A fill-in-the-blank handout on teaching a School School lesson.

Lesson notes on teaching a Sunday School lesson. Covers introducing and concluding the class, leading discussions, and managing time.

A fill-in-the-blank handout on preparing a Sunday School lesson.

Lesson notes on preparing a Sunday School lesson. Covers teaching goals, basic principles and practices of Bible interpretation, and practical steps in lesson prep.

We have a small school of around 30 students Grades 1-12 here in Leon, Iowa. We are looking to fill a position for a 5th-6th grade classroom teacher (approx. 6 students) this year, and we are seeking a male for this position, with the thought of transitioning to upper grades and more school leadership responsibilities in the future. So we are viewing this as a beginning "mentored" position, with the hope that in the following year our current principal could cut back on daily hours in school. If, on the other hand, we find someone with experience and/or the desire to jump right into the upper grades this year, we would consider that too!Ours is a small but growing school with a positive school culture!Please reply for further details.

Lower grades

“Tomorrow we don’t have school, because the teachers come to work. Monday when we come back, we have music and library.” This was my end-of-day announcement on March 12, 2020. Little did I know that was the last end-of-day announcement I would make to that class! We had a teacher in-service day the following day, and at the end of our in-service we listened to President Trump talk about this new coronavirus, and we found out we would not have school for two weeks because of this virus. We all know that the two weeks stretched into months, and school was cancelled for the rest of the year.

This year I have been very aware of how I announce things to my class – we will plan to do this tomorrow. It is Tuesday, so our schedule has PE. We will try to do _______________. Lord willing, we will _____________.

Lord willing… We are not assured of tomorrow—we know this from March 13, 2020. We never have been assured of tomorrow or tomorrow’s plans, but this has made me especially aware of it.

I have tried to be very careful with promises anyway – after a student accused, “You promised!” on something I was unable to fulfill. I try to say, “We’ll plan this…” “Hopefully we can …”

Children do need structure and a schedule, so I’m thinking how I can help my students learn to deal with unexpected events. We need to hold things loosely, as our administrator encouraged us last year. We’ve talked about promises and how God always keeps His promises, but sometimes people can’t or don’t. We discussed the meaning of “Lord willing.” We pray and notice answers to prayer and thank God. I try to make my classroom be a secure place, listening to the children’s concerns, praying with them and for them, reading and sharing scripture, discussing special verses, telling stories of God’s faithfulness, showing love and kindness for all. I don’t want to share my worries—they don’t need that burden. I try to keep current events discussions out of the classroom—yes, we can pray for these events, and might talk briefly about them, but we don’t need big discussions of them in first grade. I share reassurances from God’s Word and from my experiences.

One year we were scheduled to go to a greenhouse on our field trip and the manager had told me ahead of time that I would probably need to take the children around in the greenhouse as spring is so busy for him and he probably wouldn’t have time to give us a tour. That was okay—I love greenhouses and I went ahead of time and found many interesting things to share with the class. The day of the field trip was a very rainy day. When we got to the greenhouse, we found that they were not busy because of the rain, so the manager could give us a tour and he had time to let the children each pot a petunia for their moms for Mother’s Day. That was an unexpected treat on our rainy field trip, and we later talked about how the rain was disappointing because we couldn’t go to the park, but God worked out good from that and they got to have flowers for Mom! Sharing stories like this can help the students learn trust in God’s goodness.

One of my students commented last fall, “We don’t need to worry about covid, because God is in control!”

Now I see this topic again! Little did I know on February 17 when I left school, anticipating a snow day, that I would not be returning any more in February! Thanks to two snow days and a quarantine after a positive covid test, I have been home for a long time. Lord willing, I can return to school March 1. Again, I needed to hold things loosely.

I used to think, “Oh, I could ‘crawl in’ if I did get sick, and get things ready for a substitute if I needed to!” This time I could not do that—I didn’t feel like going in, and I was not allowed to go in. I learned some lessons from this experience.

