The Elementary Classroom
Know what to do? Let’s get ya where you need to go.
Never done this before? Keep on reading!
The principles that guide us.
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Spiritual Growth
Our primary purpose is to facilitate the spiritual growth and development of the children entrusted to our care. This involves teaching biblical truths, guiding them in worship and prayer, and creating an environment where they can encounter God's love and presence.
As active participants in this journey of faith, we recognize that our role as teachers extends beyond mere instruction; we are called to be facilitators of transformation, actively engaging with the Word of God and inviting children to do the same.
How we do it:
We encourage you to continually seek opportunities to deepen your own relationship with God, allowing His love and truth to overflow into your teaching and interactions. By modeling a life of faith and discipleship, you can inspire and empower children to cultivate their own personal relationship with Jesus.
You as a teacher are expected to familiarize yourself with each Sunday's lesson and Bible passage beforehand, preparing your heart and mind to effectively communicate God's truth to the children. We aren't passive teachers; we're active participants in the spiritual formation of the next generation. Our goal is to challenge and inspire children to not only learn about Jesus but to follow Him more fully in their daily lives.
Look for opportunities for children to actively engage with the Bible, to ask questions, and to apply biblical principles to their lives. Empower them to grow in their faith and develop a personal relationship with Jesus that will shape their lives for years to come.
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Safety and Trust
It's essential to recognize that parents are entrusting us not only to teach their children about Jesus but also to keep them safe during their time in the kids ministry. Understanding that parents may experience anxiety about leaving their kids in our care, our aim should be to alleviate those anxieties as much as possible.
Our kids ministry should be a space where children can feel safe, valued, and supported as they learn and grow.
How we do it:
We can do this by taking proactive steps such as introducing ourselves to parents when they drop off their kids, reassuring them that we'll take good care of their children, and following up after the service to let them know how much of a joy it was to teach their children. A smile goes a long way!
By building trust and fostering open communication with parents, we create a supportive partnership that prioritizes the safety and well-being of every child in our care.
Furthermore, we urge you as teachers to remain vigilant and proactive in identifying and addressing potential safety risks. This includes keeping an eye out for potential abuse and familiarizing yourself with emergency protocols, bathroom procedures, and discipline guidelines.
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Engagement and Gospel Connections
We strive to engage and connect with each child on a personal level, fostering a sense of belonging and community within our classroom. Building positive relationships with the children helps create a supportive and welcoming environment where they feel valued and encouraged to participate fully in the learning experience.
How we do it:
We can do this by approaching each interaction with genuine care and interest in the lives of the children. This may involve taking the time to listen to their stories, offering words of encouragement, or simply being present and attentive to their needs. By investing in meaningful connections with the children, we create a space where they feel seen, heard, safe, and loved.
Actively seek ways to incorporate Jesus and the gospel into everyday interactions with the children. This could involve starting the day with a simple prayer or Bible verse, sharing personal stories of faith and experiences with Jesus, or using everyday objects or situations as teachable moments to illustrate biblical truths. During snack time, teachers can lead a brief discussion on the importance of thanking God for providing our daily bread and His faithfulness in meeting our needs.
By intentionally weaving Jesus and the gospel into our conversations and activities, we create opportunities for children to recognize and encounter His love and truth in meaningful ways that stick with them even after they’ve gone home.
Class Schedule
Sticking to the class schedule is crucial for several reasons!
Knowing what activities are planned for the day and when they will occur helps students feel more secure and comfortable. It reduces anxiety and uncertainty, allowing them to focus better on their tasks and engage more fully in learning.
For teachers, this schedule serves as a roadmap for organizing and managing classroom activities. It helps ensure that all planned material is covered within the allotted time, preventing important topics from being rushed or overlooked.
