 Praise the Lord, Shalom. Welcome everyone to class. Thank you, Jeffina, John Paul, and Zalutoli for joining class this morning. Also, welcome to Divya. We'll begin our class this morning. Can I ask Divya, can you lead us in prayer please? Sure ma'am. Thank you father. Thank you a lot for this opportunity that you've given us once again a lot to come together to learn about how to instill Lord, your grace, your truth, Lord, into young minds, into young children. Father, Lord, we thank you father for giving us these insights, these pointers for the Lord that can be used in children's ministry. Father, we pray for Pasaselina, Lord, you equip her father to deliver Lord, these father pointers to us, Lord, in a way, father, that is pleasing to you. Father, that is most effective to even for us, Father, Lord, that we can apply them. Lord, I pray for each and every student. Lord, who is present. Lord, as well as those who are coming, we pray, Father, that you help each one of us to understand Father, Lord, to apply Father, what we are learning. Father, we pray, Father, that you watch over us, Lord, throughout this session. Guide us, Lord, with your Holy Spirit. Father, pray in the name of our Lord and Saviour Jesus Christ, Amen. Amen. Thank you, Divya. So last week we finished looking at the developmental needs of children in various ages and we looked last week specifically at pre-teens and teenagers. In today's class, we will look at how we can teach children using their different learning styles, using their various senses. So, what are the five senses that we have, all of us? What are the five senses? What are the five senses? You can type it in the chat or you can unmute your mics and speak. Okay, hearing. What else? Four more. Ma'am, eyes here. Sight or seeing. Okay, sight, seeing, smell, touch. Okay, so hearing, seeing, smell and touch. Yes. Thank you. So, our five senses are basically primary means by which information enters the brain. Okay, so for all of us, through our five senses, how we interact, engage with our environment, with people, with the world, through that, through our senses, information enters our brain. The most basic technique for effective teaching is using these teaching methods that incorporate all the five senses. So, when you're teaching, when you incorporate all the five senses in your teaching, there's effective learning that happens. Now, why are we saying we need to use all five senses? Why can't we just use one or two senses? Any thoughts? Why am I saying we need to incorporate all five senses? Why am I not saying incorporate one or two? Sorry. Yes, to have an, if it is to have holistic education, because people understand from three different senses over three different levels. So, when we do that, we are likely to have a complete education for an individual. Okay. To have a holistic approach, holistic learning experience. Yes. What else? Why should we include all five senses in our teaching? To take care of individual differences, because some are visual, some are audio, some are static, among others. Yes. Thank you so much, Lubega, because not all of us learn through just one sense. We have multiple senses that we can learn, like for some of you, you're quick at learning by just hearing. Some of you have to have hearing and seeing, some of you seeing and doing, some of you seeing and smell or hearing and touch. So, we have multiple ways that each one of us are so uniquely wired, created, each of us are so different. So, we have different ways in which information gets better into our brains. It's not just through hearing for every one of us or just through seeing, but through multiple ways. Okay. So, it's important that we incorporate all five senses. So, use as many of the five senses as you can to get the most out of the lesson or the teaching activity. Okay. So, use as many as you can. Think of different ways. If you can use all five, it's great. But sometimes when we are teaching children or teens, we can't use all the five senses. It doesn't matter, but use most of them. Jaffina, it's gone. Okay. So, when learning activities appeal to two or more senses, more learning happens. So, what do I mean by this? When learning activities appeal to two or more senses, more learning happens. What do I mean by this? It means you can have more kids on board and more retainers on board in an individual. Okay. Thank you, Lubega. What do I mean when I say that learning activities that appeal to two or more senses, when you use two or more senses for your learning techniques, then more learning happens. What do I mean by that? They tend to retain it more. Okay. They tend to retain it more. They tend to grasp it more. Why am I saying we need to use two or more senses? Then learning happens. So, usually when we see in children's church, I know it might not be the same in the American countries or European countries, but here in India, we just basically are speaking. Now, we are trying to use power points like this, what we are presenting in class. So, we present what we are teaching the learning content through power points, stories through power points, show videos. We also use flannel board with flannel pictures, or we can use just pick black cards with pictures. But usually, if you see in most Sunday schools and children's church here in India, it's just talking. Children are only hearing. They're not seeing. But what if children are hearing, seeing, doing when you do an object lesson, when you do an activity, when you do a game, when you have an attention getter, or when you're giving them objects, they can touch or smell. Then more learning happens. So, what I'm saying is don't just use, when you're teaching to children, just don't use, just don't speak to them, or use the hearing sense, but also use two or more senses that would help making the learning more efficient and enjoyable, and also which will help them retain information in their