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BCM International—In Step with the Master Teacher www.instepmasterteacher.com

What is it?

In Step with the Master Teacher is twenty-two sessions of ready-to-use children’s ministry training material. Each session includes fully scripted notes, reproducible worksheets and visuals.

It is designed to help a teacher make disciples like Jesus did:

By modeling God’s truth

By building relationships

By teaching for response

The course is built around four core sessions that form the backbone of the material. The other 18 sessions are designed to mix and match depending on the needs of the teachers.

For a more detailed overview of the material, you can visit our website at www.instepmasterteacher.com where you can also download a sample training session.

Global Overview Since 2005, In Step with the Master Teacher training has been conducted in at least 60 countries. Translation is complete or underway in 30 languages. In Step with the Master Teacher is currently published in the following languages: English, French, Chinese, Russian, Ukranian, Bulgarian, Czech, Latin Spanish, Castillian Spanish and Italian Translation is complete and publication is underway in the following languages: Albanian, Bangla (Bangladesh), Indonesian, Romanian, Dutch, European Portuguese, Latin Portuguese, Tamil (India), Hausa (Nigeria), Greek and Hindi Translation is ongoing in the following languages: Telagu (India), Finnish, German, Hungarian, Polish, Swahili, Tagalog (Philippines) and Chichewa (Malawi)

http://www.instepmasterteacher.com/


Helping our students

come to know, love

and obey God.

Developing a

Biblical Attitude

and Modelling

Studying the Bible for

Yourself

Depending on the

Holy Spirit

Building

Relationships

Knowing and

Responding to Student

Needs

Developing a

Discipline Plan

Working with

Preschoolers

Working with Students

who have Intellectual

Disabilities

Teaching for

Response

Encouraging

Response

Communicating with

Children

Involving the Senses

Preparing Bible

Content

Presenting the Gospel

Clearly to Children

Following-Up a New

Believer

Leading a Child to

Christ

Using Our Time

Effectively

Helping Students

Grow

Holding Students

Accountable

Teaching Bible

Memory Verses

Teaching Through

Music

Training Content and Structure

The course is structured around four basic training sessions, which we have called core sessions. These four sessions address the basics of HOW a good teacher helps students come to know, love and obey God. They also illustrate four ways that Jesus, the Master Teacher worked toward that goal.

Core Sessions:

Developing a Biblical Attitude and Modelling—We will not disciple our students if we are not convinced from God’s Word that it is important. The first part of this session examines Scripture to see what God says about children. It sets out the goal clearly for teachers—to help our students come to know, love and obey God. The second part of the session looks at the importance of modelling in the life of the teacher; the importance of the teacher is moving towards the goal in his or her own life.

Building Relationships—We will not disciple our students if we have not taken time to build relationships with them. This session looks at how we can get to know our students and show them that they are valued.

Teaching for Response—It is not enough to model God’s truth and to build relationships with our students. We need to present God’s truth and challenge our students to respond with faith and obedience. This session looks specifically at how we do this in our Bible lessons.

Using Your Time Effectively—We have so little time with our students each week. This session looks at how we use all of our time with the students to help them move towards the goal. It explores how we can use the various elements of our programmes to reinforce the truth taught in the Bible lesson.


The core is designed to give a teacher a foundational, big-picture view of what their role is as a Bible teacher. In addition to the four core sessions, there are 17 satellite sessions. These satellite sessions grow out of the main ideas presented in the core and expand on individual skills. Together the core session and its related satellite sessions form a group.

Satellites in Group 1 (THE TEACHER):

Studying the Bible for Yourself—This session helps the teacher work through a Bible passage using a basic inductive Bible study method.

Depending on the Holy Spirit—This session looks at the role of the Holy Spirit in bringing about life change in our students and the importance of prayer in our ministry.

Satellites in Group 2 (THE STUDENTS):

Knowing and Meeting Student Needs—When we get to know our children and build relationships with them, we discover many needs that can overwhelm us. This session looks at how to recognise and respond to those needs.

Developing a Discipline Plan—This session looks at the importance of discipline in discipleship. It deals practically with how to plan ahead to prevent discipline problems, how to respond to problems in the classroom and what to do when it ‘all falls apart’ and you have a major confrontation.

Working with Preschoolers/Working with Students who have Intellectual Disabilities—These two sessions look at the characteristics of these special groups of students and how we can respond appropriately to their unique needs.

Satellites in Group 3 (THE LESSON):

Preparing Bible Content—This session looks at the centrality of the Bible and how to prepare to teach the Bible lesson without the benefit of a teacher’s book.