8:40 - Arrive and setup room
9:00 - Pray together in the room next to Preschool
9:10 - Be in your classroom ready to receive the students
9:30 - 9:45 - Meet + Greet / Color
9:45 - 9:50 - Rules (more info on how to teach the rules below)
9:50 - 10:10 - Worship and Lesson (more info below)
10:10 - 10:20 - Bible Verse Practice
If you’re ahead of schedule, pause here and play a game until 10:20.
10:20 - 10:30 - Bathroom Break
10:30 - 10:55 - Bible Skills / Discussion, Snack, and Activity Sheet (more info below)
10:55 - 11:00 - Students Help Cleanup Room (cups, snacks on the ground, crayons, put Bibles away, etc)
11:00 - til - Free Play / Game / Dismissal
After dismissal - Tear Down Room
We cover our Class Rules every Sunday because kids need to feel safe, and safety comes from consistency.
Let me explain…
For students, understanding the rules from the outset helps set clear boundaries and guidelines for behavior. This clarity reduces confusion and uncertainty, allowing students to feel more secure and confident in their interactions within the classroom. By knowing what is expected of them, students can better focus on their learning and engage more fully in classroom activities.
For teachers, reviewing the rules at the beginning of class helps set the tone for the morning and reinforces expectations for behavior. It provides an opportunity to address any potential issues proactively and establish a respectful and cooperative classroom culture. Additionally, covering the rules at the beginning promotes consistency and accountability, helping to ensure a smooth and productive learning experience for both teachers and students.
Covering the rules teaches the students that the expectations are the same no matter who their teacher is.
These rules work only if they are taught and discussed every Sunday.
The Rules Defined.
It’s vital that the kids don’t just know the rules but that they also understand what it looks like to live out the rules. When teaching these rules, it would be helpful for you to define the rules with examples of what each rule looks like. Ask students to contribute with their own examples as well.
Helping Hands
Encourage students to assist each other with tasks such as cleaning up toys or helping a classmate who is struggling with an activity. This also means our hands are meant to help others, not hurt others. Teachers can also praise students when they use their hands to help others and reinforce the idea that kindness and cooperation are valued in the classroom.
Looking Eyes
Model active listening and eye contact during discussions and instructions. When covering the rules, you can have the students practice by asking them to focus their eyes on specific objects or people. You can also incorporate visual cues, such as holding up a quiet finger to remind students to look with their eyes. With this age, it would be helpful to get their bodies involved in some way when reminding them of this rule. For example, have them make fake glasses over their eyes with their fingers to show you that they’re looking with their eyes.
Listening Ears
Emphasize the importance of listening ears by playing listening games or reading stories aloud and asking comprehension questions afterward. When explaining this rule or bringing it up later during class, you can encourage students to practice active listening by repeating instructions back to the teacher or taking turns speaking during a group discussion. Teachers can also provide positive reinforcement when students demonstrate good listening skills, such as giving them stickers or praise.
Quiet Voices
Remind students to use soft voices when speaking to each other and model appropriate volume levels during classroom activities. To help them understand this rule, ask them to practice speaking quietly through activities such as whispering games or role-playing scenarios where they need to communicate without disturbing others. You can also establish a signal, such as raising a hand, to remind students to lower their voices when necessary.
Walking Feet
Teach the importance of walking feet by establishing clear boundaries for movement within the classroom and reminding students to walk calmly and safely at all times. Teach this through the use of activities that require them to practice walking quietly and respectfully, such as walking in a line or navigating an obstacle course. As with all the rules, be sure to praise students when they demonstrate appropriate walking behavior and provide gentle reminders when needed.
WORSHIP
During this time, kids will watch and participate in singing and dancing to the music on the TV. It's essential to encourage kids to join and participate actively, remaining with the group throughout the worship session. As a teacher, you play a crucial role in modeling participation by joining in with the dances and singing along. Remember, it's okay to feel silly – we're all here to have fun and worship together, just like a child would!
