Chapter 11

1. Chapter 11 Learning Together

2. Building Relationships with Children • Nonverbal messages • 70 percent of our message uses no words • Includes facial expression • Body posture • Distance between people • Touching • Eye contact • Hand movements • Combination of these

3. Building Relationships with Children • Nonverbal messages • Posture and hand/arm motions can express warmth or coldness, anger, authority, and many other messages • Leaning toward a child communicates warmth and caring • Culture plays a very strong role in nonverbal communication

4. Building Relationships with Children Verbal messages • Words are only 7 percent of the total message communicated • Tone of voice is responsible for 23 percent of the message • Use encouraging words and actions frequently • Do more listening to children than speaking • Listening implies that what they have to say is important • Builds self-respect

5. Building Relationships with Children Verbal messages • Compliment real accomplishments • Respect what each child says • Listen intently and respond to feelings • Children feel understood when you respond to their feelings.

6. Importance of Small Groups • Group dynamics are part of the learning experience • The teacher’s role is that of a “facilitator” • Small groups provide the best opportunity for • Relationship building between teachers and children • Teachers to reach children spiritually • In a large Sabbath school • One visitor can be taken to each small group • There can be a visitors’ group

7. Understanding Small Groups • Beginners • Babies, toddlers, and 2s don’t form groups and learn from each other in the way that older children do • They learn from each other only in the sense that they may copy each other

8. Understanding Small Groups • Kindergartners • Groups of 3s and 4s are NOT cooperative learning groups • Smaller groups allow for individual attention • Capable of connected conversations with one other child • Group discussions are still in the future

9. Understanding Small Groups • Primaries • Like to belong to a small group • Individual attention from the teacher. • Need the teacher • Organize activities • Assign roles. • Leading discussions.

10. Understanding Small Groups • Junior-Earliteens • The teacher • Encourages children • Provides brief suggestions if things get stagnated or tense • Provides supplies • Is available as needed • Group dynamics are important • Earliteens • Ready for real discussions • Organizing skits • Working together to prepare a whole program

11. Forming Small Groups • From two to six children • Temporary groups can be self-selected • Permanent (long-term) groups • Leader assigns children to a group • Keep in mind the effect certain children have on each other • Keeping friends together if possible • Same gender often works best • Older children sometimes like to work in mixed gender temporary groups

12. Effective Small-Group Learning • Focus on one big idea or message • Establish rules of conduct for your group • Establish procedures for group activities • Handling, sharing, and putting away supplies • Responding to an attention signal • Taking turns • Listening to other kids.

13. Effective Small-Group Learning • Use reflection (debriefing) to connect activities to the lesson’s message • Listen carefully while children do an activity • Learn to draw out children’s thoughts and feelings. • Be prepared beforehand

14. Effective Small-Group Learning • Planned activities use a variety of learning styles and sensory modes • Pay attention to subtleties of how the children are interacting • Body language • Actual words. • Use the power positions wisely • The power position is usually directly across from the teacher

15. Learning Together in Different Ways • Teacher-Directed Individual Learning • Activities teacher-directed with individual learning experiences for children • Could include • Group discussions • Individual reflection about an activity • Questions about the Bible story • Telling a personal experience

16. Learning Together in Different Ways • Cooperative Learning • Limit resources to promote sharing • Give each team member a job that contributes to the final project • Ask the team to develop a single product they can show to the entire class

17. Learning Together in Different Ways • Cooperative Learning • Occasionally give team rewards. • All team members receive the reward • All teams have the opportunity to be rewarded • Teach the social skills children need for team functioning • Provide props which encourage cooperative play activities for kindergartners • Use guided conversation as the children play together

18. KEYS to Learning Together • Use small groups to develop personal relationships with children • Relationships develop through communication • Watch your body messages • Watch the tone of your voice • Watch the actual words you say • Use small groups according to the children’s developmental level

19. KEYS to Learning Together • Form small groups carefully, considering the purpose of the group • Follow teacher-tested guidelines for helping groups function effectively • Help children learn how to work cooperatively