By Barbara Mills
Everyone loves a story. Children move to the edge of their chairs when they hear, “Let’s have a story.” Use this method of teaching to reach young hearts with Christ’s love. It’s your responsibility to become the best storyteller you can.
Note that we said storyteller. Reading stories to children is an art in itself to be discussed later. First we’ll concentrate on the techniques of telling the story.
A GOOD BEGINNING
Prepare your introduction carefully. Begin your story smoothly. If you fumble through your first few statements, you’ll become frustrated and may lose your train of thought. If you stammer to a stop and have to start over you’ll want to leave the room and never return! Never memorize a story word for word. But if it makes you feel more comfortable, memorize the first few lines for a snappy opening.
An introduction with interest-catching appeal will capture your listeners from the first word. “Mac had been Peter’s dog for as long as Peter could remember, and they were real pals.” Doesn’t that sound like a lot more fun than ‘Peter had a dog named Mac?” Use your imagination and knowledge of the group to make your introduction sparkle.
PROCEED TO CLIMAX, CONCLUSION
Progress naturally from the introduction, building to the climax or most exciting or interesting portion of the story. Then finish the story with a brief conclusion. Don’t attempt to delay the conclusion, for once the climax of the story has been reached, listeners’ interest drops. A story is a unique teaching tool. Most contain a moral or teach a lesson. Let the story do it! Don’t attempt to tack on your own “sermonette” on the end of the story. Weave the moral into the plot in such a way that your hearers can’t miss it as you tell your story. When you’ve finished telling the story, stop!
BE NATURAL
Being yourself is important. Thorough preparation and practice will lead to naturalness in storytelling. You’ll probably feel most comfortable if you sit in a circle or semi-circle with your listeners. It suggests intimacy with the group and conversation at their level. If you must stand, due to a large group, stand naturally and relaxed. Never hide behind a podium.
A LITTLE ACTION, PLEASE
Use gestures such as the shrug of the shoulders, a raised hand, a finger over the lips to indicate quietness. But don’t force or overuse them. And by all means, use facial expression. Raise your eyebrow, smile, frown, show enthusiasm. Try to portray the feelings of the story characters.
Some storytellers show pictures while telling their stories. This is fine, but don’t show 27 pictures during a four-minute story! Have several attractive illustrations to use at the appropriate times. Display them so all can see, then put them aside.
Place your hands quietly in your lap when you aren’t holding a picture or gesturing. Avoid the “gymnastics” of too many hand motions. They only draw attention to yourself. Beware of distracting habits, such as playing with a string of beads or a button on a jacket. Remember, you are the means to help your listeners SEE the story in their minds. The less they see of you, the better! Thorough practice, perhaps in front of a mirror, will help you know where and when to use gestures effectively. If well used, they can add life to the story. If overused, they can distract and spoil the story.
LISTEN TO YOURSELF
Your voice tells the story. Use your natural voice. By all means avoid a whiny, monotonous, or honeyed tone. Practice to develop variety in inflection. Let your voice reflect wonder, strength, sadness, etc. Imitate noises and sounds indicated in the story, such as “Buzzzz — was the sound Kate kept hearing outside her bedroom window.” Practice these sounds beforehand so they resemble the natural sounds. Pause to impress or to increase suspense. Work on projecting your voice. Record your own voice — it may surprise you!
Use dialog or direct discourse frequently to bring your characters to life. Make them speak to your hearers , rather than always telling your hearers what the characters say. “Hi, Mom!” is much more realistic than, “Jerry greeted his mother when she entered the room.” Change the voice to indicate the different characters. Use action verbs and colorful adjectives to tell your story. Never use words your listeners may not know.
If you suddenly discover that you’ve left out an important point, don’t try to correct it by saying … “Oh, I forgot to say…” Continue on, and if it is an integral part, weave it in. But don’t interrupt your story to apologize for your goof!
When you’re telling a Bible story, hold your Bible so all can see it. This especially impresses little children with the fact that your story is from God’s Word.
“Let’s have a story.” Do your students’ eyes brighten at the sound of those words? Use these helps to make story-time an exciting high point in your class.
Monday, November 9, 2009
Monday, November 2, 2009
Discipline Basics
Discipline tells a child that you care enough about a child and want him to behave in a manner that you know to be right. Be sure your youngsters know what kind of behavior is acceptable, and set limits and boundaries for them while they are with you. It’s unfair to punish them for breaking rules they didn’t know existed.
Here are five guidelines for maintaining good discipline:
1. Establish the necessary standards and limits at your very first meeting, and make sure everyone knows what they are. Keep the list short!
2. Consistently enforce the standards. If they’re not worth enforcing always, for everyone, they’re probably not worth having.
3. Be reasonable in your expectations. “No talking” is not reasonable. “No talking during prayer time or when someone else is speaking” is a reasonable rule and should be enforced. Simply stop talking until the offender realizes he’s the cause of the problem. Your silence should be sufficient. The second time it might be necessary to say, “Ricky, you’re interrupting our story. Please stop talking so I can continue.” If it happens a third time you might say, “Ricky, the next time I have to stop this story because you’re talking, you’ll have to leave the group.” Then be sure he’s removed (quietly) if it does happen again.
4. State your expectations before transitioning to a new activity. Let children who attend regularly repeat the expectations for visitors to hear and as a reminder to everyone else. Be sure to restate the expectations each week and before each activity. Don’t expect children to automatically remember to raise their hands before talking if you haven’t reminded them.
5. Be logical about punishment that must be administered. Don’t make a federal case out of a minor infraction, or you’ll have to send a major offender to jail! If a child smears glue in another child’s hair during craft time, separate the offender from the glue for the evening, or have him work alone at a table. Children do bizarre things at times on impulse — usually to get attention!
Once you’ve established your standards and enforced them firmly and fairly for awhile, the best rule to follow is to assume that each child can be trusted to handle his own behavior until he proves otherwise. Let the youngsters know that this is what you expect now. Then, when a child misbehaves, you can let him know that you’re disappointed that he isn’t ready to be in charge of himself in the group, and that you’ll have to help decide where he should sit, and whether or not he can work with others. Make it clear it’s the behavior you’re disappointed with — not the child. When the child and you determine that he’s ready to try to be in charge of his own behavior again, emphasize how much you want him to be successful this time.
Children who have serious problems at home will test you to see if you really care about them. Some will try your patience to the limit before they’re convinced you really like them. You can usually spot such children during your first meetings. They’ll be doing everything possible to get you to notice them.
Love and discipline are inseparable. Love wants what’s best for the loved one. The product of no discipline during a child’s early years is irresponsibility, which leads to lack of self-respect, and can mean unhappy, unproductive adult life.
Find some strength or asset in each child that you can commend him for. If you’re sincere they’ll know it — and your efforts will be rewarded. Make a point of emphasizing the positive qualities of every child, no matter how hard you have to look to find them sometimes! Reward the positive behavior and try to overlook the negative as much as possible.
