AND SUGGESTIONS FOR CHILDREN'S DEPARTMENT, THE TEENS AND EBD SOURCE: HTTP: / / WWW.BERNERARTES.COM.BR / IDEIASEDICAS / Open Eye Aline,?, 2000. Background: We blindfolded for violence? Duration: 5 minutes Audi ence: teens; least five participants. Material: Two panels to close the eyes and two sticks made with rolled up newspaper in the form of baton. Two volunteers s hould have their faces covered and must receive a club newspaper. Then they shou ld start a fight for the blind to see who hits over the other in the dark. The b and just watches. Once you start to "fight", the coordinator makes a sign for th e group to say nothing and untie the blindfold from one of the volunteers and le t the fight continue. After sufficient time for the results of the two situation s are well observed, the coordinator removes the sale of another volunteer and t erminating the experiment, opening a debate about what is witnessed in the conte xt of current society. The reaction of the participants can be quite varied. The refore, it should reflect some postures as indifference x indignation; applaud t he aggressor x position themselves to defend the defenseless x wash their hands get involved and show solidarity with the oppressed, etc.. Some questions may he lp, first ask volunteers how they felt and why. After giving the floor to other participants. What was the attitude of the group? For those who cheered? What do es this have to do with our reality? What are the blind spots that we face today ? What it means to be blindfolded? Who sets the rules of social, economic and po litical today? How can we help bring sales of the eyes of those who can not see? Suggested texts: Mark 10, 46-52, 25-37 Luke 10 and Luke 24, 13-34. BROTHER Leo F., 2003. Theme: sins of the tongue. Duration: 5 min (day 1) + 20min (day 2) . Audience: youth, at least five people. Material: None. This dynamic is about t he power of language - read James 3. And aims to reflect more people before maki ng comments about others. In every human there is a tendency to keep in memory m ore easily than defects of those qualities. A gossip or a mean or thoughtless co mment can destroy the image and / or someone's life. DAY 1: The coordinator divi des the class into two groups. The first group leaves the room and the coordinat or speaks to group 2, about a fictional character: "I have a friend who is calle d Jules. He is a gossipy, impulsive, liar, obstinate, orderly, honest and respon sible." After speaking to the group 2, however, the group first listen, only rev erses the order of the qualities and defects: "I have a friend who is called Jul es. He is very competent, honest, orderly, stubborn, lying, impulsive and gossip . " After these two moments, both groups report to the next meeting that the act ivity will be completed. DAY 2: At the next meeting, ask people remember his "fr iend Julio." It is surprising how people will remember first the defects. Let th e participants draw their own conclusions or make reading the text suggested abo ve and stimulate discussion. 2 Page

New Year, New Class LB, RJ, 2000. Theme: Integration and verification of knowledge Duration: 30 to 4 5 minutes Audience: teens; least five participants. Material: paper shoe box, pe ncils, wrapping paper and ribbons to make each child a small gift box or package containing 12 squares of paper: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. X days o f school (in my case was about 30 Saturdays per year). Jesus God's Blessings Gam es Exchanges several question marks (???) New Friends 10 + Commandments second r eading of the Bible stories, study, knowledge Conversations with parents, friend

s, between us. Prayer, praise, music Also make a leaf, like a letter with the following text: "On January 1st we rece ived a gift. We all got the same size. We know. We will take 365 days to get to know this is like one of these beautiful boxes surprise that we read only one a day. 365 days of expectation, surprises, joys, sorrows, joys ... More sorrow for those who are close to God. But beyond this gift of 365 days this year In parti cular, we received a second gift ... " Put the boxes inside the shoe box, along with a sheet with the text and wrap with paper and leave this very showy in a pr ominent place in the room. Start the meeting and performing with some music. Inv ite the class to sit in a circle, may even be on the floor to relax. Take this a nd remove the "letter", and slowly read the text to get to the last sentence, lo ok inside the box, and show surprise,€as if only then had noticed the other pack ets. Move the box around the circle and ask each one to claim your gift. Ask the m to open, read each box. Ask: What do you think of these things? Let's start wi th the letter "???" - This is for you. When you came here today, was how were yo u feeling? What do your parents explained about these classes? What do you think - will be good or do you think will be boring? What questions would you like to do? After this initial conversation, ask each one choose a letter that caught h is attention and say what you mean about what is written. Explain or add what yo u need: 1. X school days - We will have as many meetings, the schedule is such, we vacat ion in July or not, etc. .. 2. Jesus - This will be the focus of our meetings, e tc. .. 3. Games - After each match we play ball and have room, bring board games , I use games in April. Blessings of God - This year will be blessed, because Go d has promised that this would be us ... 5. New Friends - This is easy: look at the people here will be new friends (seize this moment to ask each state your name and age) 6. 10 + 2 Commandments - but I always heard they w ere 10! Yes, but Jesus gave us two others on which we will also study. 7. Readin g the Bible - It is important that you each have your Bible, bring always, take care of it, do not let rip or get dirty, etc. .. 8. Stories, study, knowledge The meetings will always have a story or theme, we'll discuss, study, read, etc. .. some meetings ... 3 Page