1. I should have had a day’s worth of already prepared sub plans. I could have a reading, math, and phonics lesson of a general nature that a substitute could use.
2. I need to plan ahead and be prepared, preparing the classroom and lessons before I leave in the evening, and not thinking, “I can quickly pull this together in the morning.” I might not be there in the morning!
3. I was thankful that I already had classroom procedures and behavior plans in place so my students could continue in their routines somewhat and I didn’t have to explain everything. This also enabled the children to help the substitute teachers. (One day they had four different teachers!)
4. I need to accept help from others. Some teachers offered to do things for me and I did appreciate that. I also needed to ask some people to get materials out for me, or to get something ready for the next day.
5. I need to give grace to myself, to my students, and to the substitute teachers. Maybe something doesn’t get done just how I would have done it but that’s okay.
6. I may need to let some things go. Maybe some of the work pages accomplished their purpose in being completed, but I don’t need to grade them.
7. I did have copies made ahead and that helped.
8. I tried to plan some special things for the children to help them in the uncertainty of their teacher being sick and having several different substitutes.

“I can’t wait ‘til journaling time. We get to start our books!” The class they’ve been anticipating for the past few weeks has now arrived. First grade students will embark on their big writing project of the year as we explore what it means to be an author and an illustrator. They will write their own stories, illustrate their work, and find success in being a “published” author. This project is always a favorite of mine and (most of) the students.

Some years back I sat in a workshop at a teacher institute and listened to Pat Roy share about her career of working with underprivileged students in her Washington, D. C. public school classroom. Having them write and illustrate their own books was one of the ways she connected with her students. As she detailed her method of book-making, I realized that this was a project I could get excited about. I’ve adapted and streamlined her methods—she didn’t have the computer programs we have that make it easier. It still takes some work and effort but I’ve found the project rewarding to students and teachers alike.

I do this project with first graders. However, it can be done with any grade level and can be adapted to suit any manner of needs. My ideas are just a spring-board to launch your own authorship project.

The project has several simple steps.

1. Build enthusiasm and structure for the project.
2. Students write their stories and edit them.
3. The teacher puts the stories into book form.
4. Students turn into illustrators and illustrate their works.
5. Students share their books with others.

Those are the simple steps but let’s flesh each one out a little more.

• Build enthusiasm for the project. We start talking about the project several weeks in advance. I read some of the books that previous students have written. I also try to keep my ears open for stories they may be sharing with others. If I hear a story that sounds like book material I may comment to the student, “That could be a good idea for your book.” It is important that they already have an idea about what to write before the actual writing time, otherwise they may panic. We also explore picture books and discuss what an author and illustrator do.
• Build structure for the project. Talk about characters and the setting. Have students name their characters and identify their story setting. Invite them to think about the problem or main idea of the story. They could also think about what they might put in the beginning, the middle, and the end of the story. (These are all concepts that we’ve worked with in reading and writing so they are familiar with the ideas before this class.) Having students think about their project and detail some of their thoughts will help them know better how they want their story to proceed. However, first grade stories seldom follow the initial plot line and that’s okay. Their creative juices have been primed and the ideas can start flowing.
• Students write their story on regular paper. It’s not a book yet, it’s just the first draft. They will need at least four to five sentences. More is better but for some first graders this is all they can accomplish. I help with spelling as they need. Sometimes I need to help with ideas. And sometimes a child is off and writing for several pages. Some students finish their stories quickly. Some need several journaling periods.
• Teacher and student edit the story. I recommend light editing during a second journaling period. First the student is to read their story to themselves. I will often send them out of the classroom to read it aloud and catch any words they have missed or sentences that don’t make sense. Sometimes they may want to add more to the story or realize that some changes would make it better. After they think they have the story like they want it I will go over it with them. We make sure that periods are where they belong and the capital letters are in the correct places. I may suggest a few changes such as rearranging the sentences into better chronological order. I’m not too critical of spelling mistakes. This is not a highly polished project. The book is to be the student’s work, not the teacher’s. However, if I know a student is capable of fixing their mistakes, I will point them out and let them make the changes.
• The teacher puts the story into book form. To do this, I first start by dividing and numbering the story into seven parts. Each part is a page in the book. I have created a Power Point template that I use when I type up the stories. (See the attached file.) You can set up your own form using text boxes. Divide an 8 ½ x 11 sheet in half (landscape view). Each half of the sheet is one page in your book. The first sheet is the cover so the title and author are on the right half. The second sheet will have the last story part on the left half and the title page on the right half. On the third sheet, part one will go on the left half and part six goes on the right half. The fourth sheet has part five on the left and part two on the right. Sheet number five has part three on the left and part four on the right. I type up and print out each book, printing on both sides of a paper except for the cover which is printed on one side of a piece of cardstock Then I fold and center staple the book.
• Students turn into illustrators and illustrate their books. We spend the next journaling sessions illustrating the books. We look at library books with good illustrations, including various styles of illustrations. We discuss the covers and the title pages and then the students are allowed to let their creativity flow. Provide encouragement to the child who thinks they can’t draw. Recognize any commendable effort.
• Students share their stories with others. When the books are finished allow a share time. Read the books to the class. Encourage them to read the story to their grandparents or other interested listeners. Celebrate being an author!