One primary goal of your time with the children is to provide opportunities for leadership training, but you can’t develop leaders out of children who don’t believe they have worth, or who have a poor self-image.
While these basics will not solve every discipline problem you may encounter in your class, they will go a long way to making sure your classroom is a happy, fun environment where the children can effectively learn about their heavenly Father.
Here are five guidelines for maintaining good discipline:
1. Establish the necessary standards and limits at your very first meeting, and make sure everyone knows what they are. Keep the list short!
2. Consistently enforce the standards. If they’re not worth enforcing always, for everyone, they’re probably not worth having.
3. Be reasonable in your expectations. “No talking” is not reasonable. “No talking during prayer time or when someone else is speaking” is a reasonable rule and should be enforced. Simply stop talking until the offender realizes he’s the cause of the problem. Your silence should be sufficient. The second time it might be necessary to say, “Ricky, you’re interrupting our story. Please stop talking so I can continue.” If it happens a third time you might say, “Ricky, the next time I have to stop this story because you’re talking, you’ll have to leave the group.” Then be sure he’s removed (quietly) if it does happen again.
4. State your expectations before transitioning to a new activity. Let children who attend regularly repeat the expectations for visitors to hear and as a reminder to everyone else. Be sure to restate the expectations each week and before each activity. Don’t expect children to automatically remember to raise their hands before talking if you haven’t reminded them.
5. Be logical about punishment that must be administered. Don’t make a federal case out of a minor infraction, or you’ll have to send a major offender to jail! If a child smears glue in another child’s hair during craft time, separate the offender from the glue for the evening, or have him work alone at a table. Children do bizarre things at times on impulse — usually to get attention!
Once you’ve established your standards and enforced them firmly and fairly for awhile, the best rule to follow is to assume that each child can be trusted to handle his own behavior until he proves otherwise. Let the youngsters know that this is what you expect now. Then, when a child misbehaves, you can let him know that you’re disappointed that he isn’t ready to be in charge of himself in the group, and that you’ll have to help decide where he should sit, and whether or not he can work with others. Make it clear it’s the behavior you’re disappointed with — not the child. When the child and you determine that he’s ready to try to be in charge of his own behavior again, emphasize how much you want him to be successful this time.
Children who have serious problems at home will test you to see if you really care about them. Some will try your patience to the limit before they’re convinced you really like them. You can usually spot such children during your first meetings. They’ll be doing everything possible to get you to notice them.
Love and discipline are inseparable. Love wants what’s best for the loved one. The product of no discipline during a child’s early years is irresponsibility, which leads to lack of self-respect, and can mean unhappy, unproductive adult life.
Find some strength or asset in each child that you can commend him for. If you’re sincere they’ll know it — and your efforts will be rewarded. Make a point of emphasizing the positive qualities of every child, no matter how hard you have to look to find them sometimes! Reward the positive behavior and try to overlook the negative as much as possible.
One primary goal of your time with the children is to provide opportunities for leadership training, but you can’t develop leaders out of children who don’t believe they have worth, or who have a poor self-image.
While these basics will not solve every discipline problem you may encounter in your class, they will go a long way to making sure your classroom is a happy, fun environment where the children can effectively learn about their heavenly Father.
Friday, June 12, 2009
THIS IS A TEST!
By Debi Nixon
"CLASS, TAKE OUT A PIECE OF PAPER AND A PENCIL."
Remember how your heart raced when a teacher blurted out those words? Pop quiz! Ugh! You'd rather do anything than take a test. Right?
As painful as tests were at times, they provided our teachers with a helpful way of assessing how we were growing as students. In the same way, giving your ministry periodic tests can also help you assess the growth of your children, staff, ministry programs, and procedures.
When was the last time your ministry had a checkup? Assessing the details of your ministry will help guide your ministry as you seek to live out God's calling to change children's lives for Christ. A ministry of excellence is clear on its ministry progress and is continually adapting, changing, and growing to meet the spiritual, emotional, and social needs of its children and families. Where is your ministry? To find out, take out a piece of paper and a pencil...
WHY EVALUATE
Evaluation is only effective if you have a clearly defined purpose or mission statement. If not, do that first. How can you know if you've hit the target if you don't know what the target is? Evaluation helps you know if you're achieving what you've set out to accomplish.
Evaluation helps your planning process; helps assess the progress of your children and families in fulfilling your ministry's purpose statement; and also helps you know what to communicate to children, parents, volunteers, and your church family. Evaluation examines the difference between your vision and what you're currently providing to help create new ministry goals and plans.
WHAT TO EVALUATE
Evaluating or measuring your ministry results against your purpose may seem rudimentary, but many churches make little or no effort to assess results, either in terms of ministry program objectives, ministry procedures, or children's and families satisfaction. To decide what to evaluate, begin with clear, defined values, goals, and objectives that are consistent in fulfilling your minstry's purpose. From your clearly defined goals or vision, evaluate all that you offer. For example, does your curriculum meet all the objectives as defined in the values you've established for your ministry? Is your facility child-friendly, inviting, and representative of your ministry? Do the programs you offer meet the spiritual, emotional, and social needs of children? What is your parents' satisfaction level with the ministry you offer to children?
It's easy to place our primary focus of importance on the big picture. However, it's in the details that the big picture is clearly brought into focus. A great architect once said, "God is in the details." Evaluating and paying atttention to all the details and aspects of your ministry turns it into a ministry of excellence.
WHEN TO EVALUATE
To improve your ministry with children and families, evaluate the details of your ministry daily, weekly, monthly, quarterly, and annually - carefully examining what you're doing and accomplishing.
For example, you may assess your facility and what it communicates about your ministry by doing a weekly walkthrough, taking note of the physical condition of the rooms and equipment. From this evaluation, develop and implement goals and plans to help with maintenance and improvement. At the United Methodist Church of the Resurrection in Leawood, Kansas, we complete a weekly facility maintenance report for each room, hallway, entranceway, and restroom in the children's ministry area. Details of this evaluation tool include equipment and facility repair needs, room cleanliness, and needed supplies. From this report, we develop a weekly action plan with the church facility ministry and the children's ministry team.
You, also, could implement an evaluation tool after each weekend for your Sunday school. What went well? What could be improved upon? Other evaluations may be quarterly or yearly, based on the time and length of the minstry. Of primary importance is that the details of your ministry are evaluated on an ongoing basis throughout the year.
HOW TO EVALUATE
When deciding how to evaluate, it's important to choose a variety of methods. By using different tools, you'll have a more comprehensive review of your minstry. The results of your evaluation should also be put in writing for future review and use. The following are examples of evaluation tools.
Continue...
"CLASS, TAKE OUT A PIECE OF PAPER AND A PENCIL."
Remember how your heart raced when a teacher blurted out those words? Pop quiz! Ugh! You'd rather do anything than take a test. Right?
