Category Archives: Christian Education

More On House Blessings

Several years ago we wrote a blog containing ideas of ways to help our students learn more about house blessings. If you missed that post, check it out here: https://orthodoxchurchschoolteachers.wordpress.com/2016/01/15/time-for-house-blessings/. The post encourages us to prepare our students for their house blessing, talking them through the experience, and discussing its importance. The post offered multiple resources to help instruct the students about this important event in their home, several related craft ideas, and a link to a printable page that can help the students to prepare for their house blessing.

This year we did a bit more research into teaching about house blessings. We found several ideas that we thought perhaps would be helpful to the community. We are sharing them as an extension to our original post. So you may want to check out the original, then take a look at these additions, in order to maximize your options!

May the Lord bless each of us, and our students, and all of our families as we prepare our hearts and our home for our house blessing!

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This short video by the Orthodox Children’s Press shows young children some of the things needed for a house blessing. It “talks” them through the process, as well. (The words are included in the video, but they are unspoken, so non-readers will need to have the script on the screen read to them as the words are shown.) This video could be a good introduction and/or review for a lesson about house blessings. https://www.youtube.com/watch?v=C8sAG4K9wE8

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Teachers of young children may find this information and lesson about Holy Theophany (which talks a bit about house blessings) helpful as they teach the children about this wonderful event. https://orthodoxpebbles.com/new-testament/holy-theophany/

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This site offers lessons geared for children around 6 years old. Lesson 16 of this module helps them to learn about Theophany and lesson 17 about house blessings. The plan is scheduled in the Church school year, long before the actual event in the Church year. Activities include planting their own basil so that the students will have basil leaves for their house blessing. https://www.followers-orthodox.com/3-6-years-infants/age-6-click-to-reveal/term-1-module-1/

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This lesson helps students ages 6-9 learn more about Theophany. It offers a craft idea for holy water that incorporates an icon of the baptism of Christ. http://orthodoxsundayschool.org/epistles-feasts-and-sacraments/6-9-years-old/theophany

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Draw Near Designs offered a simple guide to prepare families for their house blessing, complete with a “map” of where on their prayer table to place each item needed for the blessing. They have also included ways to incorporate children in the preparation for the blessing. It may be helpful to review some of these with the students in your class as they prepare for their house blessing. Check out the post here: https://www.drawneardesigns.com/blog/2019/1/23/house-blessings?

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Print a copy of this prayer from the early Church for each student. Read through it together, and talk about we are asking God to do when we pray these words. Encourage your students to decorate the edges of the prayer, then mount that to colorful cardstock, backed with magnets so that they can put it on their fridge at home. It can be a good prayer to pray as they prepare for their house blessing, but it also is a good one to keep in view throughout the year, between house blessings!

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If your students enjoy drawing, perhaps you will want to invite them to illustrate their own copy of this prayer, in booklet form. Print this page for the text, and then cut each section of the prayer apart, creating 8 pieces (the cover, and seven pages). Fold two sheets of paper in half. Insert one folded page inside the other and staple them together, forming a booklet. Glue each section of the prayer (beginning with the title, on the front cover) into the booklet, in the order that they’re in the prayer. Provide drawing/coloring tools so that your students can illustrate each part of the prayer on its corresponding page. Encourage them to share their finished booklets with each other so that they can see how their classmates illustrated the same words, but likely in a different way. Students can take these booklets home to share with their family and remind them to pray for God’s blessing on their home.

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Pursuing Church School Success: Reaching Students Who Face Other Challenges

In this series, we featured resources and ideas that can increase the learning success of a Church school classroom. In each post, we shared some tips for classroom management and/or ideas for increased student participation. What we have shared is not a comprehensive list by any stretch of the imagination: there are many more ideas available. It is our hope that what we have encountered and passed on can act as a starting point toward enhancing the learning that takes place in our Church school classroom. This is the final post in the series.

For this final post of the series, we have gathered a handful of resources for challenges that we have not yet addressed, which teachers in this community may be facing regularly in their Sunday Church school classroom. The resources are as varied as the challenges they address. Perhaps you may find it helpful to review all of the resources, in the event that one or more would suddenly become helpful in your classroom.

Here is an overview of the challenges which these resources address. Students with invisible disabilities may have physical pain or mental or emotional instability which affects their learning. Students with Oppositional Defiant Disorder may unintentionally disrupt the classroom as they try to make sense of their world. Students who are constantly wiggling may have a physiological or cognitive reason for doing so; whether or not they have Attention Deficit Hyperactivity Disorder. Students who struggle with anxiety may need additional margins or space in which to decompress. Gifted children may react intensely to their world; perhaps even with unpredictable angry outbursts because of the difference of their mental capacity from that of their peers.