I do not typically give first grade writing projects a grade and neither do I score their book. It’s my opinion that allowing creativity fairly free rein at this grade level is better than polishing their work to a high degree. At the same time, I do encourage growth in the writing process as a child is capable of accomplishing more.  However, if you needed a grade for the project, you could create a simple rubric to check their progress. A rubric allows for growth without stifling the child’s own creativity in the project.

Doing this project in the fourth quarter with first graders always shows me how far they have come since the beginning of the year. I am always encouraged by the progress they’ve made and the students enjoy the satisfaction of accomplishment. They have written their first book!

Several Grade levels needed--Contact Harold Eby 301-331-9438

Summer offers a welcome break from school, for student and teacher alike. But the extended time off can also work against hard-won academic gains, especially for younger students still learning to read. Encourage your students to keep their minds active and engaged over the summer with these fun reading challenges. Although the challenges are written for Grades 1 and 2, they could be easily adapted for more advanced classes.

Introduction

So I made half of the class the immigrants, and I said, "All right! All of you have a job, and your boss isn't paying you very well and you have to work 16 hours a day. And so you get tired of it.

And so you go on strike, and you say, 'We don't want to work.'"

And they all laugh because they probably don't want to work.

And then I say, "Oh, well, here's the other half of the class. They just got off the boat from Ireland because the potato famine is going on. And guess what? They want your jobs. And guess what? The boss hires them. So now they have a job. And now you went on strike. But too bad nobody cares. You don't have a job."

And all of a sudden, they're not laughing anymore.

Tips for Collecting Ideas and Resources

How do you get ideas? So how do you plan to use these in the classroom?

Tip One – Gather Over the Summer

The first thing, and I've only done this one year, but it worked really well—I took the book home over the summer. I think it was the science book that year, and I researched whatever it was. We're going to do this science experiment and this science experiment. And most of the experiments were already in the book.

So I made a list:

• I can get these things from home.
• I need this from a hardware store.
• I need to get this at Hobby Lobby or whatever.

And I actually had all summer long, and I just gathered the stuff, put it in a box, had it in my classroom. And that way, as soon as that science experiment came up, I had it. I don't usually function like that, but if you've got the time, it's a wonderful way to do it.

Tip Two – Look One or Two Days Ahead

The second way is kind of what I'm doing now. I try to look a day or two ahead, and then a lot of times... For instance, tomorrow we're going to make these little like a handmade book. Before the printing press was out, if somebody wanted to make their own books, sort of like a Lewis and Clark Journal kind of thing. And I researched it. All I needed was some construction paper (which I went up in the office and got it). And then we used yarn to sew the binding. Well, I had that already in my closet from all of the industrial age stuff. I just keep my basket of yarn in there. And then we needed awls, and I figured out you can just use your pen. So for that, I really didn't need to gather much stuff at all.

Tip Three – Find Future Ideas in Present Subject Matter

Another way—and this is usually what happens with me—is when I'm teaching, I'll think of something. We'll be reading it or discussing it, and I'll think, hey, we could do that. We could make that, or we could do that.

For instance, we were reading about the South and the plantations and the cotton (which we'd already done this) and indigo dye and rice. Well, I can't grow rice, but hey, what about indigo dye? And so I went a mile up the road and I got a little bottle of purple dye, blue dye, whatever it was. And I told each—I went home and got a bucket—and I told the students they could bring in anything that was white and that I would—again I would bring them because they always forget.