9. Conversations with parents, friends among us - Whenever anyone has a doubt we can talk, let's do 10. Prayer, praise, music - Our meetings will always start w ith a few corners, with prayer, we will close 11. Exchanges - Well, and this let ter? Not only am I'll be talking to herself, you also know something. Part that each tell a biblical story or a character who knows. When everyone has fini shed, ask them to pick up this letter exchange, and write your name behind it. T hen they pass this letter to the right, and again write his name. So until all t he chips have all the names. Ask them to stand and look for a person (or more) t hat are unfamiliar. Talk to her, identifying the name, age, interests. End the m eeting with prayer and song. If children are using a notebook throughout the yea r, the boxes can be pasted in the pages of this. with ... interviews with parent s, community people, etc. .. Next to love César O. (Assemblages of God), RS, 2001. Theme: Love thy neighbor as thyself. Du ration: 20 to 30 minutes Audience: teens; least six participants. Material: pape r and pencil Divide the class into groups or opposing teams. Suggest prepare a c ompetition or contest, in which each group will consider five questions and a ta sk group to another run. Allow about 15 minutes for each group to prepare the qu estions and tasks for the other group. After this time, see if all completed, an d say that indeed, the tasks and questions will be executed by the same group th at prepared it. Observe the reactions. Ask them to form a circle and propose tha t they talk about: If you knew your own group would respond to questions, would

have made easier? And the task? You spent time choosing the most difficult to ac complish? How it looks different or the commandment of Jesus? "Thou shalt love t hy neighbor as thyself," MT 23:39 How we behave in our day to day? We want other s to perform the difficult tasks or seek help deliver? Close with a prayer. How to deal with art activities? LB, RJ, 2000 Source: Handout of Arts Education, unidentified author. Know the ar t technique and how to use it before offering it to children (do some tests at h ome, see how long the activity takes, explore variations, see what is needed). R emember that the creative experience of the child is more important to their dev elopment that the final result (give freedom to create!). Do not expect realism and not judge the work by the pattern of adults. Sit beside the child and let he r tell you what you did (instead of asking: "Is it a car?", Say "I like your dra wing, what is your favorite part? What gave you more work to do? ") Remember tha t the child is small in size which is more important to her. Encourage, encourag e, and learn to enjoy the result of efforts for children. Do not be looking for things "wrong" pointing them or fixing them. Call children's attention to your d ay to day, encourage them to be observers, to record their experiences and provi de them interesting experiences.€So enrich their oral and graphic expressions. N ot interfere or modify the child's work (the graphic record is free of child's p ersonality). Expose always work for all children (if they are many, establish a rotation). Allow your child to say which of his works whether or not exposed. Af fective support is essential for creative expression. Always keep a friendly rel ationship with their children. 4 Page

Unity is Strength 1. Andreia,?, 1999 Theme: communion and participation. Duratio n: 15min. Audience: Teens, minimum 4 people. Material: thin threads of string or wool (pieces of about 30cm). Distribute among the participants of string wires, ask each one examine the appearance, usefulness and purpose of that piece of st ring (about 2 minutes, to avoid tiring). Have each one try to break your wire an d see how easy it was. Then ask each one offers the biggest piece that's left hi m to form a bundle of strings and ask a few volunteers who try to break this bun dle. Observe how it is more difficult to measure the beam becomes thick. To read the complete Bible text: Ecclesiastes 4. 9-12 and discussed about the relations hip with the dynamics and the group. 2. Aline,?, 2000 Theme: communion and parti cipation. Duration: 15min. Audience: Teens, minimum 4 people. Material: a packag e of toothpicks, wooden barbecue. Ask one of the participants of the sticks and get a break. (Which will easily). Beware the fine tips of the toothpicks. Ask an other participant break five sticks together in one bundle (it will be a little harder). Ask another participant, break all the sticks that were left in a singl e beam. If not, you can call another person to help you. Encourage all participa nts to talk about what they observed and concluded. Complete with a reflection o n the importance of being united. Closed Circle Aline (Assembly), PE, 2001 Theme: Exclusion, integration to the group. Duration: 15 min. Audience: Children and adolescents at least 10 participants. Material: none The coordinator asks two or three people leave the room briefly. Combine wi th that group is that they must form a tight circle with their arms entwined and not let in any way the others (who are outside the room) to enter this circle. While the group will dress up the coordinator combines with those outside that t hey should enter the room trying to integrate the group that is there. After sev eral minutes of trying to discuss with the group how they felt leaving or failin g to join the group. Share: Often we form true "pots" and not let other people c ome and feel good in our country. As we have acted with new people at church or in our group? Dynamic classes improve learning