Each of these challenges is unique and requires a different approach, so we will share a link or two related to each. It is our hope that one or more of these links will be helpful for your Sunday Church school classroom. If none seem necessary at the moment, hang on to the list; next year could be entirely different in your classroom!

Here are the links that we found related to the above topics. Do you face any of these challenges in your classroom? If so, what has worked for you? What related resources would you recommend to the community? Please share them below!

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Some time ago, we shared the following resources that can be helpful to Sunday Church school teachers who are working with students with invisible disabilities. Here they are again, in case you missed them the first time around:

https://orthodoxchurchschoolteachers.wordpress.com/2018/12/07/a-handful-of-resources-to-help-us-better-care-for-children-with-invisible-disabilities/

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Here’s a wish list for churches, written by one person who is experiencing an invisible illness. This list applies to Sunday Church schools, as well. https://morningcoffee.blogspot.com/2011/09/i-found-out-just-now-that-someone-out.html

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“Their disabilities are invisible to our eyes but complicate their every waking minute. As sojourners in a world that seems too bright, too loud, too harsh — too much — they need our love, as an echo of the perfect love they’ll find in Christ.” Read more about the reality of individuals with special needs who sojourn in our midst here: https://www.desiringgod.org/articles/not-wired-for-this-world?fbclid=IwAR3o

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Find a helpful definition of Oppositional Defiant Disorder, as well as 9 hands-on steps to work with a student with this disorder, here: https://www.merakilane.com/dealing-with-oppositional-defiant-disorder-18-tips-for-parents-and-teachers/

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What happens if one of our students is unable to “sit still and listen” or doesn’t turn around and look when we’re talking to them? Why is this happening, and what should we do about it? It may be occurring because the student is simply tired of being still during Liturgy, or it could signify more. Learn what different types of movement from your student could indicate, and how you can handle each, here: http://mcnattlearningcenter.com/files/Turning-Point.pdf 

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Teachers of students who may have Attention Deficit Hyperactivity Disorder will find helpful suggestions here:

https://incm.org/what-to-do-with-the-movers-and-shakers-in-your-sunday-school-class/

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Find a host of suggested ways to help students who struggle with anxiety, here: https://adayinourshoes.com/anxiety-iep-504-accommodations/

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Gifted people can be very intense. This intensity can affect their relationships, but it is not always a bad thing. Find 11 suggested strategies for embracing the intensity of gifted people here: https://reneeatgreatpeace.com/embracing-gifted-intensity/#_a5y_p=3284209

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The mother of gifted children (who sometimes has angry outbursts) has written this piece to help others understand and learn how to best work with her children: https://www.notsoformulaic.com/angry-gifted-kid/

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Pursuing Church School Success: A Handful of Resources Related to Autism

In this series, we will feature resources and ideas that can increase the learning success of a Church school classroom. In each post, we will share some tips for classroom management and/or ideas for increased student participation. What we share is not a comprehensive list by any stretch of the imagination: there are many more ideas available. It is our hope that what we proffer can act as a starting point toward enhancing the learning that takes place in our Church school classroom. 

We have gathered a handful of resources related to autism, the brain disorder which affects an individual’s ability to communicate, nurture relationships, and interact with their environment. Although more people have been diagnosed with autism in recent years, it is still unfamiliar to many others. Every person with autism is different, so there is still much to learn, even if we already know or have worked with someone with autism. In order for us to be better prepared to meet the students that may come our way, it is important that we prepare by learning about some of the best ways to welcome and suggestions to try when teaching someone who is autistic.

Summer Kinard is an Orthodox Christian teacher who is well prepared to teach other teachers about autism. She is an autistic mother raising five children on the autism spectrum, so she is familiar with this challenge from the inside. Summer does an excellent job of finding beautiful ways to teach others with autism, and sharing those ideas with other teachers. She offers so many resources at her site, SummerKinard.com. She even has identified patron saints who can be helpful with autism, and you can read about them here: https://summerkinard.com/2018/05/10/patron-saints-of-autism/! Her site is an excellent place to start looking for resources related to autism. (We will share a few of them below, but we recommend that you visit her site for more!

We have found a few other resources as well, and will share them below, in no particular order. These resources are not all Orthodox, but all are helpful, nonetheless.

How about you? What is your experience with autism? What resources have been helpful? What strategies have helped you teach autistic students? Please share them below!