rates. Also, when you use multiple senses, you reduce boredom. And when you reduce boredom, you know what happens with children, right? You reduce behavioral problems. So, if you see children are bored, it's basically because you're talking to them. And nowadays, you know, children have so much of access to media, even if you look at a one-year-old child, a one-year-old child is, you know, a one or two-year-old child is able to access the mobile, you know, because the parent puts on some cartoon or something on the mobile and is feeding them or is keeping them engaged. So, they know how to use it. They touch it, you know, they press it, and they're learning from a very young age by seeing things, whether it's on screen, the TV is sometimes, you know, in most homes it's running, and parents to keep their young ones engaged, they put on the TV, they either put on some Bible stories, videos and Bible stories, or songs, you know, gospel songs, or it's just, you know, something is happening on the TV and so children at a very young age are connected with media, you know. So, when they grow up and when they come to gray, when they enter into children's church and you're just talking to them, that's when you can't, they are just, they can't just sit still because even in schools nowadays they have multimedia, they have PowerPoint presentations, they're using all of these tools, and so we need to step up as children's church ministers. We need to step up our children's church ministry in our churches and use all of this because, you know, children, every time they're bombarded by information through media, and we know in media every second there's a change in color, there's change in visuals, there's change in the slides, you know, whether it's movies or whether it's cartoons, there's a new character coming in every other second, so we also need to make our classes engaging, others children will not want to come to children's church, okay, and they will not, they will not retain the information that you are teaching them, and so when, you know, you reduce both them, you bore them, you also reduce behavioral problems, that's when they're not talking to each other, that's when they're not running around, they're fidgeting, you know, they're irritating you and thinking, why can't these children listen to me, okay, so it's important that you engage and use activities that engage their multiple senses, okay, smelling and tasting, you know, these senses smell and taste is something that we hardly ever use, you know, but it's something that can be most effective, because some children learn to smell and taste, and when you use them, you know, which is least used, but when you use them, they can be most effective ways of learning, learning activities that allow children to say or do something results in the greatest ability to recall and also demonstrate what they have learned, so when you use all of these, you know, senses, you know, learning activities help children, allow them to do some, you know, to learn, to gather information, and also it results in, you know, recalling what you have taught them later on, recalling later on in life as well, and also it'll help them to put into practice or demonstrate what they have learned, okay. Did Jesus use the five senses when he was preaching and teaching and talking to people? What do y'all think? Did Jesus use? Sure, sure. Yes, thank you, Lubega, so what are some of the ways Jesus used the five senses? Okay, parables, okay, what else? When we see through most of some of his miracles, he was using, he wasn't only talking, there is, for instance, there is when he was treating sick person and he told him, he touched on his eyes and there he was using almost all the senses. Yes, thank you, Lubega. Jesus himself, we see, you know, when he taught people, he used multi-sensory techniques, you know, for example, he said, you know, look at the birds of the air, you know, there might just be birds flying or they're birds sitting on, chirping on the trees, so he says, look at the birds of the air, you know, and he said, you know, they neither sow nor reap, you know, or they don't have any storeroom, but yet their father, have any father provides for them and, you know, have any father feeds them. Then he says, look at the lilies of the field. Now, why is Jesus showing them the birds, the lilies of the field? Why is he showing them the mountains? Because Jesus knows that, you know, these people are not as privileged as we are today, where we have the Bible in our hands. They need to recall everything that they have taught them. So, you know, even when Jesus is gone, they can look at the lilies of the field, the grass, the mountain, the, you know, the boat, they can look at the birds, and they can recall everything that he has taught them. Even when he was ministering to people, you know, when he sat down at the well and the Somatian woman came to him, he told her, you know, that he would give her living water to satisfy her deep thirst. So, here we see that Jesus is using, she's come to fetch water, and Jesus is using water to, you know, initiate a conversation of eternal life, the eternal perspective. And so, he's using the same water that, you know, he asks her for a drink, that she's come to fetch, and then how he ministers to her. Like Lubega said, you know, Jesus touched the eyes of the blind man, case of touch. He also put mud, you know, and we see that the blind man receives sight. We see that Jesus washed his, we read these, Jesus washed his disciples' feet, and through that object lesson of, you know, that activity, so-called activity of washing his disciples' feet, you know, he teaches them a lesson about servanthood, okay, or servant leadership, or serving others. So, we see that Jesus himself, you know, used multi-sensory techniques to teach people, and it must have been very effective, because even after he's gone, you know, they would have