We’re Doing it Together by Mark Welsh

We’re an awesome, supportive, spiritual groupWith a core of positive energyWe’re an awesome, supportive, spiritual groupWith a core of positive energy

Doin’ it togetherWe’re doing it togetherDoin’ it togetherChanging the world Family

Presentation by Bernadete Leal

INSPIRING AND ENGAGING THE SPIRIT

THE POWER OF

TEACHINGROUTINE

AND RITUALS

15-24years old Gangs Homicide Suicide School drop-out Drugs and alcohol (substance abuse) Depression Teenage pregnancy STI /STD (Sexual transmitted Infection) 1 in 4 teens per year 46% of American high school students have had sexual

intercourse and potentially are at risk for HIV infection.

Early Intervention

Education

Head

Heart

Spirit Hands

Reasoning, ThinkingKnowledge, Cause and Consequence, Choices

Moral TeachingsW.W.J.D.(What Would Jesus Do?)

God, Prayer, Immortality of the Soul, Reincarnation, etc

Life ToolsHow can I use this in my life?

Do my lessons cover all

these parts?

EducationQ. 917 (Explanation) : Education, rightly understood, is the key to our ethical progress. When we can train our moral nature with the same degree of effectiveness as we do our intellectual one, we will be able to straighten a crooked nature as surely as we straighten a crooked sapling.

Q. 685 (Explanation): We speak here not only of the education of the mind but also of the character and of habit, education itself being the totality of acquires habits.

Education Cont.

Q. 685 (Cont. Explanation): Once properly educated, however, these individuals will bring into their lives habits of order, an ability to plan for themselves and their dependents, and a degree of respect for the rights of others, that will allow them to endure periods of difficulty with greater easy.

Physical GrowthFrom

Infancy to early

childhood

Middle childhood

Puberty Adolescence

Rapid growth

Slow and steady growth

Rapid growth spurts

Gradual, measured, slow growth

Educate the educator – Child Development 101

Theorist Jean Piaget suggested that children think differently than adults and proposed a stage theory of cognitive development. He was the first to note that children play an active role in gaining knowledge of the world.

There are four stages in the development of the thinking

1) Birth to 2 yrs2) 2 - 7 yrs3) 7 – 10 yrs4) 11 +

According to Piaget children cannot begin to think in abstract terms until the 3rd stage, and they cannot actually achieve abstract thinking that is useful and dependable until the last stage.

Avoiding teaching abstract Spiritist concepts too early

Jean Piaget

(February 27, 1861 - March 30, 1925) was an Austrian philosopher, literary scholar, architect, playwright, educator, and social thinker. The founder of "anthroposophy," he is well known for its numerous practical applications, including Waldorf Education.

Rudolf Steiner

3 Forces by Rudolf Steiner

Willing Feeling Thinking

Pre-school/ kindergarten Associated with movement Body: Limbs we use to stand, to walk Unconscious force, you move, the body works,

in the will, our consciousness (reasoning and spirit in the awaken stage) are still sleeping

Automatic pilot Learn by imitation, playful activities, joyful

songs

Willing Force

7-14 yrs Chest- torso Has to do with antipathy and sympathy Force that it is still in the dreaming stage Lessons that involve arts and subjects that

engages a wide range of feelings The thinking becomes active during this stage

but it is still strongly colored by feelings Spirit is awaken

Feeling Force

Start at adolescence, around the age of 14yr approx. The individual (spirit) is fully awake There are feelings but thinking is based

on facts Body: Head Consciousness develops Lessons using observation and reflection

Thinking Force

Bring Feeling and Thinking to the child before he/she is ready.

Mistake

Behavior Style SummaryD I S C

Behavior Style

Temperament

Priority

Gains Security by

Under Tension will

Wants

To motivate give

Dominant Influencing Supportive Conscientious

Cholericbad-tempered or irritable

Sanguineoptimistic leader-like

Phlegmaticrelaxed and peaceful

Melancholyanalytical and quiet

The results Interaction Maintain relationships

The process

Control

Dictate

Varied activities,power position (1st)

Power authority,Direct answerschallenges

Flexibility Close relationships

Preparation

Attack, besarcastic

Submit, comply Withdraw, avoid

Social approval Demonstratedsincerity and appreciation

Limited exposure,privacy

Freedom to speak, recognition, opportunity to help

Structure,explanation of how

Explain why, give tactful instructions

When Planning your Lesson Age group Predominant Force (willing, feeling, or

thinking) Developmental Stage Meet students at their age level Do not expect them to think and act like you

Getting to know your “customer”

Observation Building Rapport Chit Chat Show interest in what children/teens like Talk to parents Journal – individual focus Learning style of each student

Q. 917 – Explanation – “But training of this kind (education) requires tact, experience, and profound observation. Theoretical knowledge alone will never be enough for a teacher to exercise it successfully. ”

MOTIVATION

By Bernadete Leal

Motivation

Are you motivated to teach?