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Summer Kinard has shared a wonderful four-part autism series for autistic people which is invaluable for teachers to read before welcoming a student with autism. The series begins here:https://summerkinard.com/2018/05/15/autistic-brain-owners-manual-1-make-yourself-at-home/

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Frederica Mathewes-Green wrote a poignant article called “Loving a Child with Autism” that Church school teachers would do well to read. It includes important insights and reminders like this one: “Parents are pained by their inability to reach an autistic child; he’s only a few feet away, at the other end of the sofa, but might as well be circling the dark reaches of space. But he is known by God.” Read the article in its entirety here: http://ww1.antiochian.org/node/17970

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An adult on the Autism spectrum shares in this blog post how his mind processes the world, and suggests ways that parishioners can help to better understand and welcome him and others on the spectrum. https://www.hospitablehomemaker.com/autism-spectrum-disorder/

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While this article (written by a pastor’s wife who is the mother of a child on the autism spectrum) may be old, it helps Sunday Church school teachers to think of the intangible things they can do to welcome a child with autism: https://theinclusivechurch.wordpress.com/2010/09/30/teaching-children-with-autism-the-intangibles/

She continues with this followup, which offers tangible ways to welcome the child(ren): https://theinclusivechurch.wordpress.com/2010/10/03/teaching-children-with-autism-the-tangibles/

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Find ten possible scenarios that could happen with a special needs (especially autistic) child in your classroom, together with safeguards to put in place and suggestions of ways to respond to each, here: https://theinclusivechurch.wordpress.com/2014/04/30/orange-conference-workshop-notes-including-students-with-autism/

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An Orthodox Christian mom speaks frankly to Church school teachers about her son, to help them better welcome him into their classroom, in this blog post. (In the process, she presents a series of questions teachers can ask all of the parents about their students, before they ever even meet the class, so that they know what will be helpful to each child!) Find a link to a questionnaire that you may wish to send out to parents in the future, as  well. https://blogs.ancientfaith.com/raisingsaints/unaskable-questions-answered-open-letter-sunday-school-teachers-autism-mom-plus-free-printable/

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This presentation is over an hour long and highly worth the time to watch it!  However, if you can only watch a couple of minutes of the video, please fast forward to 1:19:27 for an important message for all of us about special needs children (autistic, in this case) in our parishes. https://www.youtube.com/watch?v=w2h6HJz8154&feature=emb_title

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This blog site offers resources for Sunday Church school teachers to use (or modify for use) in their own classroom that includes students who would benefit from visual supports to the teaching. http://specialsundayschool.blogspot.com/p/visual-supports.html Find pictoral directions, visual schedule and prayer guides, and more at this non-Orthodox, but very helpful site.

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Maura Oprisko speaks to Bobby Maddex in this podcast about raising autistic children in the Orthodox Church. We were unable to find a working link to her blog, but this podcast may be helpful to teachers and parents working with children with autism. https://www.ancientfaith.com/podcasts/features/the_least_of_these

 

Gleanings from a Book: “The Good Samaritan: A Children’s Catechism” By the Very Reverend Fr. Michael Shanbour”

Author’s note: Recently we became aware that the V. Rev. Fr. Michael Shanbour has finished writing his children’s catechism book, “The Good Samaritan”, and has published it with illustrations by Nicholas Malara. We inquired about the book, and Fr. Michael very kindly shared an electronic copy with us so that we could read it and share it with you. This fully-illustrated hardcover book is geared to children ages 6-12.

“The Good Samaritan: a Children’s Catechism” is an excellent resource for any parent or teacher interested in guiding the children in their care towards Christ and the Church. The book is thorough, addressing the basic beliefs of the Orthodox Christian Faith. Fr. Michael calls each of the 13 chapters a “lesson”, for they are set up as such, intended for an older Orthodox Christian to lead the discussion as the book is read together with a child or group. Each lesson focuses on a different portion of our Faith, teaching through stories from the Scriptures or the lives of the saints, as well as through questions about common experiences that we all share. The discussion leader/teacher can read straight from the book, or paraphrase, turning parts of the book into questions to facilitate the discussion. Along the way, Father Michael has included teaching tips that suggest active ways to engage with the text, as well as occasional endnotes which offer additional background information. Each chapter builds on the chapter before in a seamless manner.

At the book’s website, Fr. Michael offers a succinct glimpse at the lessons offered in the book. “In the catechism we are taken from life in Paradise (Lesson 1), through the Fall of Adam (Lesson 2) and the reality of sin (Lesson 3), and into life and redemption through Jesus Christ (Lesson 4). In the Church (Lesson 5) we then encounter Holy Tradition (Lesson 6), the dynamic “river” that runs through the midst of the Church and provides the living water for thirsty souls. The treasure of Holy Tradition then presents the Holy Mysteries of the Priesthood (Lesson 7), the Eucharist (Lesson 8), and Baptism (Lesson 9), along with Repentance and Confession (Lesson 10), all of which are essential for the health and salvation of our souls. Finally, Prayer (Lesson 11), Fasting (Lesson 12) and Almsgiving (Lesson 13) are shown to be the indispensable means of union with God and as lifegiving manifestations of faith, hope, and love.”

