10 Tips for Church School Classroom Management

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Kids at churchPerhaps you’ve had a student like Aiden in your Church School or other ministry class. A young and energetic boy, Aiden was constantly interrupting his class with, “Teacher, teacher!” He began to dominate the classroom with his frequent talking and interrupting, distracting his peers and making it difficult for his Church School teacher to get through the lesson.

Knowing that it was important to share expectations for the class and teach Aiden and his peers the appropriate behavior, his teacher made a sign in the shape of a hand and explained that if you wanted to ask or answer a question, you needed to raise your hand and wait to be called on to speak.  When Aiden would begin to speak, his teacher would simply raise her sign, prompting him to remember the rules and stop speaking until she called on him.  Aiden learned that it was okay for his teacher to call on his peers and he felt rewarded when he was called upon to give an answer.

If you have ever led a Church School class or another ministry event with children, you know that classroom management is important. From my experience as a parent, special educator, and children’s ministry leader, I’ve learned that many issues that arise with classroom management can be prevented by being proactive, just like Aiden’s  teacher communicated classroom expectations. I hope you find these suggestions for classroom management helpful; feel free to share your ideas in the comment box!

  1. Understand the age group.

    Before you begin leading, it’s important to understand the developmental level of the age group you are teaching, as it will help you plan your activities. If you’re unsure where to begin, talk with your children’s pastor or a local teacher to get some insight on realistic expectations for the children you serve.

  2. Preparation is key.

    If you are a teacher at your church, you should plan for the lesson and have all your supplies ready to use. Don’t try to pull everything together when the students are with you.

  3. Focus on routine.

    Set up a basic routine for classroom time and communicate it with students and helpers. This is important especially because many churches have volunteers that rotate from week to week, so it is helpful if they are all using the same basic schedule for the class.  Students will then know what to expect, taking away some anxiety.

  4. Set clear expectations.

    Tell your students what you expect at the beginning of each class. For example: when you raise your hand, students should raise their hands, stop talking, and look at you for instructions.

  5. Use motivational tools.

    Implement reward systems for participating or good behavior (for example: if you answer a question two times, you get to pick something from the prize box). Words of affirmation can also be motivating to students.

  6. Be a student of the kids in your class.

    Think about how you can get kids involved in your ministry or class, allowing them to contribute their gifts (for example: allow them to write the verse on the board, pass out a snack, assist another student, or put story figures away).  Giving students purpose within the class helps them know that they’re important, which can help them behave and even attend more often. Focus on their giftings and even ask them how they would like to serve.

    For help with this, ask their parent/guardian to fill out a short survey. (We created one that you can download for free at this link. Though this survey was designed to help you get to know the gifts and needs of individuals with special needs in your church, many of the questions can help you get to know persons with a variety of ability levels.)

  7. Think about special needs.

    Understand if there are any special needs (physical, socio-emotional, or cognitive disability, medical condition, or allergies) that students have in the classroom. We blogged about that recently in this post, “Preparing Your Ministry to Receive Individuals with Disabilities”.

  8. Be prepared for misbehavior.

    Before a student misbehaves in class, it’s important to have a plan. Often, many ministries have a discipline plan, so be sure to check with your children’s pastor or appropriate leader. Share with your class what students can expect if they misbehave (for example: they will go back to their parent for the remainder of the class, take a break, miss an activity, etc.).

  9. Communicate difficulties with your leader.

    Whether it’s over a phone call, email or coffee, share your struggles with your children’s pastor or leader before the situation gets out of hand. Conversely, if you are the children’s pastor or are in charge of volunteers, be sure to provide an opportunity for teachers to express any difficulties they may be having by checking in with them throughout the year.