As painful as tests were at times, they provided our teachers with a helpful way of assessing how we were growing as students. In the same way, giving your ministry periodic tests can also help you assess the growth of your children, staff, ministry programs, and procedures.
When was the last time your ministry had a checkup? Assessing the details of your ministry will help guide your ministry as you seek to live out God's calling to change children's lives for Christ. A ministry of excellence is clear on its ministry progress and is continually adapting, changing, and growing to meet the spiritual, emotional, and social needs of its children and families. Where is your ministry? To find out, take out a piece of paper and a pencil...
WHY EVALUATE
Evaluation is only effective if you have a clearly defined purpose or mission statement. If not, do that first. How can you know if you've hit the target if you don't know what the target is? Evaluation helps you know if you're achieving what you've set out to accomplish.
Evaluation helps your planning process; helps assess the progress of your children and families in fulfilling your ministry's purpose statement; and also helps you know what to communicate to children, parents, volunteers, and your church family. Evaluation examines the difference between your vision and what you're currently providing to help create new ministry goals and plans.
WHAT TO EVALUATE
Evaluating or measuring your ministry results against your purpose may seem rudimentary, but many churches make little or no effort to assess results, either in terms of ministry program objectives, ministry procedures, or children's and families satisfaction. To decide what to evaluate, begin with clear, defined values, goals, and objectives that are consistent in fulfilling your minstry's purpose. From your clearly defined goals or vision, evaluate all that you offer. For example, does your curriculum meet all the objectives as defined in the values you've established for your ministry? Is your facility child-friendly, inviting, and representative of your ministry? Do the programs you offer meet the spiritual, emotional, and social needs of children? What is your parents' satisfaction level with the ministry you offer to children?
It's easy to place our primary focus of importance on the big picture. However, it's in the details that the big picture is clearly brought into focus. A great architect once said, "God is in the details." Evaluating and paying atttention to all the details and aspects of your ministry turns it into a ministry of excellence.
WHEN TO EVALUATE
To improve your ministry with children and families, evaluate the details of your ministry daily, weekly, monthly, quarterly, and annually - carefully examining what you're doing and accomplishing.
For example, you may assess your facility and what it communicates about your ministry by doing a weekly walkthrough, taking note of the physical condition of the rooms and equipment. From this evaluation, develop and implement goals and plans to help with maintenance and improvement. At the United Methodist Church of the Resurrection in Leawood, Kansas, we complete a weekly facility maintenance report for each room, hallway, entranceway, and restroom in the children's ministry area. Details of this evaluation tool include equipment and facility repair needs, room cleanliness, and needed supplies. From this report, we develop a weekly action plan with the church facility ministry and the children's ministry team.
You, also, could implement an evaluation tool after each weekend for your Sunday school. What went well? What could be improved upon? Other evaluations may be quarterly or yearly, based on the time and length of the minstry. Of primary importance is that the details of your ministry are evaluated on an ongoing basis throughout the year.
HOW TO EVALUATE
When deciding how to evaluate, it's important to choose a variety of methods. By using different tools, you'll have a more comprehensive review of your minstry. The results of your evaluation should also be put in writing for future review and use. The following are examples of evaluation tools.
Continue...
Tuesday, June 9, 2009
Why Bible Clubs?
God loves his children. He commanded parents to "train up a child in the way he should go" (Proverbs 22:6).
All-Stars for Jesus Bible Clubs are designed to help churches and parents teach children to know God, to believe in Jesus as their Savior, and to live for Him. Researchers say that 43% of people who are Christians accepted Christ as Savior before the age of 13! We want to help you reach that 43%...and more!
Bible clubs also offer a non-threatening place for children who might never attend a regular church service or Sunday school class to learn about Jesus in a fun, casual atmosphere. In a whole where children are exposed to a variety of bad influences coming from all directions, All-Stars for Jesus Bible Clubs are places of love and encouragement, where kids can safely learn how to say no to those bad influences and learn how to live a victorious life in Christ!
So...what exactly IS All-Stars for Jesus?
All-Stars for Jesus provides everything you need for an exciting ministry to children!
All-Stars for Jesus is:
All-Stars for Jesus Bible Clubs are designed to help churches and parents teach children to know God, to believe in Jesus as their Savior, and to live for Him. Researchers say that 43% of people who are Christians accepted Christ as Savior before the age of 13! We want to help you reach that 43%...and more!
Bible clubs also offer a non-threatening place for children who might never attend a regular church service or Sunday school class to learn about Jesus in a fun, casual atmosphere. In a whole where children are exposed to a variety of bad influences coming from all directions, All-Stars for Jesus Bible Clubs are places of love and encouragement, where kids can safely learn how to say no to those bad influences and learn how to live a victorious life in Christ!So...what exactly IS All-Stars for Jesus?
All-Stars for Jesus provides everything you need for an exciting ministry to children!
All-Stars for Jesus is:
- A multi-use Bible curriculum in a fun club environment for age 2 through grade 6, with an optional awards program.
- A program that provides solid Bible teaching in a fun and interesting way for kids—one that directs them to know and follow Jesus.
- Curriculum that is easy to teach and includes helpful options for teachers, giving you maximum flexibility.
- Bible- and curriculum-based, rather than activity-based.
- Age appropriate and fun for kids of all ages.
- Bible-centered—every activity helps kids focus on God's Word.
- A way to help churches reach the children and families in their communities for Christ.
The All-Stars for Jesus Bible Club program is designed to lead children from age 2 through sixth grade to a personal faith in Jesus, to teach them about God's love and care, to encourage them to grow spiritually, and to give them a solid biblical foundation for their lives.
We want each child to know that he or she is a star in Jesus' eyes, no matter what the child's skills and abilities are. Jesus loves children just as they are. All-Stars for Jesus Bible Clubs help children to feel loved and accepted.
We want each child to know that he or she is a star in Jesus' eyes, no matter what the child's skills and abilities are. Jesus loves children just as they are. All-Stars for Jesus Bible Clubs help children to feel loved and accepted.
All-Stars for Jesus partners with churches to extend their outreach from just Sunday school to mid-week, Sunday evening, or other times children can gather to learn about Jesus. All-Stars meetings are fun, less formal time with a variety of interesting and fun activities to direct the child's attention to God's Word. The optional awards program offers a further way to extend the Bible learning into the home.
What unique features does All-Stars for Jesus have?
Each All-Stars for Jesus age-level Flex-lesson Leader's Guide has everything you need for two meetings a week—to use for Sunday morning and mid-week, Sunday evening and after-school Bible club, or whenever great Bible lessons are needed. Or, you have extra options for one meeting a week!
- Easy-Trac meeting plans direct the leader step-by-step through each weekly program, and let you see at a glance which activities and materials to use.