Fr. Michael crafted this catechism book over a period of many years. Through his work with the children in his parish (both as a youth director and as a priest) he was able to create this curriculum and test it with the children in his parish. In the author’s preface, he states “by the grace of God we present this catechism with the hope of not only enlightening our dear children with the unchanging truths revealed to the Saints but as a means of spiritual formation — that the Orthodox Christian Faith might become a living reality in their hearts and minds. We have tried to do so in a way that will engage their imaginative faculty in the most positive sense while maintaining and unbending faithfulness to the Orthodox scriptural-patristic tradition preserved in the experience of the Holy Church.“ (p.i)

The illustrations in this book are colorful and heartwarming. Nicholas Malara has a talent for creating age-appropriate and engaging illustrations that draw in the reader. His style varies greatly: we’ve admired his work before in the simple “Good Night Jesus” board book, where he uses a style perfect for toddlers; and we’ve gazed in wide-eyed admiration at his threatening dragon defeated by a mighty angel in “Sasha and the Dragon”. In “The Good Samaritan”, Malara has included a variety of children in the illustrations, and he has beautifully illustrated the Bible stories with unique perspective. His use of light encapsulates the message of the text and speaks volumes through his illustrations. He has infused the entire book with gentle reality which draws the reader in, engaging them further in each lesson. Malara’s illustrations are a joyful compliment to the text.

In its 100+ pages, this hardcover book helps parents, homeschoolers, and Sunday Church school teachers to better be able to teach their children/students about the Holy Orthodox Church and our Faith. “The Good Samaritan: a Children’s Catechism” can be purchased at https://www.wenorthodox.com/product-page/the-good-samaritan-a-children-s-catechism. (Note: funds raised from the purchase of this book will help Father Michael’s parish, Three Hierarchs Antiochian Orthodox Christian Church in Wenatchee, WA, to build a Church building. They are currently worshiping in a small modular building.)

Here are a few gleanings from the book, to give you a taste of it:

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“The title, ‘The Good Samaritan’, is inspired by Saint John Chrysostom and other Church fathers who, in addition to the more common moral interpretation of showing Christ-like compassion for those in need, have interpreted this parable of the Lord (Luke 10:30-35) as an icon or analogy of the entire economy of salvation. Through this lens we can perceive the Church for what she is—the ‘spiritual hospital’ for the healing of the sickness of sin, and the place where we receive the true ‘Medicine,’ Jesus Christ, through her sacramental, ascetical, and hesychastic Tradition.” (p. ii , “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“Our Christian faith can seem like a puzzle… Because there are lots of different pieces. But all of those pieces together make a beautiful picture. It’s a picture, or icon, of Jesus Christ with His Holy Body, the Church .” (p. 2, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“… Everything in the church—icons, incense, vestments, the Bible, hymns, prayers, almsgiving, the Commandments and doctrines, fasting and struggling against temptation, liturgy and services, sacraments—have only one purpose: to heal us from sin and to join us to God. The cChurch is heaven on earth. Her job is to make everyone and everything holy and united to God. That is Paradise!” (p. 8, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“Paradise—the place where God put Adam and Eve—was like the Church, heaven on earth. But God didn’t want Paradise to be a small place, or just for a few people. He wanted us to make the whole world Paradise. He wanted us to help make the whole world a Church; one big Church where people live with God and God with them. But Adam and Eve only lived in Paradise for a short while. God gave them the ability to make choices. He wanted them to love Him, not because they had to, because they wanted to. He allowed them to make the choice to reject Him and turn away from truth and life. That choice is called sin.” (p. 15, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“Only one tree! Just one tree they could not eat from! That doesn’t sound hard, does it? It’s like when mom says, ‘You can play over here, or over there, and even way over there, but don’t go down there, close to the river!’ Why does she say that? Is it because she doesn’t want you to have fun? No. It’s because she doesn’t want you to get hurt, right?… But sometimes we’re tempted to do it anyway, aren’t we?… This is what happened to Adam and Eve.” (p. 20, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“But when Adam sinned, the icon became dark and dirty. The icon was covered over by sins, like mud or dust covers over a window or a beautiful picture. Imagine a bright and beautiful icon of Jesus Christ. Now imagine that the same icon has been buried in the ground for many years. What has happened to the icon? It has become dark and dingy, dirty and dim. Can you see the image well now? No! It needs to be cleaned. This is what happened to Adam and what happens to us because of sin.” (p. 28 , “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“Have you ever put your shirt on inside-out? It looks kind of funny right? The picture on the shirt isn’t very clear and the tag is sticking out. That’s how our human nature had become because of sin. So how do you fix the shirt that’s inside out? You pull it off to make it right-side-up and put it back on. That’s sort of what God did for us. God’s Son, Jesus, put on our inside-out humanity and made it right-side-up by living a sinless life in perfect communion with God the Father.” (p. 35, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“So where do we get the spiritual medicine that the Lord Jesus has for us by His becoming man, dying, and rising again? It is similar to the doctor and the hospital. Jesus is the Doctor, the Great Physician, and the Church is the Hospital. It is in the Church that we find the medicines for our soul. The medicine is from Christ, who is the Head, but we find it in the Church, His Body..”(pp. 41-42, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“Now, did you know there is a river that runs through the Church? There is a river of grace! It is what keeps the medicine flowing to all who need it. What is this river of grace? It is called the Tradition of the Church—Holy or sacred Tradition. The Holy Tradition flows from God the Father, through His Son, and by the Holy Spirit into the Church.” (p. 47, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“God has given to the Church special protectors to guard the River of Grace and keep it from getting polluted. They guard the holy teachings of the Church. They also guard the holy things of the Church. Do you know who these guards are? The first guardians where the apostles, who were selected by Jesus. But who became the protectors of Holy Tradition after the apostles? It was the bishops and priests of the Church! And it is the same today.” (p. 55, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“We have learned that Jesus Christ is the Medicine that heals us and brings us back to life with God. His body and blood is the strongest medicine of all and fills us with God’s own life. As Saint Ignatius said, it has the power to give us immortality. What is immortality? It means living forever with God and with God in us. Would you like to live like that forever? That can happen if we are in communion with Jesus, if we are with Him and in harmony with Him and His Body..”(p.66, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“And how are we born in the Church? What is the mystery that makes us into a new person, as if we are born again? (Here’s a hint: when it happens, you should probably hold your breath. Another hint: we begin our new life with a splash!) Did you get it? Yes, it is the Sacrament of Holy Baptism! .” (p.73, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“When an archer hits the target, it means his aim is good and he is shooting straight. But when he misses the target, there’s something wrong. His aim is off. The same is true for our soul. When we walk in the light of Christ, we are pointing ourselves toward God. We are hitting the target. But when we sin we are shooting in the wrong direction. We have missed the target of what God created us to be and to do.”(p.86, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“This is how we are to be with God: like best friends. Do you forget your best friend? No! And we should try not to forget God either. Do you know what it is called when we remember God? It is called prayer. Prayer is when our hearts are joined together with God.” (p.91, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“Fasting is prayer for our bodies. Because, as we said before, we are called to pray not just with our mind, but with our whole strength, with all our energy and focus, with our whole being, with our whole body.” (p. 100, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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“ Prayer and fasting are like two wings. But almsgiving is the ‘wind’ that lift our wings upward to God.” (p. 105, “The Good Samaritan: A Children’s Catechism” by  the Very Reverend Fr. Michael Shanbour, illustrated by Nicholas Malara)

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Pursuing Church School Success: a Handful of Resources for Welcoming Students with Special Needs and Handicaps

In this series, we will feature resources and ideas that can increase the learning success of a Church school classroom. In each post, we will share some tips for classroom management and/or ideas for increased student participation. What we share is not a comprehensive list by any stretch of the imagination: there are many more ideas available. It is our hope that what we proffer can act as a starting point toward enhancing the learning that takes place in our Church school classroom. 

Every student who steps into our classroom is unique, and has needs that are individual to them. It is a great challenge for a teacher to teach such a great variety of individuals and lead them together through a lesson or learning time. It is a challenge, yes, but it is also a great honor and blessing.

From time to time, God gives a teacher the gift of a student whose needs are so unique that the teacher has the opportunity to seek new ways to teach. The student may have physical limitations, social struggles, or mental challenges that require special accommodations in a classroom setting. At first, it may be tempting for the teacher to greet those challenges with fear or dread, simply because they are new and different. However, it is our duty as Christians to love our fellow humans so much that we will help them in any way that we can. It is our honor as servants of God to extend mercy as completely as we are able. And it is our job as teachers to rise above our hesitance and learn all that we can about our students’ needs, then make the necessary adjustments in our classroom space, our teaching style, and our expectations of our students. When we take the time and effort to do so, we will not only do a better job of welcoming our students, but we will also be better able to receive from them the gifts that God intends to bestow.