  10. Know how to utilize helpers in the room.

    Often children’s classes have teens or adults on hand to offer assistance with students who are being disruptive or need some extra assistance. To make the most of these extra volunteers’ time, consider these suggestions:

    1. Plan for how you want to use them. Can they run a station? Get a craft ready? Sit with a particular child? Think beforehand how you would like them to serve in your class.
    2. Communicate with them beforehand. Be sure to connect with the helper before class and share how you would like them to serve in your upcoming class or ministry gathering. When the helper is prepared, they will be able to take more initiative within the classroom setting.
    3. Share ideas for how to help particular students. Again, preparation is key. If the helper is working with a particular student, brainstorm some ways that they could work with that student. If you’re out of ideas, talk with your ministry leader or collaborate with other classroom or ministry teachers.

Kim LuurtsemaKim Luurtsema is a church consultant for CLC Network. She has a background in special education and has served in children’s ministry for more than twenty years.

 

photo credit: via photopin (license)

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Preparing Your Ministry to Receive Individuals with Disabilities

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Kids at churchBefore you know it, school will be starting and your children’s and youth ministries will be starting again. How can you prepare your church to welcome the magnificent variety of God’s children into your community this ministry year? Director of Church Services Barbara J. Newman shares four tips for preparing your ministry to receive individuals at all levels of ability this year.

1. Offer a preview on your website.

“Something I’ve been recommending to many churches lately is to utilize your church website to give a preview of what visitors can expect at your church,” said Barbara J. Newman. “Similar to checking out hotel photos and your seat on an airplane prior to a trip, some individuals will benefit from photos or a video of what they can expect when they come to your church, church school class, or youth group.”

What does worship look like at your church? What kind of music can one expect? Who are the key people a child or teenager might meet? What does the building look like? Consider including photos, video, or music snippets on your website for potential members to use in getting to know your church. We share other items to consider on your website in this post.

2. Work with parents to create an information story.

Church Welcome StoryUsing elements from your website above and more personalized photos, create a story about what MAY happen when this individual comes to your church or a specific ministry. (For a pre-written story with customizable pages, consider the Church Welcome Story by Barbara J. Newman.) You can show details such as where they might pick up snack during children’s church, where they may stand when they sing in the choir, some of the friends they may meet on Wednesday night, and other details of their time at the church program.

“It is important to include words such as ‘maybe’, ‘perhaps’, and ‘probably’ in your preview so that if the order or details change, your story is still accurate,” shared Newman, “Also, try to stay away from giving specific times, and instead provide a sequence of events. Some individuals get upset if you are off by a minute or two if the specific time is listed.”

3. Ask the right questions.

The information you collect about an individual during the intake process can help you and appropriate leaders understand their gifts and needs, and use this information to create an environment where they are included and supported.

As you’re getting to know individuals and families at the beginning of the year, consider asking them to complete a survey to help you get to know God’s handiwork in their son or daughter. (Don’t worry, we have already created the survey for you — you can download it for free here)! This survey asks questions such as:

  • What activities does your family member enjoy doing the most?
  • Tell me a bit about your story. What has your journey been like over the last few years.
  • What are your goals and dreams for your family member as it relates to the church environment?
  • What is your biggest concern for that type of environment?

We invite you to use the information collected on this survey to create a confidential “welcome page” to share with appropriate leaders so that they can get to know God’s knitting pattern in this individual and create a place for him or her to grow in Christ.

4. Be equipped with the right tools.

“The furniture, seating options, toys, writing instruments, and other environmental factors can tell you a lot about how a school or church thinks about children,” said Newman. “I encourage children’s ministries to have a variety of seating options and attention tools (think wiggle cushions, carpet squares, thera-band and exercise balls), writing tools (such as fidget pencils and various pencil grips), and reading tools (like highlighter tape and EZC Readers) to accommodate for a variety of learning and attention supports that children need.”

Inclusion Tool KitWhen parents are determining if a church or program is the right fit for their son or daughter, the ministry setting helps them know if a church is open to a variety of individuals. “At CLC Network, we wanted to make it easy for churches and schools to try out different attention, writing, and reading tools, so we created the Inclusion Tool Kit. The kit contains tools with instructions and websites to create or order more. I always recommend that anyone that works with kids give these tools a try!” said Newman.

