Newsletter 93.

Newsletter 93 from Maurice Sweetsur

 

Contents.

 

Teaching tip 65. Keeping discipline in your children’s class.

Teaching tip 66. Helping children to defend their faith.

What should be the Christian response to “Halloween” activities?

Should Christians use “Magic tricks” when teaching children?

Secularism is atheism.

 

 

T.T. 65. Keeping discipline in your children’s class.

 

As every teacher will tell you, it is important to maintain discipline in your children’s class.  Without proper discipline, you will not only get frustrated, but the children won’t learn very much – even those who wish to learn will be distracted by those who don’t.

 

I discovered many years ago that the best way to maintain discipline was to endeavour to make all my lessons fun and exciting. I wrote an article on this, which I will reproduce below. There are, however, a few children who will still tend to misbehave, no matter how exciting your lesson is. What can we do in this situation?

 

Unfortunately, children’s teachers are now very much restricted in their discipline options. Even removing a child from your class is now no longer an option in most schools or churches. There are, however, still a number of discipline options we can try out. I have found that one method may work for one group but not for another and vice versa. All methods are based on either the “carrot” or the “stick” approach.

 

The “Stick” approach.

 

1. Time out. The familiar “time out” is still a popular method. Most children don’t like being excluded from the rest of the group, so you could ask the unruly child to go and sit in a remote part of the room or, if the children are gathered on the floor, to go and sit at their desk.

 

A quite effective variation of this method is to ask the unruly child to stand up and remain standing until you ask them to sit down again. The main drawback of this is that some children seem incapable of standing for more than 1 or 2 minutes and will sit down again. In extreme cases a child may refuse to stand up in the first place, and this of course will only cause more problems – Get to know your children.

 

2. A rebuke. Sometimes a word of rebuke is all that is needed to get a child to improve their behaviour. However, be very carful of how you rebuke a normally well behaved child. They won’t be used to getting told off, so even a mild rebuke may easily upset them. On the other hand some children won’t respond to a rebuke no matter how severe or how often you do it.

 

3. Exclusion. Most children love to be involved in class activities, for example being chosen to pray, read the Bible, be part of a skit a puppet play, or other special activity. Inform the unruly child that they weren’t considered for this because of their unacceptable behaviour.

 

4. An unpopular activity. This is a method I have recently started to use with spectacularly good results. If the majority of the class are misbehaved, the following lesson I give them an unpopular activity for the whole of the session, making it clear that I am doing this because of their previous unacceptable behaviour. You could even divide your class, giving the “unpopular” activity only to those who misbehaved, and having a “normal” lesson for those who didn’t.

 

In my case, I choose the “unpopular” activity to be work (activity) sheets. Most children enjoy working on these – but not for the whole lesson! I have subsequently found that even the mere threat of an unpopular activity has so far been enough to maintain good discipline.

 

The “Carrot” approach.

 

Rewards. I am always reluctant to give rewards as a method of improving discipline, but nevertheless it can be quite effective.

 

1. Tell the children that you will choose the “best behaved” to participate in any special activity.

 

2. Take along two or three attractive prizes to give out to the “best behaved” at the end of your lesson. I usually use balloon models as they are very popular and relatively inexpensive. Note. Most schools now discourage the giving out of lollies (sweets / candy) to the children.

 

You may find, however, that even the promise of a reward will not be enough to tempt some children to improve their behaviour. Experience has shown them that they are incapable of being amongst the best behaved, so they don’t bother trying. In this case, you could promise the prizes to the “most improved” rather than the “best”.

 

As a variation, I sometimes take to the class a larger number of prizes (say five or six) I place them on my left and explain that I will be giving them to the “most deserved” children at the lesson conclusion – as long as there are still any prizes remaining on my left. Explain that if any child misbehaves, I will take one of the prizes and place it on my right.  Explain that all prizes remaining on my left will be given away. Those on my right will be taken home with me.

 

Even if there is an improvement in discipline as the children see their potential prize pile being reduced, or if they plead with you to still give all the prizes away, don’t be tempted to do so. It is important for the children to understand that you will always keep your promises, whether “good” or “bad”.

 

 

 

Overcoming discipline problems by making your lessons fun and exciting.

 

( First published on my Teaching tip blog http://www.teachinglessons.blogspot.com/ ).

There has been much written about how best to discipline 'problem' classes. I certainly don't profess to be an expert on the subject, but I would like to share my own experience in the hope that it will be a help to you.

When I first started teaching Bible classes, I had my share of discipline problems, especially from the older boys. I soon realised, however, that many children were causing trouble simply because they were bored with my lessons!