Worship and Lessons
LESSONS
After worship, the students will watch a video lesson together. All students are expected to sit on the floor during the lesson. If any students begin talking during the video, gently remind them to use their looking eyes, quiet voices, and listening ears. Encourage them to focus their attention on the lesson so they can participate actively in the discussion later. If needed, after multiple gentle warnings, you can separate friends during the lesson if they’re unable to pay attention while next to each other.
Bible Skills / Discussion, Snack, and Activity Sheets
BIBLE SKILLS / DISCUSSION
During this time, the kids will open their Bibles to the passage from the lesson and answer discussion questions about the lesson while they eat.
To do this, distribute Bibles and guide kids to open their Bibles to the lesson’s passage. You’ll ask the provided questions and lead the discussion.
The discussion questions will be given to you before Sunday and I’ll provide you with sample answers. Don’t rush through this part; you want to make it last! Ask the question and provide many of the students an opportunity to answer.
SNACK
Distribute the Bibles BEFORE you distribute snack. If possible, have one teacher start the Bible Skills / Discussion while the other teacher distributes the snack. The reason for doing snack here is that if the kids have something to eat, they tend to sit and participate better during the discussion and don’t rush through the discussion or activity sheet.
ACTIVITY SHEETS
After you’ve spent enough time on the discussion, students will work on activity sheets that complement the lesson they learned from the video. Wait to hand out the sheets until the discussion is finished so that the kids can focus on the discussion. The students may vary in their ability to complete the activity sheets independently, so be prepared to offer assistance as needed.
Seize the opportunity to foster discussion and interaction. Encourage them to recap the lesson, ask questions related to the material, or simply engage in casual conversation about topics of interest to them. This time not only reinforces the lesson in their minds but also strengthens connections and builds trust between students and teachers.
Bible Skills / Discussion Example:
By this point, the kids should be sitting at the table and have their Bibles open to the passage. (This example is Acts 3). We have extra Bibles in one of the bins in your classroom. If we need to buy more Bibles, let Matt Lother know.
Choose 2-3 volunteers to read out loud or ask the kids to follow along as you read the passage.
Ask the following questions and lead the discussion.
Did Peter and John heal in their own power? Whose name did they heal in?
What did the man do when he was healed?
How can you help people and share the gospel at the same time?
For questions similar to 1 & 2, ask the kids to use their Bibles to show you how they got their answer. Knowing the answer from memory is great, but we also want to teach Bible Skills during this time.
For questions similar to 3, be sure to allow for many of the students to speak. Their answers might lead to new questions that you can jump off of. In other words, don’t just read off questions and move on, but actively listen to their answers and help them reflect on the questions even further.
Guidelines, Procedures, and Safety
Bathroom Safety
Two-Teacher Rule: Two teachers must be present during each bathroom visit. This ensures the safety and supervision of the children at all times. NEVER take a child to the bathroom alone FOR ANY REASON.
Check for Occupancy: Before allowing children to enter the bathroom, one teacher should ensure that the bathroom is empty. If an adult is using the bathroom, children should wait until it is vacant before entering.
Gender-Specific Escort: When assisting children to the restroom, teachers should follow gender-specific guidelines. Male teachers should escort boys, and female teachers should escort girls.
Wait Outside the Door: Teachers should wait outside the restroom door and avoid entering unless there is an emergency (A child becomes unconscious or has a seizure, for example). This helps maintain privacy and boundaries for the children.
Assistance with Caution: If a child requests assistance inside the restroom, teachers should exercise caution and ensure another teacher is present. Unless there’s an emergency (see #4), they should NEVER enter the restroom themselves and instead provide assistance from outside with the door open. If needed, send the Floater to find one of the student’s parents.
Discipline Prodedures
Here are 3 guidelines to remember:
Redirect with Respect: Gently guide the child's behavior toward a more appropriate activity or action while maintaining respect and kindness in your communication.
Seek Support if Needed: If redirection is ineffective, involve the child's parents or seek assistance from leadership to address the behavior effectively and ensure a supportive environment for the child.