Involving the Senses—This session looks at practical ways we can get the children hearing, seeing, saying and doing during our Bible lesson.

Communicating with Children—This session looks at how we make sure the picture in our minds and hearts is being accurately transferred to the minds and hearts of the children we are teaching. It explores how to develop an introduction that will capture their attention and how to ensure that the words and concepts are clear.

Encouraging Response—This session looks at how to develop a clear teaching aim together with appropriate application and response activities.


Presenting the Gospel Clearly to Children—This session looks at how to explain the key points of the gospel clearly and visually.

Leading a Child to Christ—This session looks at how to respond sensitively to a child who responds to a gospel invitation—either by redirecting them or by leading them to accept Christ.

Following-Up a New Believer—This session looks at how we care for and teach a child who receives Christ as Saviour.

Satellites in Group 4 (THE PROGRAM):

Holding Students Accountable—This session looks at the importance of reviewing Bible truth as well as application from week to week. It includes many practical ideas for the teacher.

Teaching Bible Memory Verses—This session looks at the importance of ‘hiding God’s Word’ in the hearts of our students as well as practical and fun ways to do that.

Helping Students Grow—This session looks at practical ways we can help our students learn to pray, read the Bible and find church fellowship for themselves.

Teaching through Music—This session looks at how we can use our song time as a key part of our teaching programme rather than a time filler.

Train the Trainer

BCM also offers a three-day Train the Trainer workshop that introduces potential trainers to the material and how to use it effectively. Trainers using In Step with the Master Teacher around the world are invited to connect with our team of Global Trainers on Facebook to share stories, ideas and encouragement.

Building Relationships Page 1

Core Session 2

Building Relationships

Time Allotted 1 hour

Materials Needed ● Visual 1 - Cartoon of disciple expressions

● Visual 2 - Jesus the Master Teacher

● Visual 3 - Teacher knowing students

● Visual 4 - Physical characteristics

● Visual 5 - Social characteristics

● Visual 6 - Emotional characteristics

● Visual 7 - Mental characteristics

● Visual 8 - Spiritual characteristics

● Visual 9 - Listen

● Visual 10 - Observe

● Visual 11 - Show interest

● Visual 12 - Spend time

● Visual 13 - Teacher valuing students

● Five clear overhead projector transparencies and markers

● Large reversible happy/sad face for trainer (see page 19)

● Small reversible happy/sad face for each trainee

(see page 20)

● Whiteboard and markers/chalkboard and chalk

● Trainee worksheets

Highlighted boxesAll highlighted boxes, such as this one, enclose instructions to the

trainer.

Objective Trainees will plan to build relationships with their children by getting

to know them and by showing them they are valued.

In Step with the Master Teacher Copyright © 2004 BCM International All Rights Reserved

1:00


By the end of this session, trainees should be able to demonstrate their

understanding by the following:

Given a child they work with,

Trainees will…

● suggest at least two appropriate ways to get to know the

child;

● suggest at least two ways to show the child that he is

valued.

Introduction

Does this class sound familiar?

Display visual and point to the appropriate faces as you read each

description.

Let’s meet some of the people in the class.

1. Two well-to-do brothers who are used to getting their own way and

who get annoyed easily.

2. The impatient student who is always interrupting the lesson.

3. The schemer in the corner who appears to be up to something.

4. Two students whose views on everything are about as opposite as

they can be - a ‘fi ght waiting to happen’.

5. Three students who sit in the back row and try to fade into the

background.

6. The student who always has a puzzled expression on his face as if

to say, ‘I don’t get it’.

7. The eager helper.

8. The literal learner who wants everything to be explained ‘just so’.

If you recognised the class, you probably know their names.

1. Who are the two well-to-do brothers who are used to getting their

own way and who get annoyed easily? (James and John)

2. Who is the impatient student who is always interrupting the

lesson? (Peter)


Building Relationships Page 3In Step with the Master Teacher Copyright © 2004 BCM International All Rights Reserved

3. Who is the schemer in the corner who appears to be up to

something? (Judas)

4. Who are the two students whose views on everything are about as

opposite as they can be - a ‘fi ght waiting to happen’? (Matthew

and Simon the Zealot)

5. Who are the three students who just sit in the back row and try to

fade into the background? (Thaddeus; Bartholemew and James,

son of Alphaeus)

6. Who is the student who always has a puzzled expression on his

face as if to say, ‘I don’t get it’? (Philip)

7. Who is the eager helper? (Andrew)

8. Who is the literal learner who wants everything to be explained

‘just so’? (Thomas)

This was the group of students Jesus worked with day after day. His

class was not an ideal group but over three years Jesus moved them

steadily towards the goal of knowing, loving and obeying God.