I therefore determined to make my lessons more fun and exciting. I believe that this is something we must all do, otherwise many of the children - even if they don't actually misbehave - will simply "turn off." Fortunately, there are many ways we can do this. Here are a few suggestions.

Tell familiar stories from unusual angles, to keep the children guessing. e.g. The Good Samaritan from the point of view of the donkey, Daniel, from a lion's viewpoint, Jonah, as seen by the large fish, David and Goliath from the Giant's perspective. (Don't mention the Giant's name till the end - to keep your class wondering!). etc etc.

If your class is well behaved, use skits involving the children - most Bible stories can be adapted to be told in this way. If your class cannot be trusted to do this properly, use puppet skits. I record the skit beforehand, and get children to operate the puppets. Check out http://www.puppetresources.com/ for an extensive array of skits.

Use ventriloquism. You don't need a special dummy. A hand puppet will do. And you don't have to be expert. If you use good material, the children will love it, and won't mind if they see your mouth moving a little.

Teach memory verses in lots of different ways. The number is only limited by your own imagination.

Review your teaching with quizzes. Noughts and crosses (tic tac toe) is a popular way to do this.

Dress up as a Bible character, and tell his/her story with a monologue. Nebuchadnezzar, telling about the three Hebrews in the fiery furnace, and the cripple who was brought to Jesus by his four friends, have worked well for me.

Use lots of object lessons to illustrate your teaching points. Better still, use illusions, which are essentially object lessons with "special effects." Many illusions are very easy to do, but will still baffle your class. Two excellent sources of illusions are http://www.childrensministry.org/ and http://www.onewaystreet.com/ (which also has an excellent range of ventriloquism skits). Also, many illusions, especially those involving paper cutting or ropes, cost nothing to do.

Result ? I can now say that I rarely have any discipline problems. I don't think this is because my present classes have generally better behaved children in them, but rather because I am now better able to keep their attention.

I am not saying that we should abandon our programs so as to keep the children entertained, but if they are not happy, they won't learn much anyway and will be put off the church in later years. We can still teach our programs, but we should all be continually searching for more interesting and exciting ways to do it. We owe this both to our children and to the Lord.

 

 

T.T. 66. Helping children to defend their faith.

 

In my teaching tip “What do children believe” (Newsletter 89), I looked at the problem of children from non-Christian homes being taught Biblical truths by their Bible teachers and then having their parents or secular teachers contradicting it.

 

This problem was brought home to me quite recently. Having completed my “Bible in schools” lesson in a state school, the class teacher returned and was immediately asked by one of the children “Do you believe the Bible?” The teacher’s answer was “No I don’t.” What is that pupil and the others who overheard then supposed to believe?

 

I have witnessed similar situations a number of times over the years. Once a 6 year old boy was pulled aside by his class teacher to have a “one to one” session with her, at the same time and in the same room as I was teaching the remaining pupils my “Bible” lesson. The boy asked his teacher “What is fiction?”  She replied “Fiction is like myths and religion. It didn’t really happen.” Her comment was clearly heard by myself and all the other children. If she could make comments like that in the presence of the “Bible” teacher, what would she, and others liker, say to the children when no “Bible” teacher is present?

 

Although there is no “magic” solution to the above problem I believe that, when teaching children from non-Christian backgrounds, we could do five things :-

 

1. Pray for the children. Never underestimate the power of prayer and remember that God’s Word as we speak it is far more powerful than any words of human origin.

 

2. Encourage the children to always use their minds and think for themselves. Teach the children not to accept any statement as true, simply because someone says it is - even if that person is their Bible teacher! Often, if we really examine a belief, the inconsistencies and falsehoods soon become apparent.

 

3. Teach the children that when a person says “I don’t believe in God” or “I don’t believe that God wrote the Bible”, in most cases it is not that the person cannot believe, but rather that they will not believe. To believe in God or a Creator means that we have to admit that He made us, and therefore He owns us. Although He will never force us to do anything we don’t want to do, He has every right to tell us how we should lead our lives. Some people don’t like that idea as they would rather do whatever they want to do. They therefore try to overcome this problem by denying God’s existence, or that the Bible is “God’s word”. However if the unbeliever were challenged as to why they don’t believe, by asking such questions as “Have you checked it out for yourself, have you looked at the evidence?” Or, “Have you actually read the Bible yourself?”, you will probably find that they haven’t.

 

4. Remind the children that the evidence of a Creator / God is all around them. We only have to look at the sky or the many wonderful living things around us to see this. Our common sense and experience teaches us that nothing can make itself, everything has to have a creator / maker. Although human beings can make many wonderful things, they have to have starting materials to do so. We cannot make anything out of nothing, and we cannot make anything living from anything that is not living. Only God can do those two things.