(And I think if we tell them to bring stuff in, it's not going to happen as well as if I go to the thrift store and for a dollar, I find a whole yard of muslin. So I just cut the muslin up into little squares and they each got a square. So if they wanted to bring something, they could. But that way nobody's left out. Everybody can participate, and the parents don't have to, "Oh, dear. What does Mrs. Swanson want them to bring now?" I can just go. I've already got it myself, and nobody's troubled. If they want to, they can.)

And so we dyed the fabric. So that's an example of I'll just be teaching, and I'll read about something and I'll think, oh, we could do that. And I always have sticky notes nearby. I've got them on my desk, I've got them at my podium and I'll grab my sticky note, and usually I write it legibly enough. I'm writing quickly that I can read whatever I wrote down, and I'll run to the store that night, or

I'll get something from home, or I'll go up to the office and get the supplies. And so that's just kind of how I function.

Tip Four – Accept Students’ Ideas

Number four would be my students give me ideas, and I tell them, "Y'all are starting to get the hang of this now. Why don't you, when you have an idea, just raise your hand and say, "Hey, Mrs. Swanson, could we do that?"

Maybe we could. A lot of times some of my best ideas I've gotten from students. It was their idea. And I've said, "Sure we can do that." And tell them that, you know, "Let's all work together. You give me your ideas too."

Tip Five - Research

Number five. If I'm desperate, I'll research— like those domes. I had no clue what to do for the Renaissance. And so I just looked up. I think I just typed in domes or whatever, and I just research, "How could we make a dome like out of bricks or something?"

Newspapers were much easier, and it doesn't take me that long. I've got one forty five minute period a day, so I try to do as much of it as I can at school.

Other Tips

And another helpful hint is just to think arts and crafts. Like a lot of times the art that they did in a certain country or during a time period, obviously it's very hands on. Usually we have a lot of the supplies here at school. And so that is kind of one of my first go tos is what was the art? What would they have made during that time period?

And another question was, how do we how do we make it sustainable? How can we keep doing this?

And I think the most important thing is just to set a goal and to purpose to do it. And my goal is, at the end of every chapter after the test, (usually we can take the test pretty quickly, have it graded, and either that day or the next day) have a twenty to thirty minute period where we work on something hands on from that time period to help them understand it better.

And so if I want my students to enjoy learning, I want class to be fun and hands on and interactive and involved for them. And then it's my goal to try to come up with something. And I have found that even my most feeble attempts (and some things that just didn't work that well) the student still appreciated it.They weren't sitting in their seats getting a lecture, and they were appreciative.

And even the guys—I teach these big boys that are bigger than I am—and they'll sit there and make their little yarn dolls or whatever. It's fun. They're doing something rather than just taking notes. They enjoy it.

I keep a notebook. This is my history notebook. I've got like money and just different pictures of things in here. And I keep pictures: Rosy, whatever, when the women all left home and went to the workforce. I have just different pictures and different things. I've done articles. I've got the plans for the domes in here, and I just keep these as my personal resource, and I'll put sticky notes in the book. I'll put sticky notes actually in my teacher's book, make Lewis and Clark journals for this or make Geodesic Domes for this. And I'll stick the sticky note in my book, and that way I won't forget from year to year.

And that's why you need to keep teaching, because every year that you teach, you have all these ideas and it gets easier and easier, and you've already put that hard work into it, so you might as well benefit from your years of teaching. Also, something that's very important is to make it yourself first, do it yourself, so that you not only have an example to show them, but you know exactly what you're doing, and you know where the where the pitfalls are.

Not a Good Day

“The directions say I am supposed to find fourteen adverbs in this story,” she said. “I only found three of them, two not’s and one very.”

I was tired of this day and of this conversation, and inwardly I rolled my eyes. Of course, she would recall the words that always are adverbs and forget the rest of the lesson. And of course, she would try to get me to do the work of remembering for her.

“What question do adverbs answer? Look for the verb, then you just have to ask yourself…” I prompted.