LB, RJ, 2001. Sources: New School Magazine. November 2001. Worship Manual for the Child in 2000, Publisher Synod "Dual chalk and blackboar d is increasingly outdated. This is what guarantees a study conducted by the NTL Institute for Applied Behavioral Science, the American organization specializin g in studies of human behavior. According to the work the retention of informati on by students varies depending on the method used by the educator: lessons mere ly expository are less effective than those enriched with practical examples, pl ay activities and group discussions. "We learn more when we come to reflect and establish relationships' explains Professor Sergio Leite, Department of Educatio nal Psychology, State University of Campinas. Here are the figures collected by the American Institute: Lecture 5% / 10% Reading / Audiovisual 20% / 30% Consoli dated Groups, 50% / 75% Practical Exercises Teach other immediate use and 80% 5 Page

How to start a children's department? LB, RJ, 2002. The obvious we do not even need to say, right? Pray, talk to God, he has all the tools you need at hand. He has the power to touch hearts and open doors to a new job. In the more you will need the following (not necessarily in this order): Experience of his Church Most denominations already have some kind of work with children - children's Sunday school or worship. Get in touch with communities of the same name as yours, or similar, and see how they work, what m aterial they use, etc. .. Visit churches in your town and ask to watch or partic ipate as a listener of a class of children. It can also be interesting to visit a public or private school, to see how teachers relate to children. Talk to peop le and support the pastor of their community. Invite people to help you - teache rs,€educators and entertainers have a good view of how and what children have in school today and they would need in terms of education. Contact fathers, mother s, grandparents, etc. .. after all are they gonna bring the kids and they are th ey can tell their difficulties at home, in day to day. Catechists, religious edu cation teachers and the pastor will help you with questions of faith and theolog y. People with gifts in music, crafts, storytelling is also an indispensable aid . See what these people are willing to work directly with children and establish a rotation. The rest can come one time or another to meetings and participate w ith their gifts as well. Recommend that there is always at least two adults with any group of children. Curriculum Set the program you will follow with the chil dren. Many Christian publishers have resumes ready (see eg editodas Synod, Conco rdia JUERP, Publishing House of Assembly of God, Bethany, Light and Life, etc. . .). You can also create and define their own "lessons" and resume - the order bo oks of the Bible, for example. If you do not have resources ($) to buy books for teachers, check with other nearby churches or the publishers themselves if they can donate / lend books from previous years, stuck or defective. Space and Mate rial One exclusive room for children is ideal. In a room you can decorate the wa lls, hang the jobs and children's drawings, furniture arranging chairs and table s at the appropriate time for the kids or a cheap carpet and cushions as a simpl e alternative and relaxed. Outdoors, as garden or ballroom can be used occasiona lly, but you should consider that children tend to disperse and not paying atten tion. You will also need equipment for children to use - pencil to write and col or, paper, glue, scissors are essential. Make a donation campaign to the communi ty for new and used materials. Scrap is easy to ask the community to join and it 's great material to work. You can do almost everything with scrap material from shelves to store boxes with cardboard or scrap wood, puppets, dolls, background s to tell stories, activities to enhance the content of the story, leaving the m aterial available to children. Time At what point will it be working with childr en? During the service of adults? During the ED adults? On a weekday? Saturday a fternoon? On all days that have activity in the church? How long this activity w ill last? Children have a short attention span, which varies with age. We need t o vary the activities and fill the entire time you will stay with them: music, g ames, storytelling, drawing, cutting, etc. .. Children, helpers and classes you need to know how many children you have in your community: make an inventory of