looked at the fig tree, and they would have looked at the fish, or they would have looked at, and remember they had to pay their taxes, you know, whatever, so, or the coin, and it's reiterated or recalled, brought to recall everything that Jesus had taught them. Now, researchers indicate that each sense stores the information it receives in different parts of the brain, or different places in the brain. So, when we use a teaching technique, or a teaching strategy, that involves one or more senses, we actually, what we are doing is we're increasing the number of connections that are being made in the brain, and you know, the likelihood is that children would be able to recall the information later on, and you will be amazed how they can recall everything that you have taught them, is because when you use all of these learning styles, or these multiple sense organs, you know, which has created a number of connections in their brain, and that is why they're able to recall information later. So, what really causes this, the first one is because of increased connections, when, you know, when multiple senses, you use multiple senses techniques to teach children, you know, or when multiple senses are involved in your teaching methodology, you know, more neural pathways are activated in the brain, and when more neural pathways are activated in the brain, you know, this creates a stronger connection, and you know, enhances the overall network of information that a child or a teenager is receiving, related to a particular concept or a particular topic, or a particular experience that you're talking about or a narrative. So, there is more neurons connected to each other, there's more neural pathways that are activated in the brain, and this creates strong connections, and you know, the overall network of information just becomes very strong, and you know, memory is a good memory is created in the brain. Also, you know, when you use more than one multiple senses in your teaching strategy, it enhances the memory and you know, helps better recall. So, by engaging in multiple senses, you know, we're actually providing the brain with multiple avenues to encode and to store information. So, in multiple places in the brain, you know, information is encoded, and you know, information is also stored. So, this, you know, increases the likelihood of forming, you know, strong memory traces, and it makes easier to recall information later. The third thing is improved attention and engagement. So, when you use multiple senses, it can basically help capture and maintain the learner's attention. So, because you're using different things, you're giving them things to touch, smell, see, you're enacting things, you know, the way you are narrating the whole narrative using voice modulations, hand gestures, facial gestures, you know, movements, you're getting children involved in the lesson, you have music in the background, and all of those things, it's just going to, you know, get them more excited and it's going to increase their engagement in listening and doing and being part of the class and will reduce boredom and distraction. Okay. Now, even when you use these multiple senses in a teaching method, you're basically catering to different learning styles in children. All of us have different learning styles. Okay. So, all of this can apply to us as well. We have different learning styles and all of these learning styles can be accommodated in our teaching. Okay. So, when that is why I'm saying you need to use one or more senses or use all the five senses because some children learn, you know, better through, you know, different, they have different styles of learning, they receive differently. So, we can, when we accommodate all of these different learning styles, we're basically allowing the learners to access and process the information in ways that is pleasing to them, which is their style, which is their gift, and which aligns with their strength. Okay. So, that is why I'm saying, you know, accommodate all of these senses because when we do that, we're basically accommodating different learning styles and we're allowing learners to access and process the information in ways that aligns with their strength. And the last thing, you know, when we use all these multiple senses, how it creates a strong memory in their brains is because of a deeper understanding. Now, the sensory input, you know, actually provides additional content and richness to the learning experience. So, what content you're teaching them, you know, it just actually enhances the whole thing, it gives it more richness quality and it can help learners make connections with different aspects of the content that you're teaching them. Okay. And also, this can lead to a deeper understanding of the subject matter, especially when we're teaching spiritual truths, you know, we're teaching them concepts, which can be a little abstract, which they can't touch feel sense. But when you're trying to use it, use the senses to explain to them these concepts, we look at some of them, how we can explain to them, you know, that becomes more tangible, that becomes more real for them, and, you know, gets them to have a deeper understanding of the whole truth or the whole concept or the doctrine even that you are teaching them. Okay. So, we look at each of the five senses. Okay. The first one we look at is learning by hearing. So, learning by hearing is basically they are auditory learners. Okay. They learn by listening. So, how can you engage people, you know, people or children with the style of learning? Any thoughts? Okay. Jeffina says singing songs that they can remember. How can you engage auditory learners? We can, as we are speaking to them, they are engaged to asking them questions, they are engaged to some recordings, like you bring in a recording to listen to them and then tell them to explain what they have heard or ask them questions about