- The optional awards program provides more opportunities for kids to learn about Jesus by completing Bible learning activities in their award books at home. When each activity is completed, children earn colorful awards to place on a cap or pennant. Plus, each child could have ALL first-year awards for as low as 82 cents per week!
- All-Stars for Jeus offers not only five age-level programs for children age 2 through grade 6, but also the All-Stars Explorers program for grades 1 through 6 in one classroom for smaller Bible clubs.
- There are no membership fees, dues, or doctrinal requirements—just fun, Bible-based, solid Christian learning.
- The All-Stars Promo Kits (included with your Starter Kits) offer great resources to promote your clubs: promotional posters, clip art, fundraising ideas, and club kickoff plans!
- All-Stars for Jesus offers lots of colorful "fun stuff" as gifts, awards, and promotions.
- All-Stars for Jesus is an affordable program. The Flex-Lesson Leader's Guide provides two lessons a week!
- Christian Ed Warehouse offers Standing Orders on All-Stars for Jesus quarterly curriculum so you don't even have to remember to order! Plus, Standing Orders over $100 receive free shipping.
- There is no requirement that you use all available materials—just choose the options that will work with your group and your finances.
Does all this sound like something you would like for your church? Visit AllStarsforJesus.com and order your Starter Kits for a 60-day risk-free review! Or order a FREE Lesson Sampler to review with your church.
Friday, June 5, 2009
Roller Coaster Emotions
by Sharyn Spradlin and Cyndie Steenis
Working with preteens can be a roller coaster ride of emotions.
One minute you’re engaged in a great discussion focusing on faith. You’re impressed with kids’ spiritual and intellectual growth. Then out of nowhere one of your preteens falls apart when he feels everyone looking at him. The emotional outburst escalates until he runs out of the room screaming that no one likes him. Only minutes ago impressed, you’re suddenly depressed by the emotional state of your preteens.
Preteens’ intellects and emotions are developing on two different timetables, with the emotions falling behind. The emotional life of preteens is at the core of their beings. They’re focused on their own feelings, ideas, and behavior. They also believe that these feelings, thoughts, and actions are on the minds of everyone else, so they often feel as though there’s an audience always watching, judging, accepting, or rejecting them.
If a preteen’s words or actions seem aimed at you, your first response may be to take it personally, perhaps with tears and anger. Don’t!
Don’t personalize the outburst. Remember—these tantrums are a part of the normal pushing away and pulling close that every preteen works through as he or she moves toward independence.
“Nobody Likes Me!”—Affirm preteens’ feelings. Don’t dismiss their emotions or deny their sense of reality. Let them vent and explain why they feel disliked. Empathize with what they believe to be true, and help them talk through their feelings. You may even share how you felt as a preteen—not how everything worked out. Offering solutions is not the goal here.
Once you’ve identified the traumatic event that caused the preteen’s world to crumble, stay calm and offer encouragement. Look for the positives that’ll help him or her regain balance and control.
“I Don’t Like Myself.”—Plagued by unachievable standards of perfection, beauty, and popularity, preteens have been set up for failure. Their self-esteem and emotional cores are under attack, so take their words seriously.
Ask questions about how they feel, and watch for feelings of hopelessness and helplessness. Encourage them with everything you know to be positive about them.
“Just Go Away.”—This is a Jekyll/Hyde statement. What this preteen is really saying is: “Please stay and get to know who I am, what my interests are, what my likes and dislikes are, the names of my friends, and who I hang out with. Please stay and communicate with me, not at me. Please, someone help me put words to the feelings I have.”
The preteen years are often turbulent. They demand more than a few fun activities or free time with friends. In a sense, preteens are on that roller coaster ride emotionally. They need your willingness to strap in next to them—so they can be confident you care and that you’ll be there when they need you. They want to know you’ll be sitting right next to them, buckled in and holding tight, when they open up to you. They want to know that when the ride is fast and unpredictable, you’ll see the difference between needing to be heard and needing advice. They need to know that even around those tight curves, you’ll be listening, and actually hearing what they say.
Sharyn Spradlin and Cyndie Steenis co-founded New Re-sors-es, a Seattle, Washington, consulting and training company.
© 2003 Children's Ministry Magazine. Used by permission.
Working with preteens can be a roller coaster ride of emotions.
One minute you’re engaged in a great discussion focusing on faith. You’re impressed with kids’ spiritual and intellectual growth. Then out of nowhere one of your preteens falls apart when he feels everyone looking at him. The emotional outburst escalates until he runs out of the room screaming that no one likes him. Only minutes ago impressed, you’re suddenly depressed by the emotional state of your preteens.
Preteens’ intellects and emotions are developing on two different timetables, with the emotions falling behind. The emotional life of preteens is at the core of their beings. They’re focused on their own feelings, ideas, and behavior. They also believe that these feelings, thoughts, and actions are on the minds of everyone else, so they often feel as though there’s an audience always watching, judging, accepting, or rejecting them.
If a preteen’s words or actions seem aimed at you, your first response may be to take it personally, perhaps with tears and anger. Don’t!
Don’t personalize the outburst. Remember—these tantrums are a part of the normal pushing away and pulling close that every preteen works through as he or she moves toward independence.
“Nobody Likes Me!”—Affirm preteens’ feelings. Don’t dismiss their emotions or deny their sense of reality. Let them vent and explain why they feel disliked. Empathize with what they believe to be true, and help them talk through their feelings. You may even share how you felt as a preteen—not how everything worked out. Offering solutions is not the goal here.
Once you’ve identified the traumatic event that caused the preteen’s world to crumble, stay calm and offer encouragement. Look for the positives that’ll help him or her regain balance and control.
“I Don’t Like Myself.”—Plagued by unachievable standards of perfection, beauty, and popularity, preteens have been set up for failure. Their self-esteem and emotional cores are under attack, so take their words seriously.
Ask questions about how they feel, and watch for feelings of hopelessness and helplessness. Encourage them with everything you know to be positive about them.
“Just Go Away.”—This is a Jekyll/Hyde statement. What this preteen is really saying is: “Please stay and get to know who I am, what my interests are, what my likes and dislikes are, the names of my friends, and who I hang out with. Please stay and communicate with me, not at me. Please, someone help me put words to the feelings I have.”
The preteen years are often turbulent. They demand more than a few fun activities or free time with friends. In a sense, preteens are on that roller coaster ride emotionally. They need your willingness to strap in next to them—so they can be confident you care and that you’ll be there when they need you. They want to know you’ll be sitting right next to them, buckled in and holding tight, when they open up to you. They want to know that when the ride is fast and unpredictable, you’ll see the difference between needing to be heard and needing advice. They need to know that even around those tight curves, you’ll be listening, and actually hearing what they say.
Sharyn Spradlin and Cyndie Steenis co-founded New Re-sors-es, a Seattle, Washington, consulting and training company.
© 2003 Children's Ministry Magazine. Used by permission.