 

5. Emphasise the importance of the Bible. State that Christians believe the Bible is God's Word, and therefore what the Bible says, God says. If a particular belief or idea clearly contradicts what the Bible says, it should be rejected. Ultimately it comes down to who we choose to believe. Do we believe God who was there at the beginning of time, knows everything, is never wrong and cannot lie, or do we believe people who were not there at the beginning, only know a tiny fraction of all there is to know, are often wrong and sometimes lie?

 

 

Should Christians use “Magic tricks” when teaching children?

 

Many children’s ministers now use illusions (Magic tricks) as a teaching aid when sharing with children. Every teacher knows that children remember something they have seen much better than something they have only heard. Therefore, they use illusions (I prefer that word to “Magic tricks”) to make it easier for the children to remember the Biblical truth that they want to impart to them.

 

An illusion is really an object lesson with a special effect, but should we be using anything that smacks of “magic” or may deceive children? I believe that most people would now say that illusions can be a valid part of a “Bible” lesson, but there are still a few who would disagree.

 

I believe that some people don’t give children the credit they deserve. I have found that most children will easily realise that an illusion performed by “teacher” is exactly what it is – a trick. They will enjoy seeing the trick, but won’t be misled by it. If there is the slightest doubt, I tell children that there is no such thing as “Magic”, only tricks.

 

It is said that “Good magicians never reveal their secrets”. I do, however, show some children how to do a few of my “Simpler” tricks, thus enabling them to understand what they really are.

 

What about the “Deception” aspect of illusions? In this respect, I see no difference between someone performing an illusion and someone using puppets or a ventriloquism doll to teach a truth. And I have never heard anyone object to that. The operators “Deceive” the children by pretending that the puppets / dolls are really alive and able to talk. Children happily go along with this “Deception”, but easily recognise it for what it is. Therefore, I have no problem using illusions in my lessons. They are a great teaching aid and at the same time are thoroughly entertaining.

 

 

What should be the Christian response to Halloween activities?

 

Every year on October 31^st. numerous children either go “trick or treating” or attend Halloween parties. How should Christians respond to these activities?

 

The individual response.

 

Christians vary widely in their opinion of Halloween and its associated children’s activities. At one extreme there are those who say “Halloween is wicked, evil, a celebration of death, involvement with the occult, dangerous, and should be avoided at all costs.” At the other extreme there are those who say “Halloween is just a little bit of harmless fun.”

 

Our beliefs about Halloween will obviously influence our response to children (and sometimes parents) when they knock on our doors looking for treats. Consequently, Christians responses are varied, such as :-

1.  Making it clear that they are not welcome.

2. Giving the children anti - Halloween, or other Gospel tracts.

3. Making sure they are not at home during the “trick or treating” time.

4. Refusing to answer the door when they hear the knocking.

5. Placing a “Halloween – free zone” notice on their letter box or other prominent position.

6. Giving the children a treat, albeit sometimes reluctantly.

 

I believe that most of us don’t want to condone this “trick or treating” practice, but at the same time don’t wish to appear to be misers to our neighbours. I am sure the following is not an original idea, but I have never heard anyone propose it. Because of my involvement in “Light parties”, (see below) I am never home during the “trick or treating”, time but if I were I would tell the children that I don’t believe in Halloween, but then promise them that if they return the next day I will give them a treat. In this way I wouldn’t be condoning Halloween, but at the same time wouldn’t appear to be a miser – thus not spoiling my Christian witness to my neighbours.

 

 

The Church response.

 

In order to provide children with a safe alternative to Halloween parties or “Trick or treating”, many churches now run alternative events, many of them being named “Light parties”.

 

Over the years I have participated in many such parties. I never cease to be impressed at the commitment to of many churches to Light parties. The involvement of so many church volunteers and the great variety of “fun” activities they provide is remarkable. However, I can’t help wondering if they are really effective in discouraging children from their usual “Halloween” activities.

 

I arrived early for one Light party, but around a dozen children and a few “mums” were already gathered, waiting for the doors to open. I noticed that every child had some type of container (many pumpkin-like) and that they all contained a number of “treats”. Obviously these children had already been “trick or treating”, were waiting for the Light party to start so they could collect more a “goodie bag”, and then would probably go off for more door knocking!

 

Some churches do attract many non-church children to their parties, but others seem to only attract the ones who already attend. It is indeed a good idea for churches to provide a party for their own children – otherwise youngsters may feel “left out” on Halloween night as many of their friends go off to collect treats. However, such parties have little or no effect on the majority of their local children.