How did He do it?

● He modelled by living out what he taught.

● He built relationships with his disciples.

What things did Jesus do with His disciples that built a relationship

with them?

Responses may include, but are not limited to, the following:

ate together, walked together, taught together, laughed together,

went fi shing together, worked together, cried together, faced

problems together.

Most of us will not have the opportunity to spend the same amount of

time with our classes that Jesus did with His. However, we must still

make building relationships with our children an important part of

what we do.

State Objective My prayer is that by the end of this session you will plan to build

relationships with your children by getting to know them and by

showing them they are valued.


Presentation

If we are to build relationships with our children, we must fi rst get

to know them. While it is important we get to know them as unique

individuals, we need fi rst to understand them as children. Let’s look

at some of the characteristics of the children in our classes.

● Direct trainees’ attention to Worksheets A and B.

● Allow trainees several minutes to quietly read the list of physical,

social, emotional, mental and spiritual characteristics.

Physical CharacteristicsA child is still growing, unable to sit still for long periods of time,

still learning fi ne motor skills, sometimes clumsy, sometimes

energetic and tires easily.

Social CharacteristicsA child likes to be with friends, wants to be accepted, is eager to

please people he/she cares about, can be self-centred, has a strong

sense of justice and looks up to ‘heroes’.

Emotional CharacteristicsA child is fragile, can be upset by seemingly small incidents, displays

emotions more readily than adults and is enthusiastic.

Mental CharacteristicsA child fi nds it diffi cult to understand abstract concepts, struggles

to follow long sentences and diffi cult vocabulary, is imaginative, is

curious, is still learning to read and write, has a good memory and is

prone to exaggeration.

Spiritual CharacteristicsA child can have great faith. He not only needs to respond but is as

capable of responding to God as are adults.

Now, let me tell you about one teacher’s experience. As I read her

story, try to identify ways in which Mary, one of her children, is a

typical child.

0:05


A Meeting with Mary

Mary came running into class one evening. She was eager to tell

me all about her friend’s birthday party that afternoon. All of her

friends had been there and she told me she had eaten at least twenty

pieces of cake. Mary said she was looking forward to her birthday

since she planned to invite all her friends and wanted to know if I

could come too. Then she sat down in the middle row beside her

friends, Sarah and Rachel. They giggled a little at the start of the

meeting but soon settled down.

They all joined in the singing with great enthusiasm but Mary

became upset during the quiz when the other team was given two

chances to answer a question while her side had been given only one.

She sulked for a few minutes but soon cheered up. She recited the last

week’s memory verse perfectly, ‘Look, the Lamb of God, who takes

away the sin of the world!’ (John 1:29). However, when I asked her

what it meant, she had no idea.

All the children listened well during the story until near the end

when they started to fi dget. The story was about David and Goliath.

When I told them that Goliath was looking for someone to fi ght, Mary

asked why Samson could not fi ght him since Samson was good at

fi ghting the Philistines. I explained that Samson probably would have

fought Goliath except that Samson had lived a long time before and

that he was dead by Goliath’s time. Then I went on with the rest of the

story. The children loved the part where David told Goliath that he

was coming in the name of the Lord and then killed him with a single

stone.

I thought that they were all really interested in the lesson until

Mary interrupted me and asked how the fl annelgraph fi gures stuck

to the board. I told her to sit down and not interrupt. She then burst

into tears. I said I was sorry for being cross and she calmed down. At

the end of the lesson, I asked the children how they could stand up

for God like David had. Mary said that she was going to tell her best

friend at school that she loved Jesus and would invite her to come

with her the next week. Maybe it was not such a bad evening after

all.

Does Mary’s behaviour sound familiar? As a children’s teacher, you

can probably identify with some of the things that happened. If

Mary sounds like the children you teach, it is because, in many ways,

Mary is a typical child. As teachers working with children, it is our

responsibility to get to know their developmental characteristics and

respond appropriately to them.


Ask trainees to suggest ways in which Mary was being a typical

child. For each category, ask trainees how teachers need to respond to

children in light of their characteristics. Record trainee responses on a

clear overhead projector transparency, using Visuals 4-8.

Answers may include, but are not limited to, the following:

Physical characteristics

● The children struggled to sit still for the whole lesson.

