Chapter 11 Learning Together

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

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

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

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.

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

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

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

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.

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

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

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.

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

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

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

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

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

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

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