Friday, May 29, 2009
Hit the Mark
"Take aim so your programs hit the bull's-eye to meet kids' needs every time"
by RaNae Street
Your children's ministry is much more than programs. And that's a good thing because programs don't change people; only God changes people.
Yet your children's ministry includes programs. Lots of programs. The question is, are the programs meaningful to your children and volunteers?
The Four R's
It's not the quantity of programs that counts in children's ministry - it's how effective each program is in carrying out your church's mission and vision. Our goal for every program we host is to help connect children and their families with our church. We want to form healthy relationships with children. Those relationships prompt kids and their families to come back.
Pause and evaluate the strengths and weaknesses of your existing programs. Are they meaningful for children? How can you really know?
Here's an easy way to measure whether a program will be meaningful and life changing: Ask if the Four R's are present in each program. If you see that a program is Relevant, Radical, Reflective, and Relational, you've got a great one. Here's what those words mean…
* Relevant - Programming needs to be relevant to kids in your church and kids in your community. Research kids' interests. Identify the specific needs of your church, area schools, and the families in your neighborhood. Every community is different, so avoid the temptation to simply import a program that's been successfully done elsewhere.
Don't rely on written surveys alone. Instead, make personal contact and actually ask what programming would be relevant. Pay attention to available resources. Prioritize program ideas so you meet people's expressed needs first.
* Radical - Churches lose their effectiveness when they try to offer programming that meets all the needs of children, their families, and their communities. Instead of trying to do it all and failing, focus on creating a program that's unique to your children's ministry. Intentionally select the one thing that'll set your children's ministry apart from other churches in your area; then do it very, very well. You won't be shortchanging your kids or their families because you can refer families to capable, Christ-centered, community-based resources that your church simply can't provide.
The challenge is that to do one thing well, you may have to stop doing several things poorly. There's a cost when you ask your church to stop doing programs that have outlived their effectiveness, but it's a cost worth paying if you can redirect resources to support truly meaningful programs. "The way we've always done it" may no longer meet the needs of your children.
* Reflective - Children love exciting and fun things, and meaningful children's ministries reflect excitement and fun. Meaningful programs are active, carefree, enthusiastic, and inspiring. They reflect what children love to do, mirroring children's creativity and enthusiasm for hands-on learning. Meaningful programs also reflect real day-to-day situations that kids encounter and help children apply what they're learning to those situations. Most importantly, meaningful programs reflect God's unconditional love and acceptance.
* Relational - Of the four R's, relational is the most vital. Too often we focus on giving information, not transforming lives. Meaningful programs aren't focused on tasks. Rather, they cultivate an environment where relationships can be built.
Relationships matter! We need to help children make new friends and help families build a network with other families and church leaders. Jesus' ministry is a great example of the importance of relationships. Jesus nurtured others through compassion and invested deeply in people who later changed the world. Our programs need to be places where children are turned on to faith through the power of relationships.
The Four Options
At the heart of most children's ministries are Sunday school and midweek programs. Many churches focus nearly all their attention and finances solely on these two programs. But are these two programs enough?
Here are four children's ministry program options, each designed for a different purpose. A well-rounded, meaningful children's ministry includes each of these program options. Why? The goal is to engage a child at any point and move that child toward the center of the target. A word of caution: Hosting a poorly executed event is worse than not hosting one at all, so plan for excellence.
1. Momentum programs are designed to bring new people into the faith community. They're "come and see" events that provide positive first impressions of your ministry. Think of them as entry-level opportunities that facilitate numerical growth. Momentum events include theme days, special events, and community outreach events.
* Theme days promote excitement among children who are already part of your ministry and encourage children to invite friends. With a bit of creativity, you can turn nearly any day or event into a theme day. Possible theme days are Super Bowl Sunday, Ice Cream "Sundae," Dinner at the Movies, and Day at the Beach.
* Special events are often seasonal. Involved families are encouraged to invite their friends to join them for fun. Special events offer kid-friendly activities, food, and time for families to get to know each other better Special events include a New Year's celebration, bike rally, or back-to-school event.
* Community outreach programs fill needs or interests in your community. They provide partnerships between your community and your church. Outreach programs offer families that aren't drawn by traditional Sunday school or church the chance to be exposed to spiritual people and biblical lessons. Examples of community outreaches are team sports and skills camps, child-care centers, fine arts lessons, and storybook hours.
2. Support programs offer assistance to families and children who are dealing with challenges. Support programs provide a safe place for children to learn, talk, and express their feelings.
Many support programs are offered as classes or small groups that last between six and eight weeks. The goal is to help kids explore issues in the context of God's Word. Support programs offer more than just coping skills; they also provide hope. These support programs exist to help children with issues such as school, grief, character development, homework, or divorce recovery.
3. Service programs involve children in opportunities that help them develop a heart for serving others. Service programs help children cultivate a servant attitude and the desire to make a positive difference in the world. They're great opportunities for children to develop friendships.
Service opportunities can be inside your children's ministry, such as puppets, drama, clown ministry, multimedia ministry, or hospitality. Or service projects can benefit the larger community. You'll have to decide if you want one-shot, short-term, or long-term projects. Either way, keep service programs open to newcomers at all times.
4. Discipleship programs build a community of kids who want to grow deeper in their Christian faith. Discipleship programs aren't for first-time visitors or sporadic attendees. They're designed to help children dive deeper into spiritual development as they study the Word of God, pray, develop friendships with other believers, and share their lives. Children experience a personal relationship with Jesus and also disciple others as they build up each other's faith.
Discipleship classes can be long- or short-term, but they're intentionally more intimate so children can connect with each other. Experiences where children encounter God and make life-changing decisions are the bull's-eye of the target. It's where you want every child to ultimately end up.
The Six Questions
Answer the following questions before you begin any new program to determine whether a program will be meaningful to your children and church.
* Who will lead? In his book Doing Church as a Team, Wayne Cordeiro suggests that before launching a new program, the first step needs to be building a team of four other leaders to serve with the program leader. This team becomes a support system that shares responsibilities of the program and provides accountability for each other. A strong leadership team also helps prevent frustration and burnout.
Accurately predict the number of servants needed to support a program. Do you have enough leaders? The right leaders? Are they equipped? Are they all on the same page regarding the vision?
* What will you do? To be meaningful, any program you develop must connect people with an experience they'll value. Meaningful programs also bridge people to your church and toward relationship with your church family.
Have you considered the culture and daily life of kids you want to reach? Have you found a name for the program that's interesting and inviting? Have you decided precisely what need you'll meet?
* When will you meet? Timing is important. Schedule a day of the week and a time in the day that's convenient for families. Be considerate of young children and their routines.
Consider God's timing for the program. Great program ideas move forward and become reality only with God's blessing. You may be able to recognize God's timing for your program as you evaluate how easily the components of your action plan come together. What would happen if you chose not to launch a program until you had all the volunteers you need in place?