the recording. All those ones can be ways of hoping them. Yes. Thank you, Lou Bega. Anyone else? How can you engage auditory learners? Okay. Let's begin by when you're narrating a story. Okay. How can you engage them? Okay. Jeffina says being expressive. How do you express? Okay. Voice modulation. Yeah. Intonations, asking questions. Okay. So, making, suppose the story has like animal sounds and such things. Yes. Thank you, Divya. Making animal sounds. You can get the children to make animal sounds, they'll enjoy it, you know. So, for example, Jesus is going to the boat, the windows blowing, so you can just tell all the children to blow, you know, or, you know, the thunder, you can get them to clap their hands and make noise or, you know, bang something, like for a noise of thunder. When you're also narrating, you can use voice modulation, you can use, you know, your eyes, you know, eye contact, you can also use facial expressions, you can use your hands, you can use your whole body, you can be suddenly gets soft, suddenly you can, you know, when a place comes when, you know, the person's very sad, you can even cry, you can use all of these. So, you know, all of this kind of helps children, you know, especially if they're auditory learners to be engaged in your learning. And it can be a little funny, you can look funny in front of them, but, you know, it will be really exciting, it will be really engaging for them. So, for example, you know, if you're narrating, this is only for a smaller age group, we can't do this for bigger children because they feel that, you know, if you're using it for preteens and teens, they'll think that you're being very silly, you'll have to engage with them in different ways. Maybe, you know, in your voice modulation of how you're talking to them when you want to really be, you know, when you're saying something more serious, you know, like raise your voice, or when you're saying something more loving, be softer, gentler, you know, so that voice modulation you can do. But for example, if you're teaching children grade one to grade four, and you're narrating David and Goliath story, you know, you can say, you know, Goliath came and he was standing there and he was telling them, he was challenging them who can fight with me. Okay. And, you know, all of these soldiers, they were so scared, you know, nobody wanted to fight. Now, you can say, narrate a story like this, but also you can narrate and said, you know, Goliath came and he stood in front of them and said, who will fight with me? You know, so you can bang your feet and, you know, you can make the voice and you can get children to bang the table. And you can, you know, you can tell children, so how did Goliath speak? And they would, you know, a children who loved a linguist learners, we look at the eight different styles of learning linguist learners, they would love to speak and, you know, say this and they'll be so excited. And, you know, Goliath came said, who will fight with me? And all of the soldiers, no, they were so scared and, you know, they all were running in one corner. So see immediately how you, you change and, you know, and then, you know, suddenly, there comes a young boy and he's wondering, where is this noise coming from? And why are all of these soldiers looking so scared and panic and running? And why are they all huddling together? And why are they all talking? Why is not anyone fighting? I thought there's going to be a battle, you know, and then you're going to ask, now, who is this young boy who came to the battlefield? So you see the voice modulation, you see how you're moving your gestures, of course, I'm not moving here because I'm still in the chair, but, you know, you can use all of that. And then you can just say, and, you know, you're just looking, you know, so your facial expression is looking at all of the soldiers. And then he's hearing this voice, who can fight with me? And he's wondering, where this deep voice and who is this person screaming like this? And he's trying to look here and there, you know, so this is how you engage auditory learners. But this is not what you can do for pre-teens and teens because they'll find it really, you know, they'll find you really silly and they will think that, you know, you're treating them like kindergarten children and they don't want to be treated, they want to be treated like adults. So how do you think you can engage pre-teens and teens? Auditory learners, how can you engage pre-teens and teens? Giving them reading times. Okay, reading, yes. You can also have, like, you know, for all age groups, you can show videos, you can have film, movies, you can have dramatic readings, you know, you can get them to read in a very dramatic way, you can use puppets, you can also have quiz games, you know, where they'll be very excited. You can have music in the background, you know, musical instruments to enhance the whole story. So maybe for the war scene, you can have, like, you know, battle cry, you know, the trumpet blowing and all of those things, you can use those and you can also for pre-teens and teens, you can engage them by asking them, you know, and, you know, asking them, you know, what do you think David would have done? What do you think when he heard this deep voice, this huge person standing there, you know, with a deep voice, you know, and you can speak with a deep voice because of course men have a deep voice and some of them, and if there's a student in your class who has a deep voice, you can get them to speak and say, who will fight with me and all of those things. So you can engage auditory learners in this way and give them tasks that, you know, will engage them, like dramatic readings they would like, if they're good at singing, you can use them, if they're good at playing musical instruments, you can also use them to do that in the class. Of course, even singing, you know, songs, scripture in songs, you