names, addresses and telephone numbers of families with children in the communit y. Once you know how many children that the community has, you will also need to determine whether all children will stay together or whether they will be separ ated by age / school group, etc ... (Here in my community, for example, we worke d with two groups: children from pre-school children and illiterate - that gives more or less the following age groups: 3-7 years and 8-11 years) - after 11 yea rs children go to other groups and before the three years they usually stay with their parents in church (we do not have daycare / nursery for the very young). Decide what works best. Everything depends on the number of children and helpers available. Talk to experienced teachers to determine the number of children eac h adult can attend in the classroom. Also it is always good to have a helper - a person who can lead the small bathroom, distribute materials, monitor the mess, etc. .. - For the teacher to have "hands" free to tell the story and directing the work. It is important that children - especially small ones - are never alon e in the room, for security reasons. First day with the children to get Mark the day and invite the children - may be by letter, phone call, visit to the family home or a quick chat after the service at the same church. On the first day, I' d say you prepare for a special activity, also involving parents and all those w ho were willing to help. Thus both children and their parents may know the group that will work with 6 Page

them, where they will be the type of work to be done, etc. .. You can also ask t he minister to present his group on a Sunday, in worship, calling all volunteers of the Department Children ahead€and the congregation explaining what type of w ork you want to accomplish, when, how, where. After work started recycling is go od that volunteers get together from time to time, to chat, exchange ideas, prep aring feasts, listen to suggestions. Also prepare for training or meetings with specific themes: Bible study with a pastor or a speaker, workshop or puppet thea ter with a group that works with puppets, courses and seminars for church work w ith children, etc. .. All volunteers to give different tools and motivation. No more, read, get informed, stay tuned for stories about child behavior, free cour ses and lectures on craft, education, religion, etc. .. Not only the church, lay courses are also great ways to learn, then just adapt the tools to Christian te aching, after all we and our children live and coexist with the world! How to make a child more dynamic worship? LB, RJ, 2006 Decide on a format. It is necessary to have a little routine: helps children feel comfortable and anticipate what comes next. But you need not be r igid, nor do the exact same thing every class. Vary the games, songs, have speci al days with a structure completely different activities. For example, its basic format might be: 1. Greetings: Say "Good Day! Hello, how are you." Greet each c hild by name, smile, show pleasure to welcome them. You can make a call like in school, but instead of each child to say 'present' for each day you will have a theme today when I call your name, you tell me your favorite color. " Or you can have a table where each glue a sticker to arrive. 2. Music: Merge known songs w ith new ones (if you only use new songs, children feel frustrated if you only us e them, is tiring. Interim known corners with one or two new, more interactive). 3. Prayer is important that children get used to pray. Switch: sometimes an adu lt now, and sometimes one or more children pray. Make prayers in a circle, holdi ng hands; individual, each in his and in silence or aloud. 4. Introduction to th e theme may be a song, a joke, a conversation ... Show some object that will app ear in the story, ask about the experiences of children on the theme of the stor y (for ex.: Who has been fishing? The day that you will talk about the wonderful fishing) 5. Theme: Can be a day or can be a theme each month / quarter with sev eral stories and associated activities. It is very important that you choose onl y one way to present the topic: Tell the story or make a play or dynamic, etc. . .. After you autopopup the topic, give children a chance to respond, assimilate, work on their own content. This can be a conversation or as described below. 6.

Response to the theme can be art, written work, play. Provide an opportunity fo r children to retell the story in their own words or to respond to the theme wit h artistic expression. See more about this in the Tips "How to deal with art act ivities or in the Crafts. 7. Closure: with prayer, blessing and sending. You nee d to finish the day, it is very important to give a clear end to the activities, shows respect not only to God and to the activities that you have prepared and children. 8. Farewell: Make this a pleasant and informal. This is when you talk with parents, tells them what their children did during the day, praising good b ehavior and participation. Give attention also children, say that you came and l iked what they'd like to see them again next Sunday. Maybe sometimes you prepare a juice with cookies and a quick chat to promote integration of families. Vary! • • • • • • Make a game to see if everyone knows the names of each other; Bring musical instruments to accompany the children singing (cowbells, triangles, and everyone can use coconuts) Bring a CD with playback of music or the story of th e day: Tell the story: using puppets, flannel board, using, using objects, using the book and another with just your voice and gestures. Assemble a theater, jes ter or staging (with children or with parents and grandparents to tell the story ) Do not tell any story: make a group dynamic or joke that will get children thi nking about the theme of the day or what the biblical text to say (this works be st with children over 8 years); 7 • • • • Promote a party, perhaps with the parents together. (Recently did a Night of paj amas in my community and the children came to an activity on the evening of Satu rday, slept in sleeping bags and mats in the community hall,€with some parents a nd volunteers to take care; had breakfast there and even attended the Sunday ser vice) Invite the children to pray, Give guidelines: each one will talk 'thank yo u for ...' and then 'God bless ...'); Involved children in blessing: there are l ots of simple songs and rhymes, like "God bless you" - each one puts his hand on the head of neighbor, "God protect you" - each one puts his hand on the shoulde rs of the neighbor, "God give you peace" - people hug (if you're doing it in a c ircle, just wave your arm around the waist of the neighbor and squeeze the circl e into direçãoo center). Exit the classroom. Go to the garden (care that is hard er to keep your attention!) Or to the church, or even to the kitchen (since that is not being used for anything else). Take it easy! No use hoping to use all the above suggestions on the same day. Ch oose one for each meeting, or choose one for months to try. Use the ones you lik e more often, but do not be afraid to try a novelty either. Divide the work Make a "talent bank" - find out what people like to do. In our group of teachers, tw o are great songs; other two are good storytellers, a third has a sweet voice th at always calms the child that is crying and the young have the energy to run an d play! Make a selection between people if you work in pairs, try the double swi tch. Also discover other people who can help the community. A gentleman from our church reformed the small chairs and a table prepared at the right time. A craf tsman could make a flannel board (velcrômetro) or a stage for puppet, and someon e else could bring and take care of the plants in front of the classroom. Pray, pray, pray ... Youth Worship Ademir T. F. (Pentecostal), SP. Theme: Motivation and participation in cults. Ti me: preparation + Public worship: young, minimum 5 people. Material: Invitations , music and instruments, juice and snacks, registration of anniversaries. Cult o Page

