Newsletters 86 and 85.

 

Newsletter 86

Ministry Update.

Apart from taking around 200 "Bible in school" lessons, 2012 has been a year in which "Uncle Maurice" shared his "fun filled" Bible programmes with over 70 groups - mainly at Family services, Sunday schools, Holiday programmes, Kids clubs, Christian camps, School Assemblies, and Uniformed organisations.

I thank God that my teaching Blogs for Children's ministers continue to be widely accessed. Whenever I check the statistics I am always surprised, blessed and encouraged to find that, although I haven't published much new material over the last two years, my blogs are still receiving over 7,000 views each month. My object lesson Blog ( www.objectlessons.blogspot.com ) in which I describe 74 "easy to do" object lessons remains the most popular, averaging around 500 views per week.

My teaching material has also been published on many other Children's ministry sites worldwide. For example my puppet skit "What is Easter all about?" attracts around 200 views each day during the few weeks before Easter on www.puppetresources.com  alone. I have no idea how many times this skit must now have been performed over the last ten years.

Contents.

Christian Religious Education in State schools.

O. L. 75 - The importance of recycling.

O.L. 70 - Long distance miracles (Cutting a Banana into segments).

O.L. 76 - Christmas symbols - The Candy Cane.

Christian Religious Education in State schools.

There is an ongoing debate about the desirability of Christian Religious Education (CRE) programmes in New Zealand State primary schools. Some people would like to see them all discontinued, but the important question for me is "Do these programmes actually make a difference in the lives of the children?"

Do they make a difference - Morally?

By teaching students about the importance of such virtues as respect, integrity, honesty, tolerance, discipline, acceptance, forgiveness etc. it is hoped to help develop a safe and friendly environment in which the students will be more likely to develop good habits and be better equipped to make better life choices.

Over many years of teaching these classes, I have received hundreds of letters and cards from students (Plus a few from parents and secular teachers as well) which indicate that the answer is a definate "YES." - See my Blog www.unclemaurice.blogspot.com .  to read some of the comments that I have received.

Do they make a difference - Spiritually?

Although the purpose of taking these programmes is not to share the Gospel, they do often lead to a development of an interest in spiritual realities. Again, my Blog shows many comments I have received from children that indicate that they are developing spiritually.

Do they make a difference - Academically?

By teaching students such virtues as listed above, these "Values" programmes are designed to encourage pupils to make good life choices and to help maintain a safe and friendly school environment in which students thrive.

As well as making a difference to the moral standards of the students these "values" programmes would also be expected to result in them becoming more disciplined and conscientious towards their school work. Do such programmes, therefore, actually make a difference in students academic achievements?

The above question has been impossible to answer until recently. However, with the publication of the National Standards results for NZ schools, it is now possible to answer this for the core subjects of Reading, Writing and Mathematics.

I have extended my earlier survey of 29 schools (see Newsletters 83 and 85) to now compare the academic achievements of pupils in sixty three primary schools in the South Auckland area, thirty eight of which run a CRE programme and twenty five of which do not. These results represent the achievements of about 20,000 pupils.The percentage of students achieving the National standard level or better for the "CRE" group was 69.9%, compared with 63.2% for the "non CRE" group. The average Decile numbers (an indication of how affluent an area each school is located in) for the two groups were similar, and thus couldn't account for the significant difference in achievements between the "CRE" and "non-CRE" schools.

Conclusion.

The evidence appears to show that a weekly 30 minute Christian religious education programme is likely to to make a positive difference to children morally, spiritually and academically.

O. L. 75 - The importance of recycling.

God created a wonderful earth for his finest creations (us) to look after and enjoy. It is the responsibility of all of us to take good care of this wonderful earth. One thing that we can all participate in to help maintain a good environment is recycling our rubbish (or trash as it is called in the U.S.A.). Every household produces much rubbish every year, but we can minimize this by recycling much of it. Here is a "fun" object lesson / illusion to help teach children the importance of recycling. This utilizes one of the oldest "magic tricks" around, but nevertheless will still amaze most children.

Preparation.

You will need three cardboard boxes of different sizes. It does not matter whether they are round or square. Cut the bottoms out of the largest two boxes. The smallest box (Box 1) should still be large enough to contain the items to be recycled and the items they will be "changed" into. (See below for some examples). Both the larger boxes should be taller than the smallest box so as to hide all the items that it contains. If you make the middle sized box (Box 2) taller than the largest box (Box 3) it will lead to a better visual effect.