(Unable to sit still for long periods of time)

● Mary came running into the room. (Energy)

● By the end of the evening Mary was obviously tired after a

busy day. (Can tire easily)

Ways a teacher should respond

● Provide for movement in the programme as well as in the

lesson itself. Should be sensitive to the length of time

children are capable of sitting still, even during a well-

prepared lesson.

● Avoid scheduling meetings for the children late in the

evening when they are too tired to learn well.

Social characteristics

● Mary sat with her friends during the meeting. She talked to

her teacher about what she had done with her friends that

day. (Likes to be with friends)

● Mary wanted her teacher to come to her birthday party.

(Eager to please people she cares about)

● Mary sulked when she felt that the leader was being unfair

in the quiz. (Strong sense of justice)

● The children enjoyed the story of David’s courage and

victory over Goliath. (Like having heroes)


● Allow children to sit next to friends unless they are being

disruptive.

● Be as fair as it is possible to be. Give reasons for decisions

and avoid simply saying, ‘Because I said so…’.

● Share Bible stories of positive role models for the children.

Perhaps share stories of other Christian heroes such as

pioneer missionaries.


Emotional characteristics

● Mary cried when she got into trouble. (Fragile, upset by

small incidents, displays emotions more readily than adults)

● Mary showed lots of enthusiasm in the singing and

presumably also the quiz. (Enthusiastic)


● Be sensitive to the feelings of the children in the class and

treat them gently.

● Foster the enthusiasm of the children in any way possible,

perhaps through team competitions or fun learning activities.

Mental Characteristics

● Mary memorised the Bible verse easily but did not

understand the abstract concepts ‘Lamb of God’ and ‘sin’

presented in it. (Memorise easily, struggle with abstract

ideas)

● Mary’s curiosity got her into trouble when she asked about

the fl annelgraph fi gures. (Curious)

● Mary had no idea why Samson could not fi ght Goliath.

Anything that happened before she was born was a ‘long

time ago’. (Limited perception of time)

● Mary’s claim that she ate twenty pieces of cake was

probably (!) just childish exaggeration. (Prone to

exaggeration)


● Use these prime years to help the children memorise God’s

Word.

● Avoid using abstract words where concrete ones will do. Use

concrete illustrations to help explain diffi cult words like ‘sin’.

● Accept children’s curiosity and encourage them to ask

questions. ‘Less relevant’ questions (how the fl annelgraph

fi gures stick to the board) can be answered at the end of the

lesson.

● Gently probe for accurate reporting rather than accuse the

student of lying.


0:20

Spiritual Characteristics

● None of the children questioned the feasibility of a young

boy killing a nine-foot giant. The Bible said it and that was

enough for them. (Capable of great faith)

● Mary’s response at the end of the lesson showed not only

that she had been listening in spite of all the distractions,

but that she was ready to put the truth into practice in her

own life. (As capable of responding as adults are)


● Teach the children to the best of one’s ability and challenge

them to respond to God’s Word in salvation as well as in

Christian living.

Children share many characteristics because they are children.

However, we need to remember that although they may be similar

to each other, they are not the same as each other. Each child is

an individual with a unique family background, set of experiences,

personality, group of interests, level of spiritual interest and so on. It

is not enough to know the general characteristics of our children. We

must also take time to know each child individually. Where there are

too many children in our group for us to know each one personally,

we need to enlist the help of others.

How do we get to know the individual children in our classes?

Record trainees’ answers on the whiteboard/chalkboard. Review and

elaborate on them using the material below.

1. Listen

● Listen to the children as they talk to each other.

◆ What kind of things do they talk about?

◆ What are you learning about their family and friends?

◆ What do their conversations reveal about their

characteristics and needs?

● Listen carefully to the children when they talk to you.

◆ Give the child your undivided attention.

◆ Let the child do most of the talking. Don’t monopolise

the conversation.


2. Observe ● Who do they spend time with?

● How do they interact with the others socially?

● What do they appear to be interested in?

● How are they responding to the teaching and activities?

Observation is an important tool in getting to know a child. Ask

trainees what the following observations might suggest about a child.

Point out that most observations could have a variety of explanations.

◆ A child always sits by himself before your meeting starts.

The child may not have many friends in the

group or the child may not want to appear too

interested in what is happening.

◆ A child has red puffy eyes.

The child may have hay fever or may have been

crying and wants to talk about what has upset him/her.

◆ A child misbehaves whenever you ask him to read.