f +1. A cult of youth pre-established, young people will be challenged to bring a visitor at least, otherwise the cult loses its raison d'être. Assemble a progr am with good evangelistic preacher, music, drama and canteen to celebrate. Rewar d those who bring more visitors. Cult of reunion or the hundredth sheep. Cult of youth that will be invited by letter or in person all those who took part in th e youth group. Morning with God. Organizers agree at 4 am, and transport and rou te previously studied, they pass the house of group members who must quickly fol low the other. The target is to be at 6 am in the church for prayer, praise and meditation, and serve at 8 am a "coffee of communion." Corner of integration. Af ter Sunday worship, visitors are invited to have tea or juice in the canteen. Mu st move beyond some of the youth group members and visitors present and pray for them. You can also schedule a rotation among young people, who every Sunday som e arrive earlier in the church and approved, not only visitors but also members of "regular" community, with a good morning hug. Worship Thanksgiving. Prepare a micro-cult to be held at the home of a member of the group, on the Sunday close st to his birthday serves as a special birthday visit. Or you can make a service a month, church or other place where you make a special blessing to the birthda ys of the month, which should receive advance invitation or phone call saying th is cult. 8 Page

Suggestions and examples of dynamic activities collected Handbook for Worship Ch ild 2000 - Ed Synod. - Placing the child in a situation of the characters. Before telling the story o f Zacchaeus propose that a climb on the table and watch the rest on the floor an d let your reactions to comment, or the story of a blind man before the story be gins, propose to close their eyes and try to walk to the other side of the room or opening a package, and hear the findings and feelings. In the history of the lost coin, hiding coins in the room for children to seek (may be chocolate coins ). - Exploit the prior knowledge of children. In the same story of Zacchaeus, in stead of trying to climb the table, ask and hear the stories from children about when we climbed trees and what it felt like they had. If history tells of a beg gar, ask about seeing beggars on the street, how do they feel, etc ... - Allow t hem to participate throughout history. 1. match the beginning of class, each tim e it appears the dog in history you should give two barks and every time someone knocks on the door, you knock three times on the table.€(Specify quantity and t o avoid clutter and scatter). 2. distribute the figures of characters in the sto ry before you start and ask each child to put his character at the time he appea rs in history. (Eg in the history of the lost sheep, the sheep prepare before cl ass with the children and ask that the hold, when you say that the pastor had ma ny sheep, have the children put on the table, when an escape, you even and takes up the story. - Drama (scene changes / mime / puppet) 1. To fix the story, divi de the class into groups and ask each group to act out without words or with pup pets they make themselves using scrap, a part of history and leave others to gue ss what part is (you can assign roles to the scenes or let them choose the parts that most liked). 2. Forming pairs, and each pair has to invent a scene or mime , for others to guess on how to use what they learned in history in their day to day. - Panel (group) 1. Bonding - with clippings from magazines and colored pap er on a large sheet of paper and create the scene more interesting history. 2 . collage of words - after telling the story, ask them to say words, feelings, exp ressions that reflect what they think about the story and make a collage using a ll the words cut from magazines, or written on pieces of colored paper. - Make a object or product that is important to the story in the parable of the leaven, to prepare a dough in the beginning of class, as noted in the final rose, and ta ke home to bake. Use clay or papier-mâché to make objects: basket papier -mache - inflate a balloon, and switch white glue and newspaper strips, with the last l ayer using colored paper (magazines), let it dry a bit and burst the balloon. Cu t the top edge and make the handles of paper tubes twisted magazine . - Involve the community in January. Bringing a person to be interviewed and tell their sto

ries in class (eg Baptism, bring a parent with photos of the baptism of their ch ildren, a person who was sick and felt God work in your healing, etc.. .) 2. Pre pare cards over the message of the story learned to be distributed to adults aft er the service. On Palm Sunday, take the kids to decorate the porch of the churc h during the service, to surprise the community in the output. Prepare for souve nirs being taken to friends in school, or neighbors, or the sick in hospital. 9 Page