The diameters of your three boxes will depend on availability and the items you wish to recycle. However, the boxes I use have diameters of 15, 20 and 25 cm. respectively. Mark Box 2 - "Bin". Mark Box 3 "Recycling box".

I usually "Recycle" three items in each presentation. The possibilities are endless, but here are a few suggestions - remembering that all the items have to be small enough to fit into Box 1.

Note. I usually give the "changed" items away to the children as I produce them from the recycling box.

Old Newspaper page (Screw up in front of children just prior to recycling) ----------- Small notebook.

Banana skin --------------- Whole Banana. (Although this is obviously not a good recycling example, as such, you could perform my Object lesson 70 here (Newsletter 66) - cutting a Banana in half - SEE BELOW. As the Banana is peeled by a volunteer, give the two (or three) segments away.

A burst balloon (Burst in front of children) ----------------- A rubber bouncy ball or an eraser.

Empty tube of toothpaste -------------- A full tube.

Empty soap package ------------- A bar of soap.

An old drinks can (Crush in front of children) ----------------- A full can.

Presentation.

Place the open ended Bin (Box 2) and the items to be recycled in full view of the children. Place the items that they will be "Changed" into in Box 1. Place the open ended Box 3 over Box 1. Thus, Box 1 and its contents will always be out of sight.

Talk about how much rubbish we all produce "Some people just throw their rubbish in the bin." Drop first item (e.g. screwed up newspaper) into the bin (Box 2). "They think they have got rid of it. But really they haven't." Lift up the "bin" to show that it is open at the bottom and reveal the newspaper. "Throwing things in the bin does not really solve the problem, because it is though it is open at the bottom and the rubbish just goes right through. We have just moved the rubbish from one place to another. However, there is a much better solution. It is called RECYCLING. Much of our rubbish can be recycled, or changed into something useful."

Draw the children's attention to the Recycling box (Box 3). "Let's see what happens if I put the bin into my Recycle box." Place Box 2 inside Box 3. You will note that Box 1 and its contents are now also inside Box 2. "Let's make sure that my Recycling box is nice and clean." Lift up Box 3 to show that it also open at the bottom and completely empty. (Box 1 and contents are still hidden because they are now covered by Box 2). Place Box 3 back over Box 2. "Let's see if I can recycle this old newspaper." Drop the newspaper into the bin, which is now inside the Recycling box, ensuring that it also lands inside Box 1. Get a stick or ruler and begin a stirring action inside the boxes. "Recycle....... Recycle....... Recycle....... What have we here?" Reach into the boxes and lift out the recycled item (e.g. Notebook). Remove Box 2, showing that the "Bin" is empty. You can then repeat the process and "Recycle" as many items as you wish.

Conclusion (Optional).

"Some of you may be thinking "Does it really matter if I throw away a small amount of rubbish each day?" Well, yes it does, because it all adds up. Let us see what would happen to all the rubbish if we could turn back the clock and un-recycle it." Begin your stirring action with your stick, in the opposite direction to before. "Un-recycle...... Un-recycle...... Un-recycle...... " Grab the side of Box 3 and Box 1 at the same time. (Remember that Box 1 must still remain hidden). Tip them up - To reveal all the rubbish!

Object Lesson 70 - Long distance miracles (Cutting a banana into segments).

Jesus sometimes healed people from a distance - just by speaking a word of faith. In this illustration you appear to cut a banana in half (or even into 3 or 4 segments) just by speaking and / or by making a 'chopping' action with your hand towards it.

Preparation.

Take a banana, choose a point near the centre, and push a small sewing needle through the peel and most of the way through the soft centre. With the needle still in place, move it in an upwards and then a downwards direction a few times. This action will cause the centre to be cut in half, but leave the peel largely unaffected. On removing the needle, only a small prick should be visible in the otherwise 'normal' banana.

Illustration.

Show the class your 'normal' (but prepared) banana. Select a volunteer and have them hold up the banana so that everyone can see it. Stand a few meters away from your volunteer and 'command' the banana to be cut in half. At the same time you could make a chopping motion with your hand in the direction of the banana. Finally, get your volunteer to carefully peel the banana. The banana centre should be clearly seen to have been cut into two (or more) segments.

O. L. 76 - Christmas Symbols - The Candy Cane.

The Candy cane is a well known symbol of Christmas. It is ideal for teaching children about Christmas because it is widely available and inexpensive. Having used it in your teaching, you could give candy canes out to all the children as treats.