know, these Bible narratives in songs, you can get them to sing and they'll most be most happy to do that. Any questions on how to help auditory learners? The other way to help auditory learners is to, you know, paint the whole picture for them because they love by hearing, so when you get, you and you paint the whole picture, the scene, the scenarios, you know, especially for pre-teens and teens, you know, there was this two mountains, so here were the Philistines, here were the Israelites, and there was a valley there, and there was Goliath standing, you know, so paint the whole picture, paint how the Israelites were so scared, you know, that is something that you can do. Also, I remember, you know, when we were in, I was in grade eight, during the whole Vacation Bible school time, there was this, one of these, this person who was supposed to narrate a very, very familiar story, a narrative from the Bible, and he, I think he knew the back of his mind, these were eight, nine, tenth graders, and if he's going to just narrate that narrative, all of us will shut off, you know, we'll all close our minds will be shut off because we've already had two sessions, this is the final session for the day, and so he, you know, he just, the way he narrated the story, I still remember this, I think it's almost 30 plus years since I've heard the story, you know, but the way he painted it was so beautiful, he spoke of a young boy called Tony, and you know, he told us how Tony would love to spend his summer vacations, to summer vacations, all of us in summer vacation, how Tony loved to spend summer vacation in his grandparents' farm, and he would just wait when his exams would get over so that he would, very next day, he would, you know, run off to his grandparents' farm, and you know, every time when he went to his grandparents' farm, he would admire the fields just beyond the fence of the farm, the open fields, the flowers, and grandma told him there's a beautiful small, you know, river stream that was running, and then he could see the majestic blue mountains way back, you know, in the fields, and he would always want to go there, and his grandma said and promised him that when he was, you know, when he would pass eighth grade, she would take him there, so he knew that, you know, most of us were in eighth grade, so he said, you know, Tony had just finished his eighth grade exams, and he was super excited, he just wanted to run to his grandparents' farm, because grandma had promised that when he finishes eighth grade, he will, she will send him for a small hiking trip near the mountains, and he's been waiting all these years, so when to grandma's house, and the first thing he reminds her is that he's finished his eighth grade, and you know, he had promised that he can go near the foothills of the mountains, and you know, explore the whole fields, and that she would allow him, so she agreed, and he said, I want to do that tomorrow itself, grandma, so grandma, you know, packed a small tiffin for Tony, and early morning he got up, he was very excited, and his grandma gave him some, you know, he gave us a whole lot of instructions what grandma said, and he went, and he was, so he painted a whole picture of the flowers, and the green fields, and you know, the way Tony walked, hey, Jefina, he lost you, he lost the presentation, so you know, look at the green fields, and the flowers, and the birds, and the butterflies, and the cool, you know, he reached the stream, he put his legs in the cool water, and then finally he realized he couldn't spend much time there, he had to go to the foothills of the mountains, and come back, and when he reached the foothills of the mountain, he could see a lot of people going up the mountain, and he was wondering, you know, do any people, do anyone live here, are homes on this mountain, and he was, you know, he was quite surprised, and he never, he, he couldn't recall if grandma had told him that the people were living on this mountain, and he thought, you know, if grandma, if they were there, then grandma would have informed him, he was wondering where all these people are coming from, where are they going on the mountain, and they're so excited, they're all talking up to each other, so he decided to go along with them, and you know, he walked along, and in event, he saw everybody, so many people sitting there in groups, and there was a man sitting on a rock, and he was teaching them, so Tony decided to sit down and listen to him, you know, and then he goes on with the story, and everything, and finally, you know, the tiffin box, and the five loaves, and two fishes, and towards the end of that whole session is when we really realized, oh, he was narrating to us, you know, the whole narrative of the five loaves and the two fishes, but the way he painted it, I can still remember it almost 35 years since I heard that story, I cannot forget that story, and the way he painted it for us, so, you know, it's important when we, when we narrate stories that we do such an, you know, dramatic, not just dramatic way, but the way we also, you know, paint the picture for them with help, auditory, learners, okay? Any questions, any doubts so far, anything that you'd like to ask? Okay, there are no questions, we'll move on to the next style of learning, learning by seeing that is visual learners, okay, no, not visual learners, okay, so how do visual learners learn? What is this style of learning? Yes, Jeffina says by seeing, okay, so these visual learners benefit by looking at something, okay, it can be words, it can be pictures, and so hearing when it's combined by seeing, you know, these learners can receive the information really well, okay, so what can we use for visual learners to make their learning more, you know, learning experience great for them, sorry, okay, PP, a PowerPoint presentations, movies, guessing graphics, images, yeah, yeah, videos, okay, graphics, videos, what