Inviting and bringing children to the Children's Worship? LB, RJ, 2005. Unfortunately no magic answer, no instant solution ... Bringing st udents to Sunday School / Children's Worship is an ongoing task, and sometimes t iring and difficult. But you can do some things: First, if you or someone in you r congregation speaks English, I recommend a visit to T hey have many tips, step by step activities, models, posters and invitations, et c.. At most, I suggest you ... ... do not make a speech or threats. Avoid imposi ng too many rules (eg q have come every Sunday if you lose points miss a class, etc. ..). ... use 'positive reinforcement': a star who has won in a card, for ex ample, and at the end of that long, the stars can exchange for a premium or a sp ecial activity, take a picture of the "student of the month" to put the names an d or photographs of those who came to more than 50% or 70% of the encounters in the previous month (start with a target low and gradually increase to be unique to the table that has more than 90%). Make short presentations of children in cu lts (tribute to Mother's Day, Father's Day, etc. ..) this is often motivate fami lies to come, but be cautious if you do every week "spent". ... Learn the names of the people: It is much easier to feel good and want to come back in a place w here people treat you with respect and take the trouble to know who you are. ... do some activities for families: For example, invite parents to come with their children for a special lunch of their own or do an activity from art to put tog ether (can be collage, painting, etc. ..). Part of the problem may be that paren ts do not know the teachers of ED and do not trust these people will take good c are of their children. If you present yourself to others and also other teachers invited to see the room or attend the ED with children, you help to reassure th em. ... in my time. Ask your pastor to preach a telling as it was during his chi ld - or someone else's well-known and beloved in the congregation. Someone who h as fond memories of ED may be invited to speak as he was ahead: look for someone who is friendly and storytelling that goes on light and funny as it was formerl y the ED. Keep the story short and interesting.€Better still if they have photos or other stored to show (a pastor in my church showed us a picture he kept fond ly of his ED. They were small with tiny leaves with bible verse and design that he and colleagues collected like figurine album). .. begin! With three or even f our students. It is difficult to work with such a small group, but do good work and word of mouth will take care of bringing more students. ... promotes friends hip: Make games and play for people to meet and make friends, it is much easier to return to a place where you know you will find that person who you can talk o r play. Allow time for staff fellowship: a coffee or a glass of juice is enough to encourage staff to stay a few more minutes and have a chat. Have a few helper s, people who will keep an eye on those who are feeling unsafe or uncomfortable environment. It is for these assistants to approach, talk, present to each other . ... It's really hard to not get discouraged keep motivated when the group is s mall, people do not come, no commitment. But despair is contagious. The good new s is that enthusiasm and willpower are also contagious. If you have genuine joy for the work they are doing and people will realize slowly Engaging too. ... Pra y, pray, pray. God bless and guide. 10 P i n g be the

Working with adolescents? LB, RJ, 2001 and 2006 Working with adolescents is a challenge! Over the years I worked with them, and read about subjects that I learned that the following assi