Safety and Kindness Always: Prioritize the safety and well-being of the child and others in the classroom, ensuring discipline is carried out with kindness and respect for the child's dignity.
Further Details and Expectations:
Maintain Self-Control: Teachers should always maintain self-control in the classroom, refraining from shouting or expressing anger towards a child. Discipline should be carried out calmly and respectfully.
Safety First: Discipline should always prioritize the safety and well-being of the child and the other children in the classroom. Physical discipline, such as spanking or hitting, is strictly prohibited.
Respectful Communication: Teachers should never threaten or embarrass a child with words or actions. Discipline should be conducted with kindness and respect for the child's dignity.
Involve Parents or Leadership: If a child's behavior continues despite redirection, teachers may involve the child's parents or seek assistance from leadership, such as the Floater or Matt Lother.
Use of Timeouts: If necessary, teachers may implement a timeout as a disciplinary measure. Timeouts should be brief and age-appropriate, allowing the child time to calm down and reflect on their behavior.
Prayer with the Child: Teachers may pray with the child about their behavior, helping them understand the importance of making wise choices and seeking God's guidance in their actions.
What To Do When You Suspect Abuse
Abuse can be noticed in many ways, including the following:
Verbal disclosures from children about abuse.
Written disclosures (such as prayer requests) indicating abuse.
You personally witness abuse to a child.
Signs of abuse are evident on a child (bruises, burns, etc).
Reporting: If you recognize or even suspect signs of child abuse, report it immediately to your Devotion Kids Leader and/or to one of the pastors: Thomas Webb, Matt Burkett, or Jason Gallagher. This reporting is mandatory, even if you feel like you might be overreacting. You’ll need to provide any information or observations that led to the suspicion or recognition of abuse.
Our Accidents Procedure
Administer First Aid: In the event of an accident or injury, provide immediate first aid as needed. Each classroom is equipped with a basic first aid kit containing essential supplies for treating minor cuts, scrapes, or bruises.
Notify Kids Ministry Leader: If the situation requires more than basic first aid or if the injury is more serious in nature, notify the Kids Ministry Leader immediately. They will provide guidance and assistance in managing the situation.
Notify Parents: Notify the parent or guardian of the child involved in the accident. Provide them with a copy of the completed Accident Form and explain the nature of the incident and the treatment provided. Even if, in your view, that the accident isn’t extremely serious or an emergency, our default should be to notify a parent. Remember, our aim is to build trust.
Complete the Accident Form: For every accident or injury, complete an Accident Form documenting details such as the nature of the injury, how it occurred, and the treatment provided. This form helps to keep accurate records and ensures that all incidents are properly documented.
Follow-Up: Follow any additional instructions or procedures provided by the Kids Ministry Leader or church leadership regarding follow-up actions, such as seeking medical attention or notifying other relevant parties.
Emergency Evacuation and Lockdown Procedures
Emergency Evacuation Plan
Follow in the event of a fire or any other reason for evacuation:
Safely Escort Children: Teachers must safely escort all children out of the building using the nearest exit.
Take Attendance Twice: Teachers should take attendance twice during the evacuation process: once as the class exits the classroom and again in the designated evacuation location.
Keep Class Together: Teachers must keep the class together until it is safe to return to the classroom. Children should not re-enter the building until notified by law enforcement, the Fire/Safety Team, or church leadership.
Lockdown Plan
Follow in the event of a threat to the welfare of our children.
Lock Classroom Doors, if possible: Teachers must lock the classroom doors to prevent unauthorized entry.
Turn Off Lights: Do what you can to create and maintain a low-profile environment.
Gather Children Together: Gather all children in a designated corner of the room away from windows and doors. If you are able / if it is safe to do so, take attendance to ensure you have all of your children.
Maintain Quietness: Encourage children to remain quiet to minimize noise and avoid drawing attention.
Remain in Lockdown Mode: Teachers must remain in lockdown mode until notified by church leadership or law enforcement that it is safe to resume normal activities.