In this series on pursuing Church school success, we would be remiss to not share a few resources that help Sunday Church school teachers to prepare to meet the needs of their students with handicaps or other special needs. We have encountered a few materials that can help teachers to teach such students. There are so many different kinds of handicaps and special needs that we will neither be able to include all of them, nor thoroughly address any of them. However, we will share a handful of assets which we thought may be of help to the community in this regard. We will begin by sharing general resources as well as some which focus on physical challenges and limitations. It is our hope that these will be a helpful starting place for us all as we seek to better love and help our students with extraordinary challenges.

May the Lord have mercy on us and on our students, as we learn how to learn together!

 

Here are some links that you may find helpful as you work with students with special needs and/or handicaps. Do you have any related resources that you would recommend to the community? Please share them below!

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This article may be a decade old, but the thoughts it contains and the questions that follow would be a valuable basis of a discussion amongst any group of Sunday Church school workers who desire to better welcome students of all abilities and needs. https://www.oca.org/parish-ministry/parishdevelopment/disability-and-communion

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Summer Kinard’s book, “Of Such is the Kingdom: A Practical Theology of Disability” is a wonderful Orthodox resource that helps parishioners to embrace each other, whatever their challenges may be. If you have not yet read it, we encourage you to do so, as it will bolster your love for Christ by helping you to better value and love everyone around you. We wrote about this book here: https://orthodoxchurchschoolteachers.wordpress.com/2019/10/25/gleanings-from-a-book-of-such-is-the-kingdom-a-practical-theology-of-disability-by-summer-kinnard/

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Summer Kinard’s website offers so many resources (many listed here: https://summerkinard.com/special-needs-resources/). Check out her free month of hands-on Sunday Church school lessons (which offers a glimpse into a teaching style that reaches a variety of needs of the students in your class) here: https://summerkinard.com/2019/08/11/free-month-of-hands-on-Sunday-school-curriculum/

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Those among us who “thought we had the advantages in life… find that on a spiritual level we can be severely disabled compared to our brothers and sisters who lack those intellectual giftings, but whose spiritual life can be marked by abilities and giftings we never suspected.” Read this perspective in this reflection on what the scriptures have to say about those in our midst with special needs: https://www.bethinking.org/human-life/a-biblical-view-of-disability

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“Church, we have a great opportunity to show love! The need is great. Kids are hurting. Adults are too. Families are struggling. The first step in being able to help is understanding the need. Jesus met people where they were, and so can we.” So concludes this presentation of the findings of one study on disability and the church. Read the findings here: https://church4everychild.org/2016/02/09/what-are-the-stats-on-disability-and-church/#_edn1

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This webinar can be a helpful starting point for Sunday Church school teachers and/or parishes desiring to better embrace the parishioners in their midst who face disabilities and other special needs:

https://www.goarch.org/en/-/the-church-and-families-of-children-with-special-needs-webinar

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Check out this list of resources: https://www.goarch.org/-/families-of-children-with-special-needs-resource-list

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This article offers suggestions of ways to make a church building more accessible for those with physical challenges. The article is not written from an Orthodox perspective, but many of the accessibility suggestions can be helpful as we plan (or alter) our physical space, to make it more accomodating. https://churchesbydaniels.com/four-ways-accommodate-special-needs-church-design/

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Something as seemingly innocuous as food can be very dangerous to someone who is allergic to certain ingredients. Summer Kinard’s free printable is a quick and easy way for parish members to communicate what is in the foods that they bring, so that people with allergies can be aware as they choose what to eat at coffee hour or in the Sunday school hall. It is so important that we take steps like this to show every member that their parish cares enough about them to ensure their safety. https://summerkinard.com/wp-content/uploads/2018/12/allergen-check-list-free-printable.pdf

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In Russia and Greece, parishes are including their deaf members by signing the liturgy. It is beautiful to behold, as evidenced in the video clips found here. https://orthocath.wordpress.com/2010/11/17/orthodox-christians-who-are-deaf-and-blind/
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In addition to Byzantine music, you will find some liturgical texts in braille at this page: http://www.stanthonysmonastery.org/music/BrailleByzantineMusic.html#Links

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In this article, a mom of a child with a genetic skin disorder expresses her wishes with regard to what happens when other children notice her daughter and her challenges. She says, “What I wish you would do? I wish you would leave this conversation with your children open to me and my family, so it could become with us, instead of about us…When your child points and tells you to look, I wish you would respond clearly, ‘Yes, look at that sweet little girl. It looks like she’s having so much fun playing, just like you are!’” Read the article in its entirety here: https://community.today.com/parentingteam/post/dear-parents-what-i-wish-you-would-do-when-your-child-comments-on-my-daughters-special-needs