* Where will you meet? Whether you have a huge facility or a tiny one, space is always an issue. Be creative as you search for the ideal location.
Some events and classes need to be held at your church building, but others may be appropriate for a neighborhood park, community building, or back yard. Growing a children's ministry may require you to go where the kids are. Take into consideration what supplies you'll need and what setup is required when thinking about where you should meet.
* Why are you considering this new program? Is the program aligned with your church's vision and children's ministry philosophy? What's your desired outcome? Will you seek to expand your current children's ministry, offer support to children and their families, provide service to your community, or develop disciples? How will this program engage kids and move them toward the center of the target?
* How will you move ahead? This question may be the most important because your answer becomes your action plan for making the proposed program a reality. You'll sort out the program's goals and determine publicity, budget, and team communication. Decide up front how you'll evaluate your effectiveness — so you can make midcourse corrections.
But it isn't just a matter of logistics. A detailed plan also ensures your program will be meaningful for children and volunteers. Remember that what counts most isn't pulling off a spectacular event. What counts most is what kids learn and how relationships develop during the course of the event — from the initial brainstorming meeting to sweeping up after the event ends.
The One Target
Anyone can pull together a slapdash program to entertain kids. But creating a meaningful program requires something more.
It requires that you're intentional about building a program that's relevant to your kids, that meets the needs of your church and community, and that's radical in its creativity and uniqueness.
Meaningful programs also reflect God's love and mirror how kids learn and what kids already love to do. Meaningful programs encourage transforming relationships.
Creating excellent children's programming is hard work, but it's rewarding, too. You'll touch kids' lives in ways that have lifelong impact and draw children closer to God. It's worth the effort!
RaNae Street is a children's ministry director in Tipp City, Ohio. This article is excerpted from the new Children's Ministry That Works! (Group Publishing, Inc.).
© 2002 Children's Ministry Magazine. Used by permission.
by RaNae Street
Your children's ministry is much more than programs. And that's a good thing because programs don't change people; only God changes people.
Yet your children's ministry includes programs. Lots of programs. The question is, are the programs meaningful to your children and volunteers?
The Four R's
It's not the quantity of programs that counts in children's ministry - it's how effective each program is in carrying out your church's mission and vision. Our goal for every program we host is to help connect children and their families with our church. We want to form healthy relationships with children. Those relationships prompt kids and their families to come back.
Pause and evaluate the strengths and weaknesses of your existing programs. Are they meaningful for children? How can you really know?
Here's an easy way to measure whether a program will be meaningful and life changing: Ask if the Four R's are present in each program. If you see that a program is Relevant, Radical, Reflective, and Relational, you've got a great one. Here's what those words mean…
* Relevant - Programming needs to be relevant to kids in your church and kids in your community. Research kids' interests. Identify the specific needs of your church, area schools, and the families in your neighborhood. Every community is different, so avoid the temptation to simply import a program that's been successfully done elsewhere.
Don't rely on written surveys alone. Instead, make personal contact and actually ask what programming would be relevant. Pay attention to available resources. Prioritize program ideas so you meet people's expressed needs first.
* Radical - Churches lose their effectiveness when they try to offer programming that meets all the needs of children, their families, and their communities. Instead of trying to do it all and failing, focus on creating a program that's unique to your children's ministry. Intentionally select the one thing that'll set your children's ministry apart from other churches in your area; then do it very, very well. You won't be shortchanging your kids or their families because you can refer families to capable, Christ-centered, community-based resources that your church simply can't provide.
The challenge is that to do one thing well, you may have to stop doing several things poorly. There's a cost when you ask your church to stop doing programs that have outlived their effectiveness, but it's a cost worth paying if you can redirect resources to support truly meaningful programs. "The way we've always done it" may no longer meet the needs of your children.
* Reflective - Children love exciting and fun things, and meaningful children's ministries reflect excitement and fun. Meaningful programs are active, carefree, enthusiastic, and inspiring. They reflect what children love to do, mirroring children's creativity and enthusiasm for hands-on learning. Meaningful programs also reflect real day-to-day situations that kids encounter and help children apply what they're learning to those situations. Most importantly, meaningful programs reflect God's unconditional love and acceptance.
* Relational - Of the four R's, relational is the most vital. Too often we focus on giving information, not transforming lives. Meaningful programs aren't focused on tasks. Rather, they cultivate an environment where relationships can be built.
Relationships matter! We need to help children make new friends and help families build a network with other families and church leaders. Jesus' ministry is a great example of the importance of relationships. Jesus nurtured others through compassion and invested deeply in people who later changed the world. Our programs need to be places where children are turned on to faith through the power of relationships.
The Four Options
At the heart of most children's ministries are Sunday school and midweek programs. Many churches focus nearly all their attention and finances solely on these two programs. But are these two programs enough?
Here are four children's ministry program options, each designed for a different purpose. A well-rounded, meaningful children's ministry includes each of these program options. Why? The goal is to engage a child at any point and move that child toward the center of the target. A word of caution: Hosting a poorly executed event is worse than not hosting one at all, so plan for excellence.
1. Momentum programs are designed to bring new people into the faith community. They're "come and see" events that provide positive first impressions of your ministry. Think of them as entry-level opportunities that facilitate numerical growth. Momentum events include theme days, special events, and community outreach events.
* Theme days promote excitement among children who are already part of your ministry and encourage children to invite friends. With a bit of creativity, you can turn nearly any day or event into a theme day. Possible theme days are Super Bowl Sunday, Ice Cream "Sundae," Dinner at the Movies, and Day at the Beach.
* Special events are often seasonal. Involved families are encouraged to invite their friends to join them for fun. Special events offer kid-friendly activities, food, and time for families to get to know each other better Special events include a New Year's celebration, bike rally, or back-to-school event.
* Community outreach programs fill needs or interests in your community. They provide partnerships between your community and your church. Outreach programs offer families that aren't drawn by traditional Sunday school or church the chance to be exposed to spiritual people and biblical lessons. Examples of community outreaches are team sports and skills camps, child-care centers, fine arts lessons, and storybook hours.
2. Support programs offer assistance to families and children who are dealing with challenges. Support programs provide a safe place for children to learn, talk, and express their feelings.
Many support programs are offered as classes or small groups that last between six and eight weeks. The goal is to help kids explore issues in the context of God's Word. Support programs offer more than just coping skills; they also provide hope. These support programs exist to help children with issues such as school, grief, character development, homework, or divorce recovery.
3. Service programs involve children in opportunities that help them develop a heart for serving others. Service programs help children cultivate a servant attitude and the desire to make a positive difference in the world. They're great opportunities for children to develop friendships.
Service opportunities can be inside your children's ministry, such as puppets, drama, clown ministry, multimedia ministry, or hospitality. Or service projects can benefit the larger community. You'll have to decide if you want one-shot, short-term, or long-term projects. Either way, keep service programs open to newcomers at all times.