stance: Be honest and frank - if you do not know an answer, do not wrap, search and respond later. Apologize when you make a mistake. Encourage open discussion and create a relationship of trust with young people so they will feel free to a sk questions and participate. Respect the views - they already want to be treate d as adults, but they need you to help them to realize mistakes and problems. At the same time, teenagers still have much of a child inside. Promotes mutual res pect - for you and between them. Use current topics of interest to them, or try to update the themes that you will work. Keep up to date on the interests of you ng people: pay attention to store windows, watch some TV programs they like, tal k to teachers, psychologists and professionals who live with them. Many publishe rs are publishing Bibles adapted to torpedo language or slang, would make for an interesting study comparing these with the versions and the traditional languag e of today. Vary your techniques to the extent possible, use dynamic, videos, co mputer games, games, crafts - things in which young people can participate and d o for themselves. Teenagers like to novelties, to be surprised, to move. On the website visit the pages of games and dynamic Avoid lecturing or moralizing. Take young people to find the "moral" for themselves. An interesting technique is th at of the court: divide the class into two groups - the prosecution and defense (you can still have a third. Group jury, depending on class size). Propose a bib lical text, for example a controversial attitude of Jesus. Young people should s ubmit their views, according to the group they belong to, can call witnesses (ot her young characters who will interpret). We must reach a conclusion at the end - if not everyone agrees that at least everyone understands what led Jesus to ac t as he did. Other books in techniques of group dynamics or ask a professional H uman Resources / HR to other techniques like this. Tell stories, this is an acti vity that attracts all ages - who does not like and a little mystery, romance, a dventure? The Bible has numerous passages interesting, funny, wars, passions, et c ... Create relaxing moments, no theme or liability (a football game or burned after the meeting, a picnic or walk, games, etc. ..) - The informal atmosphere h elps to promote the integration and friendship among young people. If possible, attend one time or another of the games, not as a coordinator, but as a team mem ber. At most, delivered in the hands of God, he will guide you. And keep an open mind to learn forever! Prepare for class LB, RJ, 2003. Get ahead - read the biblical passage that you will teach a 15 to 10 days prior to class several times and even different translations of the Bibl e. Prepare the script 7-5 days before. So you have time to buy and prepare the n ecessary material and rehearse and go over the story. Communicate - if you work with an assistant or assistant professor, spend what you have scheduled for him, €a meeting and in writing. Or better yet, schedule along with his assistant work - the saying that "Two heads are better than one!" Prepare a basic guide - gene rally it should contain: - Purpose: What is the message / I want to convey bibli cal truth? - Text: What Biblical passage use? - How: What teaching materials or method I use? What are the activities of fixing? - Time: What time? The I progra mmed it this time? Then do the complete Lesson Plan, which shall contain, in wri ting every step of the lesson: who does what, the time for each activity, the ne cessary material, the summary of the story you will tell ... Stick to the object ive at all stages. The songs, the verse to memorize, activities with children, i t must convey the same message. Rehearse - after having done the screenplay of h is class, rehearse. Rehearse the text, and will tell how the sequence of events. Take the material you will use and rehearse with him (for example, put the flan nel board figures in order of use; rehearse inputs and outputs of the puppets, t he height of the arm, expressions, etc. ..). Try in front of the mirror, so you have a better idea of what your students see. 11 P be a g i n

Test activities - ink and paper chosen for children are non-toxic paint? The pap er resists ink or cutting? How long it takes the papier mache to dry? How much d

oes the clay dirt on the table, need lining it with plastic or paper enough? Wha tever it is you decide to introduce the children to do, before testing at home. Pray always! - Before and after the reading of the prepared script, tests, conve rsations and class! Smile, trust in God and have fun with your children! Research with parents and teachers LB, RJ, 2002/2007. Usually at the end of the year we start to worry and plan for the following year. Several questions through the minds of teachers and coordin ators: Let's keep the same teaching material? Teacher's book, magazines, flannel board, puppets, etc ...? What are the special dates? What will we do with child ren in each commemorative date of the church? But before anything else, it would be helpful to know whether what was done in the year just ending was effective! Easy, is not the case of evidence apply to children! But you can ask them: • • • • What do you most like to do this year in the ED / CI? What was bad in our ED / CI? What games / activities you enjoy doing? What story / theme still remembe r? And others that are relevant. Parents, you might ask: • • • • • • • • • When they get home, the children know the story of that day? They tell what they did spontaneously, or you parents, yo u ask? They recall the verse memorized on Sunday during the week? Some of the ac tivities this year is still remembered today by children? When approaching the s un, which the reaction of your children? Will and joy of going to church or disc ouragement? The Cult of Childhood is helping you as a parent to teach their chil dren about God? What do your children like Children's Worship? What are the comp laints of their children? You, as parent, have any suggestions or criticism? And others that are relevant. Teachers also good to ask: • • • • • How easy was it to work with the material o f choice? Which of the activities they liked best over the years? Which activiti es did not give good results? What help they think they need to improve your tea ching? If they know any other book that might suggest for next year? And other q uestions that are relevant. In preparing for the new year, consider the responses and also refer to God in p rayer! He will always have the correct answers. 12 P be a g i n