The origin of the candy cane goes back over 350 years to Germany when people began to boil sugar to produce straight white sticks. Thus, the original candy was straight and completely white in colour.

Over the years the candy cane has been adapted to become a Christmas symbol.

1. Wide red stripes were added to the white cane. These represent the blood of Jesus who died for our sins.

2. Canes were now made in their present "J" form to remind us of Jesus. Turned around, the cane is now like a shepherd's crook - To remind us that Jesus is the "Good Shepherd" who leads us and gave up His life for us.

3. As well as broad stripes most candy canes now also have three thinner stripes. These remind us of Jesus' stripes that He took on his body for us just prior to his crucifixion. They also remind us of the Trinity - God the Father, Son and Holy Spirit.

4. Some candy canes now also have different coloured stripes as well as the red, especially Green and / or Purple. The Green stripes remind us of the New Life we have in Jesus, and that He wants us to grow to become more like Himself. The Purple stripes remind us that Jesus is our King.

Newsletter 85.

Contents.

Christian based values programmes in State primary schools.

Teaching tip 56 - God's unconditional love.

Story - The wise man.

Christian based values programmes in State primary schools.

(Do they make a difference academically, morally and spiritually?).

It is widely recognized that schoolchildren tend to thrive if their school environment is safe and friendly. Thus many Primary schools see the benefit of running a weekly "Values" programme. In these, pupils are taught such virtues as respect, tolerance, acceptance, integrity etc.

Traditionally, most of these "values" programmes in New Zealand have been provided by volunteer teachers drawn from local churches who operate under the auspices of "Churches Education Commission." Parents are allowed to withdraw their children from such classes if they so choose. More recently, with the influx of migrants to New Zealand from many different countries, some have questioned whether it would be better to replace these Christian based values programmes with ones that would be more acceptable to people of all faiths, and even those with none.

Although many Primary schools still have a "Christian" values programme, some have stopped them and have no "values programmes", and some have replaced them with "Secular" values programmes. Some schools even operate both, and give parents a choice of which one to send their children to.

  

  

Do Christian bases values programmes make a difference - Academically?

In a recent Newsletter (Number 83 - www.mauricesweetsur.blogspot.com) I wrote an article "Does teaching "Bible" in state schools make a difference?" Based on results from "National Standards" testing, my conclusion (following analysis of the results from 29 schools in my locality) was Yes, in the area of South Auckland, It does make a very real and positive difference to the academic achievements of the students - not to mention the obvious benefits to the students of learning the basics of the Christian faith, including "God's rules for life." 

There are two schools in my locality, situated only 1 Kilometre  apart. However one is in a very deprived area. It's Decile number is 1 - the lowest possible. However, it does run a Christian based values programme. The other school is in a more affluent area, having a Decile number of 7 (the maximum is 10). This school stopped its Christian based values programme three years ago. Yet surprisingly (or it shouldn't really be a surprise to Christians) National Standard results show that the Decile 1 school performed academically just as well as the Decile 7 school.

Do Christian based values programmes make a difference - Morally?

This of course is the main purpose of these lessons. By teaching students about the importance of such virtues as respect, integrity, honesty, tolerance, discipline, acceptance, forgiveness etc. it is hoped to help develop a safe and friendly environment in which the students will be more likely to develop good habits and be better equipped to make better life choices.

Is their any evidence that this actually happens? Over many years of teaching these classes, I have received many letters and cards from students (Plus a few from parents and secular teachers). So, I will let the students speak for themselves.

"I have learned a lot of values and to respect everyone, even people younger than me." ----- Ying (aged 11).

"I took your advice and told my mother that I had eaten the (forbidden) chocolate bar. As you thought, she wasn't angry at all and said that it was good that I had told her." --------- Jessica (aged 10).

"When I got home I forgave my sister, and now we seem to be getting along a lot better." -------- Danielle (aged 10). 

"Thank you for taking Jona for R.E. He has certainly enjoyed your lessons, and has a positive attitude because of them." ------(Parent, Karaka).

"Thank you for giving Room 7 an amazing year of lessons. I have really appreciated your imput into the lives of my class. Your visits were the highlight of my week." -------- (Class teacher, Papakura).

 

"At the beginning of the year, three pupils were withdrawn from 'Bible' lessons by their parents. By the end of the year, they were all attending your class!" ------- (Class teacher, Manurewa).

Do Christian bases values programmes make a difference - Spiritually?

