.

They relate best to the world through rhythm and sound.

Activities Musical Learners may enjoy include listening to songs, playing instruments, and singing. When learning new information or developing academic skills, Musical Learners benefit most from writing song lyrics, playing music to accompany their work, or developing multimedia projects.

VISUAL

Visual Learners are the doodlers, and the people who have a flair for color.

Visual Learners seem to have an artistic sense that makes everything they create look beautiful. They relate best to the world through pictures and images.

Activities Visual Learners may enjoy include painting and sculpting(How about PLAY DOUGH), and more.

*This lecture is adapted and quoted from a lecture - Nazarene Bible College-2006

Assignment- Observe how your students respond to your:

-telling the story

- reading – if they are old enough

- coloring

- teaching a song that relates to the lesson

- crafts or visuals

Tell me what kind of learners you have in class.

Pastor Daugherty

Lecture #4- Teach Standards as Part of What You Do!

Lecture #4- Teach Standards as Part of What You Do!

Many of you will remember a basic set of basic Bible knowledge you learned as you grew up -that is if you went to Sunday School. You knew certain verses like John 3:16, location of many of the Books of the Bible and so on....

More than ever before we need to teach these as we teach the lesson.

For example: Let's say the lesson is about Zacchaeus. As you begin to talk you can say this is a story about Jesus and Zacchaeus. Is that in the New Testament or the Old Testament? The story is found in Luke - let's name the Gospels - Matthew, Mark, Luke and John-..... There are red letters in my Bible in this story - What does that mean? - Yes that means Jesus is talking.

Do you get my drift? You make teaching Bible basic standards as a part of the conversation of each lesson. They learn as they go. It becomes a way of life.

To develop a set of standards you might think of a teenager. What should he/she know about the Bible if that teen has been in your Sunday School all his/her life?

What persons?
What places should be common knowledge?
How many Books of the Bible should that teen know?
Bible stories?
What abilities should that teen possess in being able to find chapters and verses?
Plan of Salvation-

Remember when your student is in worship it is vital they can understand the basics.

Nazarene Publishing House is faithful in giving them the "big stories" and "big ideas".
We must be faithful in helping them deepen spiritually. We are helping them navigate through a forest of information.

We do this by being intentional in how we add Bible basics or standard to the lesson.

Assignment: Report some Bible basics you want your class to know.
Name at least 2 you can teach as you talk about the next lesson. You are welcome to use the standards in the example. Turn them in next Monday and tell if you have already used them.

Lecture #3 (Part 2) - Discipline

Lecture #3 - Using a Behavior Management Plan

by

Billy & Donna Snowden

Seymour 1^st Church – Children’s Ministries Department

You may think using a behavior management plan is too much to handle while teaching a lesson, but after the students get used to the rules, consequences, and rewards, they will be better behaved than you ever thought possible. Instead of constantly dealing with behavior problems, you will be able to focus on teaching. Remember the first 2 or 3 weeks of using the plan will be hard and you will be tested, but the benefits are well worth the hard work.

1.) Come up with some rules.

You don’t need 500 rules. Actually somewhere between three and five simple, easily remembered rules are best. You can create the rules yourself, or you can let your students help you come up with some rules. You could even ask your students why we need laws and rules. The answer would be to protect us all.

Older children are often capable of coming up with sensible rules. Also, older children are more likely to follow rules that they helped create. You can let students suggest rules. You write them down and put similar rules together. An example would be combining the rules of no yelling in class and don’t make rude noises into one rule---Be respectful of others. Remember if you come up with rules that cover a lot of ground, you must give some examples of what the rule is talking about. Some children are not sure what being respectful means. After students suggest rules, add on the rules you know are important if they have not been mentioned.

If you are working with younger children, you will need very direct rules. Here are a few good examples. 1.) Keep your hands and feet to yourself. 2.) Do not torment others or use bad words. 3.) No running. Children need to know exactly what you expect from them to behave well. Make sure you let the students know that sometimes they will not have to follow every rule. If you are playing an outdoor running game, they will have to run. Just let them know the rules apply unless you tell them otherwise.

Be sure to post the rules in place where they can be easily viewed by all students.

2.) Decide on some consequences.