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Here are helpful tips for those in our community who do not have a child with a disability, for awareness: https://www.facebook.com/ellenstumbowriter/videos/371339980392324/

 

Pursuing Church School Success: Working with Difficult Students

In this series, we will feature resources and ideas that can increase the learning success of a Church school classroom. In each post, we will share some tips for classroom management and/or ideas for increased student participation. What we share is not a comprehensive list by any stretch of the imagination: there are many more ideas available. It is our hope that what we proffer can act as a starting point toward enhancing the learning that takes place in our Church school classroom. 

Have you ever experienced something like this: right in the middle of a Sunday Church school lesson, one student attempts to derail the class by creating unrelated noise, making faces, and/or answering questions with sass or inappropriate answers. What do you do in this scenario? How can you best care for and help this student, while also continuing to teach the rest of the class?

We set out to find some ideas for how to handle difficult students (or students having a difficult moment), and found quite a wide range of ideas. We will share a few of them with you, in the event that any of them will be helpful. Should you ever find yourself in a situation similar to the one described above, perhaps having read several of these ideas will help.

As always, we would really love to hear what you do. How do YOU handle difficult students or difficult moments in the classroom? Please share your wisdom with the community, so that we can all benefit and better lead our Sunday Church school students to Christ and His Church!

Here are the links that we found, in no particular order:

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Have you found any of the 10 “tricks of the trade” mentioned here to be helpful as you face a student that’s disrupting the class? https://ministry-to-children.com/manage-behavior-problems/?
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The author of this article suggests that teachers pretend that their most difficult students are well behaved, explaining why this suggestion works, and how to carry it out. “Practically, you’re going to smile and joke with them like you do those students who are near perfectly behaved. You’re going to make eye contact with them. You’re going to believe in them and have the expectation that they will follow rules and behave as you desire.

Although you’ll never stop being a vigilant observer of all your students, you’ll find yourself quite naturally refraining from hovering and micromanaging, warning and reminding, and glaring and glowering around them… Your stress level will drop a few notches and a sea of tension will drain from your classroom… But the real benefit resides within the heart, mind, and self-worth of the difficult students themselves.When you treat them like everyone else, they begin to feel like a valued member of the class.”

Though the article is not specifically Orthodox, showing this degree of acceptance and mercy to all is certainly how we Orthodox Christians should be treating our fellow humans! Read the article in its entirety here:
https://www.smartclassroommanagement.com/2017/01/07/why-you-should-pretend-your-most-difficult-students-are-perfectly-well-behaved/

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Many of the ideas offered here for working with difficult students (and/or a challenging class) are for a regular classroom with all-day classes. However, a handful of them can certainly apply to a Sunday Church school class. The tenth suggestion is particularly important, regardless of class size or length:

http://dragonsdencurriculum.blogspot.com/2015/08/ive-lost-control-now-what.html

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The author of this article offers four strategies for working with students who are disrupting a lesson. The  strategy of addressing sensory needs is not an oft-considered strategy, but it should be!

https://educationtothecore.com/2015/11/strategies-for-disruptive-behavior/

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The writers of this article emphasize again and again the importance of communication: whether while setting up, justifying, or enforcing expectations, communication will need to be clear in any classroom, especially one which includes difficult students. https://www.thoughtco.com/tips-on-handling-difficult-students-2081545

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What about older students with rude or disrespectful attitudes? This transcripted podcast offers some helpful suggestions, including the following twist in our way of thinking: “A discipline problem is anything that disrupts instruction. Anything. Which means that a child can be a discipline problem, but it also means that a teacher can be a discipline problem. When you choose not to escalate the situation as a teacher, you choose not to become a discipline problem, because the moment that you start getting in the last word with that student, you now are playing that student’s game. What you’re trying to do is get the student on your page, not get on the student’s page.” Read more (or listen to the podcast) here:

https://thecornerstoneforteachers.com/truth-for-teachers-podcast/respond-rude-disrespectful-student-attitudes/

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What if a “difficult” student is in truth genuinely upset about something, and not just trying to disrupt the class? This article encourages teachers to think about themselves and how they would react to an upset student, long before they experience something like this, so that they are able to better react in the moment. The author encourages teachers to think through what pushes their buttons, how they feel when their buttons are pushed, and how it impacts their relationship with the students. (The article also includes 5 ways to deescalate an upset student.) Read the article in its entirety here: http://friendofreading.blogspot.com/2015/08/5-ways-to-deescalate-upset-students-in_15.html