Using Video (or DVD) in Sunday School Translated and Published with permission of the author: Jamie Doyle, http://memb, 2001. (...) I'm constantly testing new methods that are ef fective in teaching children and to make the message stay with them when they co me home. And then I discovered the video! "Wow! How did you think of this?" you may be wondering. I know many publishers produce curricula for Sunday school and has videos available for use in the classroom. But I think this feature has not been as well used as others. First we need to investigate whether the video is really effective or not. In my experiences, I realized that a relevant method, i f used properly will produce good fruit. It is obvious that the church should be using the best methods available. Let's consider the American family: it is Fri day night. Mom and Dad are at home after your busy day and ran. Dad says, 'Hey k ids,€let's get to the rental agency that movie that just came out on video. "The children respond with enthusiasm and run to the car. What is more interesting t han video? I saw this happen in four churches where I was and I could see the ef fectiveness. The children respond to a teacher who uses video clips in their les sons. Let us explore the cost of using video clips. Most churches I know have a TV and a VCR available for use in the classroom. Some churches have more a set o f equipment. If your church has not, I'm sure someone in the community, maybe ev en some of the Sunday school teachers, has a TV and a video at home. In every ch urch where I was, getting the equipment was never a problem. (...) You probably have some home video tapes, and not only that, it only costs a few dollars to re

nt a video tape at the video store nearest you. I even know some evangelical boo kstores that rent tapes Christian video, see the evangelical bookstores and shop s in your city. Using video clips to teach? It's easy! Just use a video as if us ing puppets, drama and dynamics. Videos 30-10 minutes if you make one of their m ethods to communicate the gospel during their class period. You can use many typ es of clips during the lesson. Parts of famous films can be used to take care th at the movie is appropriate to the age of his students and does not contain foul language. For example : use scene from "Lion King" to teach children who is act ually the King of Kings. Compose clips recording parts of cartoons on TV, for ex ample, several scenes of violence to get a lesson on sin. Some Bible stories are available on film and cartoon. These are great for your lessons with Bible stor ies. Record a game of volleyball or basketball, show some five minutes and talk to children about teamwork. Create your own video using a camera and interviewin g children or adults on the street, park, and the church itself on different sub jects. Record a theater of some biblical story (which you and your friends can a ct out) Go to an amusement park and film a roller coaster ride. Use this film to discuss fear. Sometimes, instead of playing a CD before and after church, I put clips of Christian songs in the video. Produce an interactive video. Find or wr ite a script where two people talk. Record of a person (or puppet or clown) spea king your part of the script, leaving time as if the other party's screenplay wa s also being recorded. Passing the video for kids, you live then interacts with the person previously filmed. And here's some tips to improve the use of video: Go to a hardware store and buy a splitter and a few feet of video cable. This wi ll allow you to use up to four televisions and one VCR. So you can distribute th e TV by room so everyone can see well. When you pass the films may be necessary to turn the lights or close the curtains. Otherwise you may end up with a reflec tion on the TV screen that make it impossible to view the video. Test before the room for see if everyone can hear the sound clearly. If the room and the boys a re big, see if there is how to connect to TV speakers, to prevent kids from gett ing screaming "increases there." Always see the film before showing it to childr en. This will help you make the introduction and then comment. And do not forget to leave the tape at the exact point where the movie begins. There's nothing mo re annoying to press the "play" and the movie being in the wrong part or just po int that should not be seen. Above all, have fun creating innovative ways to use video. It's simple and effective. 13 P be a g i n

I thank my mother Melody: Alice Denyszczuk. Lyrics: Author unknown. Reference: Hymn 237, Hymns of the People of God, vol.1, IECLB, Publisher Synod. 1. I thank my mother for the l ife that led, Thanks for valuable lessons, which she, humble, taught me. Thanks for all the tenderness with which she treated me and also for punishment that I applied with love. 2. I thank for your hair, that time and also laundered his be loved face, that old wrinkled. I thank for your hand, I caressed the body that c reated and nursed me kindly. 3. I give thanks for his voice that made me fall as leep from all this I always remember and thank I thank for his ausênsia, my eyes my mother Thanks for your presence in my heart happy. Grandpa and Grandma Author unknown (Journal of the Evangelical IECLB, July 2001). Topic: 3rd Age, Gr andparents Day (July 26). Type: poetry.€Ya ya ya oh! Who lets you do everything that Mom never let ya ya ya oh! It's Grandma and Grandpa! Grandpa is not serious It's the playful type grandma who sends boredom Walk, lick soap. The children p aint the grandfather of seven Makes Grandma plays with horse prick De doll and s troller. Hamburger at lunch and ice cream for dinner to sleep without showering only the grandparents to let go. Who shall deliver thee from the punishment and lets you watch TV and do not quarrel with the clothes on the floor. The mother g ets angry with such confusion If grandparents release all pump bursts into his h and. But deep down she understands what is a proof of love 'Cause they know ever

ything life has taught them. We learned the lesson that the grandparents are oth er parents who have us at heart 14 P be a g i n