Come up with what will happen when a student breaks one of the rules. They say the punishment should fit the crime, but we are not really talking about punishment when we say consequences. Consequences happen because of our choices. If an adult decides to not go to work for a week without telling the boss, the consequence will probably be unemployment. Help your students see that they have the choice to behave or misbehave.

Come up with a chart or another way to keep track of each student’s behavior. Using color levels is a good way to help students understand how they are behaving. Think of it kind of like a traffic light. Start all students on a green level. This means go. If students break a rule, they move to the yellow level, which means caution or warning. If students break a rule while on yellow, they move to the red level, which means stop or last chance. If students on a red level break a rule, they must face a consequence. This may be a timeout or being escorted to the sanctuary to sit with a parent or adult.

If students move down a level by breaking a rule, but then their behavior improves and they are paying attention, they can move back up a color. Some teachers like to use the blue level as the highest level that students can reach by obeying rules and participating.

You can use a color chart the students can see, or you can use stickers found in the office supply department of Wal-Mart. You take the color sticker they are on and give them the new color level sticker. If you have a small class, you may be able to use the color system verbally. Just tell everyone they are starting on a green, and then when they break a rule, point to them and say, “You broke such and such rule. You are now on a yellow.” Be calm when switching levels and let them know it is their choice that resulted in the level change. Let them know they can move back up if they are following the rules.

Remember there are some behaviors that cannot be tolerated because they endanger other students. Be sure students know that you will not allow these behaviors, and students who do these things will immediately be escorted out of the room. Any fighting or hurting someone on purpose should be treated like this. Always try to be in your classroom on time to avoid accidents or fighting happening when you are not there to see or stop it.

3.) Rewards

Just as you need consequences for breaking rules, you need rewards for obeying rules. Rewards do not need to be expensive to be effective. You can use small inexpensive candy or toys for rewards. You can get large quantities of inexpensive candy during sales right after Halloween and Easter. Having students bring in old toys they no longer want is also a good way to fill up the prize chest. This method takes some of the financial strain off of you, allows your students to give to ministry, and provides students with toys that are fun and new to them.

Decide ahead of time how you will give out rewards. Will every student who is following rules or on a certain color level receive a prize or will you do a drawing for slightly bigger prizes? An easy way to do a drawing is to write numbers on plastic chips or pieces of paper. Give each student a number at the end of class and then draw out one or two of them to receive prizes. Remind students if they didn’t win this week, they might win next week. Drawings are normally better for older kids because younger ones tend to cry if they don’t get a prize.

Remember, you will have to stick to your guns about rewards or they will become meaningless. If a student is not on the color level they need to be on to receive a prize, they may become upset. Don’t give in and give them a prize anyway. Tell the student that you care for him or her, but it would not be fair to give them a prize that others worked hard to earn. Let the student know you are looking forward to next week when he or she will get another chance to earn a prize by behaving. This will be very hard, but fair. Students should be able to easily earn a prize, because even if they misbehave they can earn back up to a green or blue level. Only a child that has not even tried to follow the rules will be without a prize. By the way, this behavior plan has been used successfully with children with ADHD, ADD, and emotional disabilities.

Remember expect good behavior from your students, and you will almost always get it. You may even have parents asking you for some tips.

*Here is an example chart that you can print out and use. If you would like it to be reusable, just laminate the page and use a permanent marker to write students’ names. Use a dry erase marker to make X’s in the column of the color they are on, or use the permanent marker and wipe the marks off each week with rubbing alcohol.

	Name	Blue	Green	Yellow	Red	Consequences
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Now it is time for you to add to this discussion.

FOR Teachers:

1^st- Debrief – How did Sunday go?

2^nd---Come up with at least 3 rules that you think would work for your class. Tell us the age group you would use these rules for.

3rd—Respond to the thought of at least one person this week.

FOR -Superintendents / Leadership :

This lecture is for you to read and have the information to help encourage your teachers. Stay with us through this month and you will be a more valuable leader!

Let’s see if we can do this on the Naz Class blog.

Pastor Daugherty

573-3734 kentondaugherty@yahoo.com

or Contact the authors of this lecture

Billy and Donna Snowden

Billysnowden3@cs.com