 

Some churches hold their party on a day other than October 31^st. I am sure there are good reasons for this, such as the availability of helpers, or so as to attract more children by deliberately not competing with “Halloween”.  However, this seems to me to be missing the point which is to provide safe alternative activities for children.

 

Some churches have some Bible teaching in their activities, others have none – they just make it a “fun” event.

 

Can churches do anything to make their event more effective in discouraging children from “trick or treating”? This is a difficult question, and I can only think of two things they could consider.:-

 

1. Reconsider their starting and finishing times. I have been to parties that started at 4 pm and others that didn’t start until 7.30 pm. Some lasted for less than 1 hour, and others for well over 2 hours. Light parties could sometimes be better designed to coincide with the usual “trick or treating” times. This may mean some churches increasing the length of their parties. I know this will put extra pressure on the volunteers, but it is something to consider. Maybe some could consider including a “quieter” activity, such as showing a children’s movie as part of their programme.

 

2. Be clear as to what their purpose is, whether to share any of the Christian faith, or simply to provide a safe alternative to Halloween activities.

 

 

 

Secularism is atheism.

(By Don Batten, Creation Ministries International).

 

Not long ago, the great Western democracies were unashamedly Christian in their politics and education. Of course, not everyone was a genuine Christian (re-born of the Holy Spirit and adopted into God’s family). In addition, not everything done by those nations was ‘Christian’, but the worldview of almost everyone was basically biblical.

… secular effectively means materialistic or ‘God-less’

 

Consequently, state institutions sponsored Christian celebrations. Parliaments had daily Christian prayers. School assemblies had prayers and Christian hymns, and the readers used for teaching reading contained many Bible passages.

 

This has largely been lost. Apparently we can’t have Christian activities anymore; state-sponsored things have to be ‘secular’. But what is ‘secular’?

 

Secular: “Not connected with religious or spiritual matters” (oxforddictionaries.com). So secular effectively means materialistic or ‘God-less’.

 

‘Secularism’ was coined by British atheist George Holyoake in 1851. ‘Atheism’ evoked opposition, and therefore hindered the promotion of the godless worldview, and so Holyoake coined the term ‘secularism’. Atheists later adopted ‘secular humanism’ for the same reasons; it sounds much nicer than ‘atheism’.

 

So secularism is atheism. Countries that were once Christian have become secular (atheistic) in their public institutions.

 

This explains why atheists are at the forefront of getting evolution taught without competition in schools and universities.

 

How has this happened? I think there are several factors:

 

1.          The invention of a creation myth that allowed for aggressive atheism. This is cosmic evolution. God did not create; the universe made itself. Man invented God. Before Darwin, the only option for someone who did not want Jesus as his Creator and Saviour was deism, belief in an unknowable creator-deity, as opposed to the God of the Bible. This explains why atheists are at the forefront of getting evolution taught without competition in schools and universities.

 

2.          This materialistic creation myth took over the universities because it appealed to the intellectual pride that thrives in such institutions—man determines his destiny, not God. And teachers, politicians, government bureaucrats, journalists, and judges got their ‘higher’ education in these institutions.

 

3.          Evolutionism then invaded the public school system, because new generations of teachers had been trained in the evolutionized (secular) universities. Aiding and abetting this transformation were those of an atheistic mind-set amongst the ruling elite who promoted secularism as the only ‘fair’ route for taxpayer-funded enterprises. Dissent was easily quashed by appealing to the ‘experts’ (on education, law, science, sociology, etc.) at the universities!

 

4.          Meanwhile secularists promoted mass immigration from countries that had no Christian ethos. Then they argued that Christian content had to be removed from public life because it might offend someone who was not a Christian. Complaints from the actual immigrants were rare, but it was another effective lever to impose atheism as the state religion.

5.          Atheists have been very actively promoting their views (secularism) at every level of society, but especially in academia, politics, and the media.

 

6.          Meanwhile, Christians have been sleeping on the job of being salt and light in the world, with the widespread development of a ‘private faith’ mentality where ‘faith’ is in a separate box to academia and politics. There is often a lot of activity ‘in church’, but much less outside.

 

At Creation ministries international we provide a strong counter to the many facets of cosmic evolution, the philosophical foundation of secularism. This includes big bang cosmology, geology with its false ‘deep time’, evolutionary biology, wayward archaeology, and of course we present the Bible’s true history of the world. CMI’s new book and documentary, Evolution’s Achilles’ Heels, powerfully refutes the secular creation myth.

 

CMI equips and encourages Christians to get involved in countering the secularism of our day. May you use this edition to be salt and light in your community!