Are you passionate?

To inspire, a motivating force, stimulus, or influence , incentive

ReflectionWhy did I choose to be an educator at my Spiritist Center?

What qualities do I have that help me in this type of work?

What do I need to work on/improve?

Are you committed or just involved?

What do I want to accomplish (goals)?

Requirements

•Spiritist Knowledge Minimum requirement : The Spirits’ Book and The Gospel According to Spiritism.

•Pedagogical Knowledge Interaction of the subject matter and effective teaching strategies to help children/teens learn.

•Professional Knowledge Understanding of studies (schooling or education, pedagogy, psychology, child education, etc)

•Knowledge of the Roles and Responsibilities of the profession of volunteering at the Spiritist Center

•Skills – the ability to use content, professional and pedagogical knowledge effectively and readily in diverse teaching settings that insures that all children/teens are learning.

Requirements to be effective

teaching in a Spiritist Youth

Program

Inspiration

To stimulate to actionTo draw forthTo stimulate energies and idealsTo motivate

Who’s your inspiration?

3 People that inspire you and why?

Children Not Motivated Water Down and Boring Lessons Poor Planning and Poor Delivery (Not prepared) Lack of relationship (teacher and friends) Lessons that do not relate/connect to them Lack of Hands-on Activity Lesson does not provide challenges Lesson does not support different Learning styles

From 1-10, how would you rate your lesson planning

and delivery?

Why do you come to the Spiritist Center?

My parents make me.

I don’t know.

To learn.

To have fun.

To hang out with my friends.

To receive a passe.

Have you asked your children/teen this question ?

Kids will remember the experience

5 Things Kid’s say would be their ideal of children’s class at church1,000 children surveyed (children ages 5 – 12)

Group Christian publishing 2004

Survey

GO OUTSIDE MUSIC (THEIR MUSIC)

FOOD

BIG MOVEMENT

INTERACTIVE LEARNING

Not having the teacher do all the talking, lecturing to them.

Real Learning

RelationshipReal learning does not happen until students are brought into relationship with the teacher, with each other, and with the subject.

CommunityWe cannot learn deeply until a community of learning is created in the classroom.

The practice of intellectual rigor in the classroom requires a culture of trust and acceptance.

By Parker Palmer – To Know As We Are Known, Education as a Spiritual Journey

Trust and Acceptance

ROUTINE AND RITUALS

By Bernadete Leal

Life is Good by Mark Welsh I give a little love I give a little light It comes back round And I feel alright Oh, Life is good (2x)

RoutineRoutines are essential in a classroom. They are the manner in which young children tell time and learn to regulate their internal clocks.

Children learn to predict what will happen next, feeling empowered to tackle the task.

Routines add predictability and consistency to the program.

Do you have a daily/family routine?

Classroom Flow Opening prayer New friends introduction and heart agreement Sharing time Lesson Introduction

(Anticipatory set) Story Activities (art/group

work/game/meditation, etc)

Ending prayer Snacks

New friends introduction Opening/thank you

prayer Call to circle (song) Story telling Activities Snacks Ending prayer Free play

(4-6yrs) (7yrs +)

Creating RoutinesWrite all the routines for the class so you can be clear about what you expect your children to do and know. Ask yourself the following questions as a guide:

Routine ExpectationArrivalChildren’s task/jobTransitionSnack timePasseDismissalParents before and after class

Ritual

Rituals (how you do something systematically)

Religious Ritual

Repeated set of acts and behaviors with a religious/spiritual meaning behind it.

They soothe the lower centers of the brain. These centers deal with survival issues. They respond quickly to perceive threat with a flight or fight orientation.

Therefore, educational rituals produce a calming affect on children. This effect is more noticeable on hyper-anxious children.

Goal: To bring togetherness and unity.

Educational Ritual

Repeated set of acts and behaviors with a goal behind it.

The Gospel/God at Home has an educational ritual

Classroom Rituals

1. Greeting ritual: bird hello, snake hello, butterfly hello, bump

2. Gathering song ritual

Activity to Unite:

4. Welcome new child ritual.

6. Closing ritual

5. Absent child ritual

3. Connecting and appreciation rituals

I Love You Rituals

https://www.youtube.com/watch?v=C3PtrlnUm4U&list=PLC1FF90B6D998E9EE

https://www.youtube.com/watch?v=9VnuRcMuKtI

Go build bond – Connection

1. Eye Contact2. Touch3. Presence4. Playful Situation

I Love You Ritual by Becky Bailey

Twinkle, twinkle little starWhat a wonderful child/person you areWith bright eyes and with nice cheeksTalented Person from head to feetTwinkle, twinkle little starWhat a wonderful child/person you are(Conscious Discipline by Becky Baily)

"A hundred years from now, it will not matter what kind of car I drove, what kind of house I lived in, how much money I had in the bank...but the world may be a better place because I made a difference in the life of a child.”Forest Witcraft