 

Barbara J. Newman photoBarbara J. Newman is the director of church services and a teacher consultant at CLC Network.

photo credit: 20120801-519 via photopin (license)

What We’re Reading: 13 Books to Keep Your Learning Alive this Summer

Summertime: it is a time to relax, spend time outdoors, and possibly catch up on those tasks that fell to the wayside during the school year. Though the following books are not exactly “beach reads”, we invite you to join us in some fun summer reading that will stretch your mind as you stretch out at the beach. Here is what our staff is reading this summer. Be sure to let us know what you are reading in the comment box below!

Note: If you’re inspired by this list and decide to purchase a book or two through Amazon, we invite you to use AmazonSmile and designate the Christian Learning Center. When you do this, Amazon will contribute a percentage of your purchase to us! Simply click this link to enroll! 

  • Adam, God's BelovedAdam, God’s Beloved” by Henri Nouwen

    This is truly an excellent book that talks about the profound impact Adam had on Henri Nouwen’s life. Henri was assigned to come alongside Adam in the L’Arche Community called Daybreak in Canada. – Barbara Newman, consultant and director of church services

  • Design and Deliver“Design and Deliver: Planning and Teaching Using Universal Design for Learning” by Loui Lord Nelson, Ph.D.

    This is an easy to read, practical, and idea filled resource book on Universal Design for Learning (UDL). It explains key principals of multiple means of engagement, representation and action/expression for diverse learners. It also gives practical ways to put them into action. – Becci Zwiers, teacher consultant

  • Flipping 2.0“Flipping 2.0: Practical Strategies for Flipping Your Class” by Jason Bretzmann

    The chapters range from details on flipping certain content areas to philosophical reasoning and empirical evidence on the benefits of flipping.  I’m finding great details and suggestions so far! – Becci Zwiers, teacher consultant

  • Have the Guts to Do it Right“Have the Guts to Do It Right: Raising Grateful and Responsible Children in an Era of Indulgence” by Sheri Moskowitz Noga

    This obscure book is a treasure of common sense wisdom and practical strategies to assist parents in understanding their relationship with their children in their own styles of parenting.

    For example, in a section titled, “Manners”, the author points out the importance of teaching children to say “please” and “thank you”, a process which should begin as early as possible. The parent’s clear expectation is for their child to treat people with politeness, good manners, respect and appreciation. The author adds, “If you want your children to be polite and have good manners, work on relating to them [with good manners].”

    Other compelling topics in this gem of a parenting resource include: respect, autonomy, gratitude, boundaries, self-control, work/chores, computer use and access to media (as in “do not allow your children to have television sets in their bedrooms”). –Doug Bouman, S.Psy.S.

  • Lost at School“Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How we Can Help Them” by Ross Greene D.

    I’m finding that this book is a really great reminder that when students are struggling, it is important to meet them where they are and work with them on developing the lagging skills, either behavioral or academic. – Linda Weemhoff, teacher consultant

  • No Greatness without Goodness“No Greatness without Goodness: How a Father’s Love Changed a Company and Sparked a Movement” by Randy Lewis

    I’ve recommended this book to several people in the short time since I’ve read it. Randy Lewis goes over the steps he took and lessons learned from helping Walgreens re-design their distribution centers to employ persons with disabilities. Although pithy at times, it challenged me to think more purposefully about how we design our work and organizations to unlock the gifts of every person. – Elizabeth Lucas Dombrowski, advancement director (as of September 2015)

  • Quiet“Quiet: the Power of Introverts in a World that Can’t Stop Talking” by Susan Cain

    This book is PACKED with cool stuff.  This writer looks at introversion/extroversion from every possible angle.  She includes interesting data from psychology, sociology, history, neuroscience, anthropology, economics, politics, and education.  You could pretty much make a meal out of each section.  It would be a fun book to study with a book club…at least if the book clubbers want to gain personal insight and cultural awareness  It is possibly more a winter read rather than a summer read…but with that being said, it is very readable, full of stories and fun facts.  It feels like both a novel and a textbook.  – Dr. Sherri Rozema

  • The Wounded Healer“The Wounded Healer” by Henri Nouwen

    I was so taken with “Adam, God’s Beloved”, that I also intend to read “The Wounded Healer”as a way to understand Henri Nouwen’s encouragement to engage in ministry in our faith communities today. – Barbara Newman, consultant and director of church services

  • UDL in the Classroom“Universal Design for Learning in the Classroom: Practical Applications” by Tracey E. Hall Ph.D., Anne Meyer Ed.D., and David H Rose D.