Although the purpose of taking these programmes is not to share the Gospel, they do often lead to a development of an interest in spiritual realities. Again, I will let the students speak for themselves.

"Thank you for teaching me about the Man above and about good and bad. It has changed me and I feel great." ------- Sue-Elyse (aged 10).

"You made stories in the Bible relate to us." ------- Ashley (Aged 11).

"You made 'Bible' so interesting, funny and enjoyable. Learning about Jesus and God was a lot of fun. ------- Olivia (aged 13).

"Your Bible lessons were a lot of fun. I now pray for my family and other people like you, and for people who are sick." ------- Danny (aged 10).

"Thank you for making us believe that God is real." ------- Toni (aged 8).

"Thank you for leading me to a good and happy life." ------- Katerina (aged 9).

"I have learnt that Christmas isn't about presents. Christmas is all about Jesus Christ." ------- Sharnalee (aged 9).

"I learnt a lot about the Bible that I didn't know. It was a lot of fun." ------- Tessa (aged 8).

"It is because of your Bible lessons that I now go to church regularly." ------- John (aged 13).

"After your lesson, I felt that God wanted me to go and tell my Gran that He loves her. So I did." ------- Rachael (aged 11).

"Yesterday, I asked my mum if I could become a Christian. She said 'Yes', so I did - I asked Jesus into my heart." ------- Sarah (aged 8).

"Thank you for all the effort, time and love that you have put into Bible in Schools whilst teaching Amanda-Sheri. She has continually come home with only special words of you and your teachings of the good Lord. You have made an impact on this young girl." ------- (Parent, Karaka).

"Thank you very much for coming and teaching my class. It is wonderful to see them so enthusiastic about 'Bible' each week, and to hear the conversations it sparks later on." ------- Class teacher (Papakura).

In conclusion my results suggest that a Christian based values programme is likely to benefit students spiritually, morally and academically.

T.T. 56 - God's unconditional love.

One of the hardest truths for both children and adults to grasp is that of God's unconditional love for us. It is natural to think that if we obey God, spend time worshipping Him, and are good to others, He will love us more. Conversely, if we disobey Him, ignore Him, and treat others badly, God will love us less. However, unlike our love for each other which often changes, God's love for us is always at it's maximum. No matter how good or bad we are, God's love will never increase or decrease. There is nothing we can do to make Him love us any more or any less than He already does.

The lyrics of an old song "More than yesterday" say "I love you more than yesterday, and less than tomorrow." This reminds us that human love can increase each day. But, if it can increase, it can also decrease. Not so with God. He may like or dislike the things we do, but His love for us cannot change. He cannot love us any more or any less than He does today.

I once asked a group of children how they knew that God loved them? I was expecting responses like "Because He sent Jesus to die for me." But one ten year old girl gave a very insightful answer. She said "I know God loves me because He made me. If he didn't love me, He wouldn't have made me." How true that is. God loves all His creations

The amazing thing is that God loves each one of us just as much as He loves His Son, Jesus. You may ask "But what about the really "bad" people, the tyrants, terrorists, and mass murderers and all the evil people that we read about in history. Does God love them just as much?" Yes! "But most of them are dead now, does that mean that because God loves them - despite what they did - they are now in heaven?" No! People don't go to heaven because they are good, and they don't not go to heaven because they are bad. They go to heaven or not depending solely on whether or not they have accepted God's love by receiving His love gift of Jesus Christ into their lives. (John 1 v. 12). The behaviour of the tyrants etc. indicate that they have almost certainly refused to accept God's love so, much as God still loves them and grieves over the fact that they have rejected Him, I don't expect to meet them in heaven.

Conclusion. Our Creator loves us, not because we are lovable, but because "God is love." (1 John 4 V. 8).

Story - The wise man.

A very old and wise man was nearing the end of his life. An admirer asked him "Over your many years of study, what have you learned about life?" He replied "I have learned that the things of life fall into three groups - those that are not important, those that are a little important and those that are very important."

The old man went on to explain. "The things of life that are not important include a big house, a comfortable car, a healthy Bank balance, control over others and the admiration of others."

"The things that are a little important are having enough food to eat, having clean water to drink, and having a way to keep yourself warm."

"The things that are very important are doing all you can to ensure that others have enough food to eat, clean water to drink, and a way to keep themselves warm."

That really sums up the Gospel. Jesus said "For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me. _ _ _ _ _ _ _ _ _ _ _ Whatever you did for the least of these brothers of mine, you did for me." (Matthew 25 vs. 35-36, 39).