“…Which one?” my daughter asked in the hesitant tone of voice reserved for pure guesses. We had gone around and around parts of speech, particularly adverbs, and I couldn’t think of any fresh ways to make it stick. They seemed pretty straight-forward to me. I took a deep breath and repeated my admonition a little louder in the special tone of voice reserved for martyrdom during language class. “Look for the verb first,” I emphasized, but I wanted to say, “Come on. I must have told you this a hundred times. Just pull out the information and use it!”

It had not been a brilliant day in the school department. I knew it, and the children knew it. They were scatterbrained during spelling and positively plodding during flash cards. They lost papers and broke pencils and had to go to the bathroom and get more drinks in a predictable cycle. They forgot rules and broke them. Now we faced an uncomprehending blank in the parts of speech, and I was just plain weary of all the work, the repeated instruction, the endless day that couldn’t seem to get done.

I knew we could pick up the unfinished work again on the next day. The feeling of having lost ground went deeper than neglected assignments.

I had to be honest: the issues that had seemed to snowball, complete with personality clashes and a slightly shrill tone of voice coming from the teacher, were largely my problem. Although I was the grown-up in charge of the school day, I found myself facing off with things I couldn’t stand about these little people that I loved. I knew I had trampled impatiently on feelings and been unkind in my words. The first step back into fellowship was obvious: I gathered the children, apologized for the way I had spoken to them, and dismissed them to play. They lit up happily, and tore outside, gleefully abandoning adverbs and teacher both.

Teacher Time-out

It was sweet of them to be so forgiving, but I needed to get a better perspective, be taught by someone much wiser than me.  As I was praying and thinking about the day just past, I turned to the prayer of Moses in Deuteronomy 32. Verses two and three had become categorized in my head as “The Prayer of the Teacher.”

 "May my teaching drop as the rain,

my speech distill as the dew,

like gentle rain upon the tender grass,

and like showers upon the herb.

For I will proclaim the name of the Lord;

ascribe greatness to our God!"

This was the introduction to Moses' last song just before God instructed him to go up to Mount Nebo to look at the Promised Land before he died. If you read the entire song, you hear Moses telling the people that he was well aware of their rebellious tendencies. He knew they were going to walk away from God after he died. He also remembered the provocation of their complaining that day he lost it and hit the rock.

If any teacher/leader ever had a reason to be aggravated beyond all endurance, Moses did. Yet here he was, praying that his words would fall “like gentle rain upon tender grass” in his very last address to these exasperating people.

 Moses and Me

As a parent and a teacher, I find myself talking a lot. There are daily opportunities to respond with forbearance or to drop sarcasm like icy pellets of sleet. I find the strongest trigger to impatience when I am trying to convey an idea that I really love, and I am met with indifference or even resistance.

I can’t imagine the amazing things Moses knew after his lengthy meetings with God, but it didn’t seem to make a lot of difference to the recalcitrant people under his care. I am guessing there were times when Moses wished he could bellow out some pithy truths before finding a solitary place with a nice flock of sheep to mind.

Someone once said that every word and action is a statement of faith. The question that needs to be answered is this: do I believe that the power of Jesus within me is sufficient to exercise kindness in the face of the most irksome circumstances? Why, yes, I do!  My children know when they have messed up. Sometimes I catch that expression in their eyes, "Oh, no, now I have really done it. I wonder what she is going to say." It stops me in my tracks as I think of the tender grass, and I take care with my words. I am making Moses' prayer my own, and it is helping me to speak graciously.

May my words be the supernatural kind that “ascribe greatness to our God.”

This is a full time position to be the home room teacher for grades 3 & 4.  There will be approximately 12 students in a conventional setting with some help available to teach English and music.

A high school teacher is needed for Antrim Mennonite School.  You would be working alongside the principal teaching classes as well as being responsible for home room duties.

Waynesboro Mennonite School is looking for an upper grades teacher for the 2021-2022 school year.  The position offers opportunities for growth and development.

One of the best things about seasons is the excitement as a spent season rolls over into a brand-new one. While we all have favorites, spring is especially exciting with new life popping up everywhere. Who doesn’t feel their sprits rise with the return of the songbirds and the benevolence of the sunshine? It’s a great time to celebrate! We like to do edible bird’s nests, either as party centerpieces or just for fun springtime décor. They don’t usually last very long, but that is why we make them after all!