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What if you don’t have just one difficult student in class? In this article, a classroom management expert addresses the concern of a reader who had not one or two, but SIX difficult, intentionally disruptive students in class.

https://www.smartclassroommanagement.com/2016/03/12/how-to-handle-six-disrespectful-students-in-one-class/

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Pursuing Church School Success: Utilizing Effective Classroom Consequences

In this series, we will feature resources and ideas that can increase the learning success of a Church school classroom. In each post, we will share some tips for classroom management and/or ideas for increased student participation. What we share is not a comprehensive list by any stretch of the imagination: there are many more ideas available. It is our hope that what we proffer can act as a starting point toward enhancing the learning that takes place in our Church school classroom. 

Unfortunately, not every Sunday Church school student is delighted to be in class, or is enthralled with learning in the Sunday Church school setting. This truth is evidenced by the fact that there are times when students willfully act out, disrespect the teacher, and/or break classroom rules. What is a Church school teacher to do when that happens? How can the teacher best respond? What consequences are the most effective in a classroom?

We have gathered a few resources that address this issue. They are primarily geared towards regular education classrooms, but contain information and ideas that we deemed helpful to the Church School community, as well. We hope that if you are struggling to find appropriate and effective consequences for behaviors in your class, you will find encouragement and help in one or more of these sources.

Across the board, we noticed a few themes. First, effective consequences reflect a teacher’s love for and respect of the student. (Orthodox Christians should be able to excel in this loving response to our students, since we are commanded to love everyone, anyway!) Another theme is the importance of consistency: that is, fairly metering out consequences and sticking to them without waffling, wavering, or bargaining. A third theme suggests that consequences should be logical results of the behavior, a “you break it, you fix it” type of mentality in lieu of a random, disconnected result. These are just a few themes we encountered as we read about this topic.

May we each do what we can to set in place – and then enforce – the best possible consequences in our classroom. Some forethought, clear communication with our students, and consistent follow-through will go a long way in helping our Sunday Church school students know what consequences to expect. Then, if they should one day choose to require those consequences, they will not be surprised.

Here are some links on classroom consequences that you may find helpful. What has worked for you? What related resources would you recommend to the community? Please share them below!

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“Effective classroom managers expect good behavior and follow through with consequences equitably when it is not displayed.” Consistency in consequences is the fourth of five characteristics of an effective classroom manager, as suggested here: https://minds-in-bloom.com/effective-classroom-managers-do-these-5/

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We do not do our students any favors when we offer them choices instead of consequences. According to this article, “our job is to teach our students how to overcome obstacles, not avoid them with excuses and manipulation… When you offer choices in exchange for not disrupting the class, when you lighten the workload and remove responsibility, you are in every sense giving up on them. You are in every sense telling them that they’re not worth holding accountable.” Read more about this here: https://www.smartclassroommanagement.com/2015/02/07/why-you-should-never-give-choices-instead-of-consequences/

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This article brings to light three mistakes teachers often make when enforcing consequences. It also offers the words you can say when doing so: https://www.smartclassroommanagement.com/2015/08/01/3-big-mistakes-teachers-make-when-enforcing-consequences/

(The end of the article links to this related article, in which teachers are given details on how to let students know what their consequences will be: https://www.smartclassroommanagement.com/2012/03/17/how-best-to-inform-students-of-a-consequence/)

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This blog post offers five consequences to misbehavior. Each consequence will teach correct behavior: https://www.heidisongs.com/blogs/heidi-songs/consequences-that-teach-better-behavior-instead-of-punish

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Here’s an article that was written in response to one teacher’s inquiry: The teacher was struggling because there were 6 students in the class who were disrupting things for everyone else, and the teacher needed help to know how to handle those students. Read the excellent response to the teacher’s questions, here: https://www.smartclassroommanagement.com/2016/03/12/how-to-handle-six-disrespectful-students-in-one-class/

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Find suggestions for logical consequences to misbehavior here: https://www.weareteachers.com/logical-consequences-in-the-classroom-2/

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Among other useful things, this blog post contains a helpful chart which pits consequences vs. punishments, clarifying the difference between the two. It also offers useful criteria for creating consequences. http://www.cuppacocoa.com/how-to-use-consequences-effectively/

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This blog post suggests ways to create and enforce logical consequences in a way that communicates love and respect to the students who choose to need them. The post is geared towards teens, but teachers of students of other ages will benefit from reading it, as well. https://www.mathgiraffe.com/blog/logical-consequences-for-teens

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