    This textbook-type book dives into the theory, practice and evidence of UDL. – Becci Zwiers, teacher consultant

What are you reading? Leave us a comment in the box below!

Celebrating Pierce’s Gifts: A Blessed Partnership

Reuben and Pierce

Mr. Van Til and Pierce work together in the storage room at West Side Christian School.

You need to walk quickly to keep up with Pierce. He’s one of West Side Christian School’s (Grand Rapids, MI) hardest workers, and one of the fastest. When he and Reuben Van Til, West Side Christian’s custodian, get together, it’s all business… and Pierce clearly loves it.

Depending on the season, Pierce and Mr. Van Til will rake leaves, shovel snow, or work in the garden. “Once it snows, he has his own snow shovel,” Mr. Van Til shares. “Typically at recess he’ll just take that out and clear the sidewalk, without ever being asked.”

Pierce came to West Side Christian in fourth grade, after attending a public school. Right away, he began staying after assemblies to help clear the chairs. His teachers also noticed his interest in working with Mr. Van Til. Kim Mast, paraprofessional, remembers,

“Pierce would be doing reading, writing, and math. Every time Mr. Van Til rode the tractor or walked by, he was very focused on that. He wanted to see what Mr. Van Til was doing, so we would start watching. That’s how we discovered Pierce’s gifts were in manual work and his interest was in whatever Mr. Van Til was doing.”

The next year, Pierce’s teachers arranged for him to officially work with Mr. Van Til. “It makes school much more enjoyable for Pierce,” Mrs. Mast explains. “Just like gym or art class makes school enjoyable for some kids, this kind of work makes school fun for Pierce… It makes for interesting sentences in writing. If Mr. Van Til is the topic, it really helps. It’s so much more interesting to Pierce than other things.”

“If it’s a snow day, Pierce has tears in his eyes,” shares his mother, Koley Hockeborn. “He wants to go and be part of the school. He’s learning from the other kids, too.”

Pierce has a cognitive impairment, and was placed in a segregated classroom for his early schooling. A neighbor encouraged his mother to consider West Side Christian for Pierce, noticing that when he was around other kids his ticks and language would improve. After meeting with West Side Christian’s leadership and teachers, “They said they could teach him. It was scary and a big step, but he has improved in leaps and bounds.” Pierce is now reading, he is learning penmanship, and he is doing multiplication.

“The academic piece is hard for Pierce, but his gifts are his strength and hard work,” explains Maria Bultsma, Educational Support Services Coordinator.

“This arrangement is really using Pierce’s gifts as best we can. He’s still spending time in class, but he’s using his gifts to do things like distributing the milk, picking up chairs after chapel, and paper recycling. The scheduled days with Mr. Van Til are motivation for him.”

Pierce and Reuben working together

Mr. Van Til shows Pierce how to use the leaf blower.

Pierce’s favorite job is riding the tractor. “Last week when we were doing leaves, we’d fill my trailer full of leaves and he rides in the trailer. You don’t see him a whole lot happier than that, and it was a big help to have him out there with me,” says Mr. Van Til. “He likes it when we go in the storage room. He takes my keys and opens the door and turns on the lights. He’s a very hard worker, he works just as hard as I do.”