There are a lot of options for nest materials. Considering that we use melted chocolate to hold the nest together, it is good to use something salty. Very thin pretzels would work, but we prefer chow mien noodles because they look just like little bent twigs. For a gluten-free option, there are potato sticks.

Our glue is melted chocolate, preferably almond bark because it is formulated to melt very easily and set up again quickly. When working with melted chocolate and children, I find that the sooner it returns to a solid state, the better!

Of course, the nests need eggs. There are many candy eggs available. You can find large speckled jellybeans or Whoppers malted milk robin eggs.

Here is a list of what is needed to make ten sweet bird’s nest treats:

• Small styrofoam bowls and plastic spoons
• 12 oz. bag of chow mein noodles or other nesting material
• 24 oz. package of chocolate almond bark
• Candy eggs

You will also need plenty of paper towels or wet wipes for the inevitable sticky fingers.

The first step is to melt the chocolate. Almond bark does not seize up quickly like some melting chocolates do, but it is wise to stir it often so that you can tell when it is melted and remove it from the heat. If you have a microwave, give it 30 second bursts in a glass bowl, stirring it well until it is pourable and smooth.

Give each child a small Styrofoam bowl and put at least ½ cup of nesting material into the bowl. When the chocolate is ready, pour about 1 ½ tablespoons on top of the chow mien noodles. It doesn’t take much, just enough to hold everything together. Each child can stir their own nests until the chocolate is evenly distributed, then form a dip in the middle for the eggs. At this point, the only thing required is about fifteen minutes of patience until the chocolate is set up and then the eggs can be placed into their hollow.

Styrofoam bowls work really well because it is easy to unmold the nests, although if the nests will be transported home, it is better to leave them in the bowls. And there you have it—a craft you can eat to celebrate the season!

Smithsons Christian school is looking for a teacher for grades 5-8 , approx 12 students. Different types of boarding available according to your preference, call txt or email for info

Island Creek Mennonite School is a small school (~20 students) in southwest Virginia. We are seeking to hire a teacher for grades 3-6. Instruction would include a mixture of self-paced and conventional approaches--customizable to the teacher's preference and skill level. Tentatively, the class will total 6 students for the 2021-'22 school year.

A SONG ABOUT ADVERBS

An adverb is a part of speech. It modifies a verb or another adverb.

It can also modify an adjective.

It answers three questions: how, when or where? It answers three questions: how, when or where?

SINGING FOR REVIEW

One of the things I do at the beginning of language arts is I have grammar songs that we sing together, grades three through six. And we sing— we learn—all the songs together. And as we learn the songs, I review questions and comprehension questions across the grade levels. And so I might start with reviewing with my oldest student, and eventually I can work on that concept in my youngest students even before they need to know it.

SINGING FOR MEMORIZATION

And the other good thing about singing is it's very helpful in memorization. And I find sometimes with grammar the reason students can struggle is simply because they can't remember all the terms. And I've found that students can begin to dislike grammar because it's so many terms to memorize, and why do I have to memorize them? Whereas if you learn fun, playful songs, they learn the terms without even trying it, especially the youngest students.

SINGING DEVELOPS EXCITEMENT

And I also try to include in my classes (or with those singing sessions) is, "Wow, you're in third grade, and you're already learning a sixth grade term, and you sort of understand it!" And I do as much as I can to build on that excitement and challenge and moving forward. And I find that over time, students can really become alive and excited with what they're learning.

A SONG ABOUT VERBS

Spencer: A verb is a part of speech.

Students: A verb is a part of speech.

Spencer: A verb shows action or a state of being.

Students: A verb shows action or a state of being.

Spencer: A verb is a part of speech.

Students: A verb is a part of speech.

Spencer: A verb shows action or a state of being.

Students: A verb shows action or a state of being. [together]

All: A helping verb helps another verb to express its meaning. A helping verb stands near the verb.

It is called an auxiliary.

Am, is, are, was, were, be, being, been.