4. Discipleship programs build a community of kids who want to grow deeper in their Christian faith. Discipleship programs aren't for first-time visitors or sporadic attendees. They're designed to help children dive deeper into spiritual development as they study the Word of God, pray, develop friendships with other believers, and share their lives. Children experience a personal relationship with Jesus and also disciple others as they build up each other's faith.
Discipleship classes can be long- or short-term, but they're intentionally more intimate so children can connect with each other. Experiences where children encounter God and make life-changing decisions are the bull's-eye of the target. It's where you want every child to ultimately end up.
The Six Questions
Answer the following questions before you begin any new program to determine whether a program will be meaningful to your children and church.
* Who will lead? In his book Doing Church as a Team, Wayne Cordeiro suggests that before launching a new program, the first step needs to be building a team of four other leaders to serve with the program leader. This team becomes a support system that shares responsibilities of the program and provides accountability for each other. A strong leadership team also helps prevent frustration and burnout.
Accurately predict the number of servants needed to support a program. Do you have enough leaders? The right leaders? Are they equipped? Are they all on the same page regarding the vision?
* What will you do? To be meaningful, any program you develop must connect people with an experience they'll value. Meaningful programs also bridge people to your church and toward relationship with your church family.
Have you considered the culture and daily life of kids you want to reach? Have you found a name for the program that's interesting and inviting? Have you decided precisely what need you'll meet?
* When will you meet? Timing is important. Schedule a day of the week and a time in the day that's convenient for families. Be considerate of young children and their routines.
Consider God's timing for the program. Great program ideas move forward and become reality only with God's blessing. You may be able to recognize God's timing for your program as you evaluate how easily the components of your action plan come together. What would happen if you chose not to launch a program until you had all the volunteers you need in place?
* Where will you meet? Whether you have a huge facility or a tiny one, space is always an issue. Be creative as you search for the ideal location.
Some events and classes need to be held at your church building, but others may be appropriate for a neighborhood park, community building, or back yard. Growing a children's ministry may require you to go where the kids are. Take into consideration what supplies you'll need and what setup is required when thinking about where you should meet.
* Why are you considering this new program? Is the program aligned with your church's vision and children's ministry philosophy? What's your desired outcome? Will you seek to expand your current children's ministry, offer support to children and their families, provide service to your community, or develop disciples? How will this program engage kids and move them toward the center of the target?
* How will you move ahead? This question may be the most important because your answer becomes your action plan for making the proposed program a reality. You'll sort out the program's goals and determine publicity, budget, and team communication. Decide up front how you'll evaluate your effectiveness — so you can make midcourse corrections.
But it isn't just a matter of logistics. A detailed plan also ensures your program will be meaningful for children and volunteers. Remember that what counts most isn't pulling off a spectacular event. What counts most is what kids learn and how relationships develop during the course of the event — from the initial brainstorming meeting to sweeping up after the event ends.
The One Target
Anyone can pull together a slapdash program to entertain kids. But creating a meaningful program requires something more.
It requires that you're intentional about building a program that's relevant to your kids, that meets the needs of your church and community, and that's radical in its creativity and uniqueness.
Meaningful programs also reflect God's love and mirror how kids learn and what kids already love to do. Meaningful programs encourage transforming relationships.
Creating excellent children's programming is hard work, but it's rewarding, too. You'll touch kids' lives in ways that have lifelong impact and draw children closer to God. It's worth the effort!
RaNae Street is a children's ministry director in Tipp City, Ohio. This article is excerpted from the new Children's Ministry That Works! (Group Publishing, Inc.).
© 2002 Children's Ministry Magazine. Used by permission.
Monday, May 25, 2009
Guerrilla Training
by Cynthia Crane and Keith Johnson
Creative training approaches that can happen in hallways, over the internet or phone lines, or any old place.
You've just finished one of the greatest summers in children's ministry history! Now it's time for you to kick off a new school year, plan a Halloween alternative, get ready for a Christmas musical, recruit volunteers, sort curriculum, get the newsletter out, put the bulk mailing dates on the calendar, reserve rooms, coordinate child care, and train volunteers. So much to do...so little time. Let's talk about the ever-present need to train volunteers.
When can you fit that in? The world tells our team members that a packed calendar is a sign of success. When will they fit in training? Besides, training events sound optional; do people really have to go to those—every time?
When can you train? On Saturday...no, that's soccer-baseball-water-ski-family day.
Okay, how about Sunday? Pleeease! Today alone three teachers needed subs at the last minute; next week the kids are singing in big church...Sundays are jammed!
Could you schedule it during the week? Wait! Miss Debbie can't come on Mondays because she's at Weigh Down Workshop; the Campbells can't come on Tuesdays because that's ballet night.
Sound familiar? Time-crunched families and volunteers are the norm today. So maybe training doesn't always have to be a set time, place, or agenda. Instead you can sneak in training when your volunteers least expect it. The following guerrilla training ideas can refocus your time, energize your team, and mobilize your teachers to remain faithful to their calling!
1. E-Team—You don't have time to meet personally with each volunteer. So create an "E-Team" that'll be in charge of encouraging and equipping others. Meet with your E-Team to develop a quarterly game plan so everyone on your team receives encouragement. Use these criteria to select your E-Team members: creative, supportive, sensitive to people in need, and detail-oriented.
2. Coffee Break—Do you have someone who struggles more than most with the lesson? Meet with that person one-on-one at a coffee shop and share several ideas for a successful Sunday school class time. Help him or her design four to six weeks worth of totally awesome lessons! Follow up with this person each week to ask about how a specific lesson went.
3. Success Stories—Use play-by-play videos or digital photos each Sunday to show great things that are happening in classrooms. You can play the video as children arrive, or post the photos in hallways. Volunteers will not only learn from one another, but they'll be encouraged to see they share similar challenges with others.
4. Party Time—Throw a planning party for your teachers to celebrate individual successes and the things people are doing right. It's the ultimate volunteer training because they'll learn from each other.
5. Snack Time—Bring in leaders from other churches on Sunday morning to mingle with your team during a continental breakfast or coffee break. Your guests can ask your volunteers questions to help you assess who's struggling (because sometimes they won't tell you) and what's working (because sometimes we get home-blind and don't see all the good things).
6. Conferences—Send teachers to a conference and make sure they drive together. Their discussions before and after the event are sometimes even richer than the conference itself. It's especially helpful for conference attendees to wrestle together with how they'll apply what they learned.
7. Tag-Team Training—Match new recruits with experienced volunteers for one class. Then have the new recruits share what they've learned. This is a great way to get your veteran teachers-who may feel they can't learn anymore-to learn how to transfer their years of knowledge relationally.
8. NIMBY (Not in My Backyard) Day—Give your Sunday school teachers a day off to visit another church, then have them report what they saw. Because most teachers have families that they'd bring with them, include the stories of children in those reports. Print the reports in your monthly newsletter or weekly teaching tip sheet. Or simply have your "scouts" tell their stories to your other volunteers at a coffee meeting or planning committee.