The child may have diffi culty reading and not want

to be put on the spot or the child may just hate being

asked to be the focus of everyone’s attention.

◆ A child has a piece of paper he is showing to all his friends.

The child may have something he should not have

and is boasting about it or the child could have won a

special certifi cate or competition he/she is telling the

others about.

◆ A child has a large bruise on his arm.

The child may have fallen at play or perhaps someone

has hurt him.

Observation is a key tool but it is dangerous to jump to conclusions

without following through on your observations. Observations are

a good starting point but we fi nd out more about a student when we

take an interest in him/her.



3. Show interest

● Learn the children’s names. Use nametags at fi rst if you

must but make sure that you know and use the name of

each child in your group.

● Become a good questioner. While you don’t want to make

your student feel that he or she is being interrogated,

genuine questions are a good way to get to know a child.

Allow trainees to suggest questions which they could ask which would

help them know the child. Perhaps you could go round the room and

have each trainee suggest an appropriate question to ask.

Possible questions might include the following:

Do you have brothers or sisters? How do you get on with them?

What is your favourite subject at school?

What kind of music do you like to listen to?

What kind of things do you like to do in your spare time?

● Notice and comment on things the child appears to be

interested in. For example, sports teams which he talks

about; new clothes he is wearing; activities he especially

enjoys.

● Have children complete a ‘fact fi le’ on themselves for you.

As well as asking basic questions about the child’s name,

age, address, contact person, you may include more creative

questions such as…

◆ ‘If you could change one thing about the world, what

would it be?’

◆ ‘If you won a lot of money, what would you do with it?’

◆ ‘What do you want to be when you grow up?’

4. Spend time ● Free up your time before and after the meeting to allow for

casual conversation.

● Plan special activities outside of class time for informal

interaction with the children.



0:40

● Walk a group of children home after the meeting.

● Go to special events in which the child is involved; for

example, a sporting event, a school programme, a birthday

party.

Extension Option

Have trainees form small groups and share stories of how they have

successfully built relationships with children they have taught.

Alternatively, have trainees share stories of teachers who built

relationships with them when they were children. Have each group

share one story with the entire group at the end of the small group

time.

Trainer Note

Warn trainees not to spend time alone with a child, especially in their

own home. There should always be more than one adult present to

avoid any potential allegations of abuse.

If there are important legal or church guidelines for preventing or

reporting student abuse, you should seek to provide that literature

as well as helpline numbers. While this session is not the place to

present a full abuse prevention policy, it is important to raise teacher

awareness of the dangers.

If we want to build relationships with our children, we need to get to

know them. But we also need to show them that they are important

to us and that we value them.

Let’s review for a few moments what God has to say about the

children we teach. In the session Developing a Biblical Attitude we

saw that, according to Scripture…

● children are important to God;

● children are able to understand much about God;

● children are able to respond to God.

If we have brought our attitudes into line with God’s attitude, we have

realised that our children are of great value. We need to ask ourselves,

‘Do my children know that I value them?’ It is often the little things

we do or do not do that speak the loudest.



● Distribute a small reversible happy/sad face to each trainee.

Keep the large face for yourself.

● Challenge trainees to mentally put themselves in the place of a

seven-year-old walking into a meeting.

● Ask trainees to consider the following ‘trivial events’ in a

children’s meeting. Ask them to indicate with the happy/sad faces

whether the following incidents would make them feel valued.

● Direct trainees’ attention to Worksheet C, which is an outline of

the following material. They do not need to take notes during this

activity.

● Read the following and allow trainees to respond after each

statement. Turn your large happy/sad face appropriately after the

trainees respond.

Do the children know that I value them by the way I welcome them?

● The teacher is busy getting the room ready and does not notice

when I come in. (Sad)

● The teacher greets me by name and asks how my football game

went last week. (Happy)

Do the children know that I value them by the way I listen to them?

● I tell my teacher that my cat died yesterday but she just nods

and says, ‘That’s nice’. (Sad)

● I tell my teacher that I won a contest this week. He stops what

he is doing and asks me to tell him/her about it. (Happy)

Do the children know that I value them by the way I invest my time

in them?

● My teacher sends me a note saying the class missed me when I

was absent. (Happy)

● The teacher sits down, opens the lesson book and says to the

class, ‘I wonder what we are going to learn about today?’ (Sad)

Do the children know that I value them by the way I respond to

their ideas and help?