Has, have, had, do, does, did, may, might, must, should, could would

All: Shall, will, and can. A helping verb stands near the verb,

and it is called an auxiliary.

A helping verb stands near the verb. It is called an auxiliary.

EMPHASIZING THE MEANING OF SONGS

Students can very easily memorize words strung together and not access the meaning of them. And so that is something I do try to do, is include an understanding of what we're saying.

A SONG ABOUT ADJECTIVES

An adjective is a part of speech, used to describe or define

the meaning of a noun or pronoun.

It answers the question, Spencer: How many?

Students: How many?

Spencer: Whose? Students: Whose?

Spencer: Which one? Students: Which one?

Spencer: Or what kind? Students: What kind?

All: It modifies a noun or a pronoun. It modifies a noun or a pronoun.

A SONG ABOUT DIRECT OBJECTS

D.O., D.O.

A direct object

is an objective element that tells what the subject is acting on.

D.O., D.O.. It's a noun or a pronoun after a transitive verb.

D.O., D.O. It answers the

question what? or whom? after the verb.

D.O. And its label, D.O..

“These girls are just not getting along. I think at one point each one has felt left-out or bullied. I don’t know how to help them!” worried a new first-grade teacher.

“Teacher, they won’t let me play with them.”

“They ran away when I came to play.”

“I don’t have anyone to play with.” These are comments heard after recess.

On a little different note, Tara told me, “I feel like a hot dog in a bun!” because there were two other girls who were always grabbing onto her and both wanted to be with Tara all the time. Competition, jealousy, and girl drama entered in this scenario.

We recently had a meeting of teachers to discuss how we can help these children to get along and be friends. I will share some of our ideas.

• Do role-play to show how we should play at recess. How can we include others? What can we do when someone is left out? How can we be a good friend? What do good friends do? What can I do if I want to play with someone?
  I would start the role-play with the teacher and another adult or older student performing. Do some scenarios the wrong way and have students identify the problems and discuss how we should act. Have students show the right ways to act. Example: One time I brought a doll and used that for my “friend” in a role-play. I did not talk to the doll, I just walked past her, and I left her out. We discussed how to be a friend, and then some students acted out a situation to show us how to walk up to someone, say “Hello,” introduce ourselves, ask “Would you like to play with me?” or whatever ideas they come up with.

• I suggest the teacher eat lunch with the “offenders” and talk about including others, not leaving out people, and being friendly. I do not like to see cliques at school (or anywhere!) and have addressed this in a lunch meeting. I asked specific people to join me for lunch and we chatted about being friends with everyone, not always playing with the same people, and making sure we are including others.
• Have a class meeting and address concerns with the whole class. Ask them to share their ideas for getting along. Decide which ideas we can implement right away. Check back on troubled situation.
• Enlist the help of a secure student. Talk with Jenna and tell her that Diane is feeling sad at recess and wants someone to play with. Ask Jenna if she would be a good friend to Diane and play with her. When I’ve done this, Jenna is usually pleased to be asked this and glad to be friendly to Diane.

Sometimes we might need to forbid children from being together. My two boys who are conspiring and always together to the exclusion of other children, are not allowed to sit together or be in line beside each other.

One time I had two students who had each told me that they didn’t have any friends. I hooked them up by seating them together, encouraging each to talk with the other, and finding commonalities for them, and soon they were friends.

Pray for wisdom for yourself and ask God to give ideas and ways to work with the children. Be a model of caring and compassion and including all children.Pray for and with the children. One year when there was a lot of girl drama we had prayed about it, and then after recess some of the girls told me that they had a prayer meeting at recess and prayed that everyone would get along!

Teach the children about love and friendship and being kind. This morning I am presenting a devotions lesson to two classes. We will discuss being kind, including others, and using our words to build up and encourage others. I will begin with “Sticks and stones may break my bones but words will never hurt me” and display some sticks and stones. We’ll talk about how sticks and stones really can hurt us, but is it true that words will never hurt us? Words may not hurt us physically, but they can hurt our hearts. Verses to use: Eph. 4:32, Psalms 19:14. I also use a lesson on “wrinkled hearts” (See my “Bursts of Teaching Ideas” post).