Pierce’s mother has noticed the difference in Pierce. “Pierce’s teachers at West Side Christian know him, they are so in tune with him. He and Mr. Van Til took to each other right away, and now he’s learning life skills. They created this program for him,” Mrs. Hockeborn shares. Mrs. Bultsma credits CLC Network teacher consultants for providing additional brainstorming and encouragement. “They have provided insight to possible options [for Pierce],” she reflects. “Most of all, [CLC Network consultants] have listened to our concerns and have been very encouraging to our staff.”

“We are working on goals for his future, what he might do after books and after school,” adds Mrs. Bultsma.

“There is a lot of learning going on, a lot of happy things, and a different kind of learning. Pierce has a lot of gifts given to him from God and we’re just trying to figure out how to use those gifts.”

Before working at West Side Christian, Mr. Van Til built custom cabinetry. He’s had the chance to show Pierce his shop and hopes to teach him about a few tools and their basic functions. “It’s a lot nicer than my garage,” says Pierce. “I got to try the air hose,” he remembers with a smile.

Watching Pierce and Mr. Van Til together, their connection shines in both of them. As Mr. Van Til reflects, “It’s advantageous for me and for Pierce to be doing this. I feel a little more important when we work together. It’s not the most glamorous job in the world but I’ve always felt called to be here and share some of my knowledge with the kids.”

This article originally appeared in the Spring 2015 Inclusive newsletter – a biannual newsletter published by the CLC Network advancement office. Sign up on the CLC Network website.

Elizabeth Lucas DombrowskiElizabeth Lucas Dombrowski is the advancement director at CLC Network.

5 Tips for Summer Church Inclusion

First Baptist NashvilleIn the summertime, many churches put their Church School programs and other school-year activities on hold, which creates a new routine for everyone involved.  While some of us like change, a new routine can be difficult for some individuals, particularly individuals with disabilities. Here are some tips for your church to make sure everyone has a smooth transition into the new routine during the summer months.

  1. Communication with Key People

    As you are trying to develop a plan for the summer months, make sure you communicate with the individual, his or her family members, and any care providers. Creating a survey is one way these needs can be communicated to one another (download a free sample survey here). Or, something more informal, such as sitting down and grabbing coffee, works well too. Just be sure to ask rather than assume, what exactly is needed during the summer months.

  2. Summer Church Inclusion Action Plan

    Once you have spoken with the correct people, come up with a plan together about the best way to include the person who has a disability during these summer months. The plan should include ways an individual can use his or her gifts to be involved in areas such as worship, fellowship, and service. This plan should include steps and recommendations for the individual as well as the congregation.

    For example, an individual might worship with praise ribbons during Church School. During the summer months (or even during the rest of the year!), you may want to make praise ribbons accessible during your congregation’s worship time. Make sure that everyone is aware of this change, and that all are welcome to participate. If you are looking for an action plan guide, CLC Network has a “Church Inclusion Action Plan” in the G.L.U.E. Training Manual (available for purchase here).

  3. Schedule/Calendar

    Create a schedule or calendar for the person who has a disability so that he or she is able to anticipate the new summer routine. For example, create a schedule of the order of worship for your service. Or, a calendar of special events your church has over the summer. Be sure to communicate this schedule in a way that is best for the individual, such as using pictures in addition to words.

  4. Preview the Setting

    Allow the person with a disability to come to church before the service and allow him or her to walk through the new routine. For example, rather than heading to Sunday School right before the sermon starts, have him or her practice walking back to a seat in the sanctuary.

  5. Respite Care

    While respite care is hopefully happening throughout the year, this care can be especially important in the summertime as school is out and there is ample amount of free time during the day. Recruit volunteers to spend time with the person who has disabilities while his or her family runs errands, goes out to eat, or simply takes a nap.

As you continue to include those with disabilities into your congregation and navigate the new routine that summertime brings, we hope you find some of these tips helpful and beneficial! You can find additional inclusion tips for Vacation Bible School in this blog post.

 

Jacki Sikkema photoJacki Sikkema has a background in Special Education and is a former church consultant for CLC Network. She will work at Grand Rapids Christian Middle School as a 5th grade teacher in the fall.

 

photo credit: 2008-VBS-Monday-272 via photopin (license)