● I tried to pick up a visual which had fallen to the fl oor. The

teacher told me to stop being disruptive. (Sad)

● The teacher asked me if I could help the younger ones fi nd the

verses, since I’m so good at it. (Happy)



0:50

Do the children know that I value them by the way I provide for

their physical needs?

● The teacher always brings a snack to ‘keep us going’. (Happy)

● I need to stretch my legs but the teacher tells me to stop

fi dgeting. (Sad)

Do the children know that I value them by the way I pray for them?

● The teacher asks if I have anything I would like him to pray

about. He writes it down in his notebook. (Happy)

● The teacher never asked me about my test which we prayed

about last week. (Sad)

Do the children know I value them by the way I respond to

discipline problems?

● Johnny poked me and called me names during the whole

meeting. The teacher ignored it. (Sad)

● I asked my friend what he was doing later today. The teacher

shouted at both of us for being disruptive. (Sad)

Children are vulnerable. We can easily crush them in an instant if we

are not careful. We need to treat them with care. They are of great

value in God’s sight and our manner with them needs to refl ect that

value.

Practice

We have been thinking about building relationships with our children

and how important it is that we get to know them and show that we

value them. Now, let’s do an activity together to apply what we have

learned to our own situations.



0:59

● Direct trainees’ attention to Worksheet D.

● Give instructions for individual work.

Time Limit: 5 minutes

◆ Draw a simple picture of a child whom you teach but do not

know very well. If you are not teaching at this time, draw a

child with whom you have contact but do not know very

well.

◆ List two ways you could get to know the child better and

show that you value him/her.

● If trainees seem unsure of how they can know a child or how they

can demonstrate value, share the following examples with them.

Get to know him

◆ Ask him to help set up for the meeting this week so that you

can talk for a few minutes together.

◆ Find out what his favourite subject at school is and why.

Show him value

◆ Drop him a note later in the week thanking him for his help.

◆ If you see a newspaper article related to his favourite subject,

cut it out and give it to him.

● If there is time, ask one or two trainees to share their plans with

the group. Plans should be similar in form to the example above.

ChallengeJesus did not have an easy class with which to work but He moved

them steadily towards the goal of knowing, loving and obeying God.

One of the key ways He moved toward the goal was by building

relationships with them. Your children may be as varied as Jesus’

disciples were. If you want your children to know, love and obey God,

relationships are vital.

I want to challenge you to put your plan into practice. Invest some

time this week in beginning to build a relationship with the child you

identifi ed. Show him/her that he/she is important to God and to you,

also.


Objective:My prayer is that by the end of this session you will plan to build

relationships with your children by getting to know them and by

showing them they are valued.

GET TO KNOW YOUR CHILDREN’S

CHARACTERISTICS!

Physical CharacteristicsA child is still growing, unable to sit still for long periods of time, still

learning fi ne motor skills, sometimes clumsy, sometimes energetic and

tires easily.

Ways a teacher should respond…

Social CharacteristicsA child likes to be with friends, wants to be accepted, is eager to

please people he/she cares about, can be self-centred, has a strong

sense of justice and looks up to ‘heroes’.


Worksheet “A”

Building Relationships

In Step with the Master Teacher Copyright © 2004 BCM International All Rights Reserved Building Relationships Page 15

Emotional CharacteristicsA child is fragile, can be upset by seemingly small incidents, displays

emotions more readily than adults and is enthusiastic.


Mental CharacteristicsA child fi nds it diffi cult to understand abstract concepts, struggles

to follow long sentences and diffi cult vocabulary, is imaginative, is

curious, is still learning to read and write, has a good memory and is

prone to exaggeration.


Spiritual CharacteristicsA child can have great faith. He/She not only needs to respond but is

as capable of responding to God as are adults.


WORKSHEET “B” -- Building Relationships


GET TO KNOW YOUR CHILDREN

INDIVIDUALLY!

1. Listen

2. Observe

3. Show interest

4. Spend time

SHOW YOUR CHILDREN THAT YOU

VALUE THEM!

By the way you…● welcome them

● listen to them

● invest your time

● respond to their ideas and help

● provide for their physical needs

● pray for them

● respond to discipline problems

WORKSHEET “C” -- Building Relationships


BUILDING RELATIONSHIPS

ONE AT A TIME

Draw a simple picture of a child you teach but do not know very well.

Develop a simple plan to start building a relationship with that child.

Ways I can get to know him/her

Ways I can show that I value him/her


WORKSHEET “D” -- Building Relationships

what is it? - · pdf filelanguages: english, french, chinese, russian, ukranian, bulgarian,...

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