9. Task Force—Do the above assignment but with a twist. Assign volunteers different ministry aspects to research, then have them share what they learn. Empower them to make the difference!
10. Prayer—Organize prayer groups with no more than six people. As your volunteers pray together, they'll also encourage one another and share helpful training insights.
11. Testimony Night—A night to honor kids turns into kids giving testimonies about specific volunteers who've changed their lives. Take photos to put in your newsletter, and add specifics that'll help your volunteers see the big picture. It's important for your volunteers to see the results of their labor in the hearts of changed lives.
12. Online Tutor—Send an e-mail with some great websites that have ideas you know your volunteers can use. Or send your volunteers to childrensministry.com's Children's Ministry Magazine Live Training Institute. Your volunteers can read one of 22 brief tutorials and then answer three questions related to the topic. Push one button, and they fire off an e-mail to you to let you know they've completed a training piece.
13. E-mail Training Tips—Send out a weekly teacher's tip sheet via e-mail! Let your teachers know that you're praying for them. List prayer requests, birthdays, anniversaries, and helpful hints. A good way to do this and solicit some discussion is to offer a "problem of the week" where people can e-mail a solution. Post answers in your next newsletter.
14. Book Club—Many volunteers love to learn on their own. Their best approach to instruction is self-discovery. So give the same book to three different volunteers, and have them each share the top three things they found in it with each other during a coffee discussion.
15. Book Review—Read through a book with your volunteers and share how it touches each of you.
Cynthia Crane is a children's pastor in Huntington Beach, CA. Keith Johnson is the field services manager for Group Publishing, Inc., leading more than 200 REAL learning specialists to provide training and consultation to churches.
© 2001 Children's Ministry Magazine. Used by permission.
Creative training approaches that can happen in hallways, over the internet or phone lines, or any old place.
You've just finished one of the greatest summers in children's ministry history! Now it's time for you to kick off a new school year, plan a Halloween alternative, get ready for a Christmas musical, recruit volunteers, sort curriculum, get the newsletter out, put the bulk mailing dates on the calendar, reserve rooms, coordinate child care, and train volunteers. So much to do...so little time. Let's talk about the ever-present need to train volunteers.
When can you fit that in? The world tells our team members that a packed calendar is a sign of success. When will they fit in training? Besides, training events sound optional; do people really have to go to those—every time?
When can you train? On Saturday...no, that's soccer-baseball-water-ski-family day.
Okay, how about Sunday? Pleeease! Today alone three teachers needed subs at the last minute; next week the kids are singing in big church...Sundays are jammed!
Could you schedule it during the week? Wait! Miss Debbie can't come on Mondays because she's at Weigh Down Workshop; the Campbells can't come on Tuesdays because that's ballet night.
Sound familiar? Time-crunched families and volunteers are the norm today. So maybe training doesn't always have to be a set time, place, or agenda. Instead you can sneak in training when your volunteers least expect it. The following guerrilla training ideas can refocus your time, energize your team, and mobilize your teachers to remain faithful to their calling!
1. E-Team—You don't have time to meet personally with each volunteer. So create an "E-Team" that'll be in charge of encouraging and equipping others. Meet with your E-Team to develop a quarterly game plan so everyone on your team receives encouragement. Use these criteria to select your E-Team members: creative, supportive, sensitive to people in need, and detail-oriented.
2. Coffee Break—Do you have someone who struggles more than most with the lesson? Meet with that person one-on-one at a coffee shop and share several ideas for a successful Sunday school class time. Help him or her design four to six weeks worth of totally awesome lessons! Follow up with this person each week to ask about how a specific lesson went.
3. Success Stories—Use play-by-play videos or digital photos each Sunday to show great things that are happening in classrooms. You can play the video as children arrive, or post the photos in hallways. Volunteers will not only learn from one another, but they'll be encouraged to see they share similar challenges with others.
4. Party Time—Throw a planning party for your teachers to celebrate individual successes and the things people are doing right. It's the ultimate volunteer training because they'll learn from each other.
5. Snack Time—Bring in leaders from other churches on Sunday morning to mingle with your team during a continental breakfast or coffee break. Your guests can ask your volunteers questions to help you assess who's struggling (because sometimes they won't tell you) and what's working (because sometimes we get home-blind and don't see all the good things).
6. Conferences—Send teachers to a conference and make sure they drive together. Their discussions before and after the event are sometimes even richer than the conference itself. It's especially helpful for conference attendees to wrestle together with how they'll apply what they learned.
7. Tag-Team Training—Match new recruits with experienced volunteers for one class. Then have the new recruits share what they've learned. This is a great way to get your veteran teachers-who may feel they can't learn anymore-to learn how to transfer their years of knowledge relationally.
8. NIMBY (Not in My Backyard) Day—Give your Sunday school teachers a day off to visit another church, then have them report what they saw. Because most teachers have families that they'd bring with them, include the stories of children in those reports. Print the reports in your monthly newsletter or weekly teaching tip sheet. Or simply have your "scouts" tell their stories to your other volunteers at a coffee meeting or planning committee.
9. Task Force—Do the above assignment but with a twist. Assign volunteers different ministry aspects to research, then have them share what they learn. Empower them to make the difference!
10. Prayer—Organize prayer groups with no more than six people. As your volunteers pray together, they'll also encourage one another and share helpful training insights.
11. Testimony Night—A night to honor kids turns into kids giving testimonies about specific volunteers who've changed their lives. Take photos to put in your newsletter, and add specifics that'll help your volunteers see the big picture. It's important for your volunteers to see the results of their labor in the hearts of changed lives.
12. Online Tutor—Send an e-mail with some great websites that have ideas you know your volunteers can use. Or send your volunteers to childrensministry.com's Children's Ministry Magazine Live Training Institute. Your volunteers can read one of 22 brief tutorials and then answer three questions related to the topic. Push one button, and they fire off an e-mail to you to let you know they've completed a training piece.
13. E-mail Training Tips—Send out a weekly teacher's tip sheet via e-mail! Let your teachers know that you're praying for them. List prayer requests, birthdays, anniversaries, and helpful hints. A good way to do this and solicit some discussion is to offer a "problem of the week" where people can e-mail a solution. Post answers in your next newsletter.
14. Book Club—Many volunteers love to learn on their own. Their best approach to instruction is self-discovery. So give the same book to three different volunteers, and have them each share the top three things they found in it with each other during a coffee discussion.
15. Book Review—Read through a book with your volunteers and share how it touches each of you.
Cynthia Crane is a children's pastor in Huntington Beach, CA. Keith Johnson is the field services manager for Group Publishing, Inc., leading more than 200 REAL learning specialists to provide training and consultation to churches.
© 2001 Children's Ministry Magazine. Used by permission.
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