else, okay, demonstrations, doing object lessons, having games, activities, yes, what else, puppets, what about puppets, you know, can even use pictures, you can also use panel, I don't know if you know what panel boards and panel pictures are, maybe I'll get it to in my next class, you know, we have, for more stories in the Bible, they have, you know, these pictures which they have created out of cloth, and then you have a board which is like a background where you could, you know, use these pictures and narrate the stories, you can also create your own, you know, PowerPoint presentation with the stories, what I used to do is I used to watch these children videos on various narratives in the Bible, I would just kind of stop it, and then I would just hit on print screen and copy and paste it, the picture on a PowerPoint, on a slide, and then you have this whole, you know, you know, PowerPoint presentation with the whole narrative, so you can use that for stories which we can't get online, but you can create your own, you know, PowerPoint presentations for the narratives that you're using, if you don't have pictures that you can show them, if you don't have, you know, videos, or if you don't have puppets of final graphs. Now you need to be very careful about the videos, because most videos, when I look at them, you know, they are not from good sources, the kind of, there's a change in the story, it's not presented in the right way that's presented in the Bible, or they say things that are not biblically right, so you need to listen to the whole, watch the whole video and listen to the video before you present it to children, and also look at the source that you're taking from. You know, many of these Jehovah Witnesses, they have a lot of content for children's material, so if you click on anything, theirs is actually the first, you know, site that comes on, because they have so much of wealth of resources, but it's not the right site to get into and use their videos and their content, okay. You can also, for visual learners, you can also use, you know, you can also enact skits, you can have different characters, you know, you can use object lessons, you can use presentations, activities. Now I'll give you a couple of examples, for the parable of the sewer, you know, what we did was we took a tray, and in the tray, we had already, you know, put mud on it, and then we made a pathway, and then we put in some places on the tray, in one place we put thorns, in another place we just placed rocks, and in another place we just had, you know, some good soil over there, so when children come to the class, we have this on the table, you can either put it on a sheet of paper, a thick sheet of paper, cardboard sheet paper, or you can also have it in a big tray, and then you have this, and then you can talk about how, you know, the soil went to sow seeds, and you can, you know, you can just put the seeds on the pathway, you can put it on among the rocks, the stones, the thorns, so children who learn by seeing, they learn by touch, you can have the children learn by touch come in, you know, put the seeds in different places, they can touch the thorns, touch the soil, you know, so they, it'll be very engaging for them, and also children who learn by smell, you know, you can see them taking, you can get them to feel the rock, and smell it, or the mud, and you know, and all of those things, so it will be very exciting for them, so we, you can, this is one example I'm giving of the parable of the sore, we also in our children's church, we did, you know, the stations of the cross during the, the, just before Easter, we did various stations of the cross, so we had various stations in a big large room, we had one place where we had, it was a place for the last supper, so we had, you know, just like mattresses or beds or some pillows, and a small table, and then we had plates and little cups, and there was a teacher there, and so when, you know, we had children in various groups come to each station, they would go to that station, and you know, they would, they would be, you know, they would discuss about what happened during Lord's supper, the teacher would explain everything, so they'll, you know, they will see everything, then they'll move on to the next station, where it's a patreon, where, you know, the Jesus was beaten up, so there we had whips, and we had a huge big stick, you know, and how Jesus was beaten, how he was whipped, and how he took the punish, he took all of this upon himself for us, so there will be a teacher there, will explain everything that Jesus went through at that station, and then, you know, the garden, we also had the Garden of Gethsemane, where, you know, we created a garden like scene, where we had just have pots, and you know, the children would go there and sit down and would explain what happened in the Garden of Gethsemane, and then the last station would have is the cross, so we had a cross there, and we had, we had actually made a wooden board, where we had nails, you know, sticking out, so we still have that with us, somebody made it for us on a wooden board, we had nails sticking out, so children would go and place their hands on those nails, and would just feel the pain, and just say, you know, I mean, they put these nails on Jesus' hands and his feet, and we also, somebody made for us with thorns, they had made a crown of thorns, so they would even touch that, would see that, and we would have the cross there, and then we had chitza paper, and then, you know, we'll ask them to write all their sins, and we had two buckets, one bucket of water, which we had, you know, we had put red color in that, and then, you know, ask them to put their sins in that, and how Jesus' blood covers their sin, and another bucket where we had just, or a tub where we had a plain clean water, and we talked about how, you know, the teacher there would explain how Jesus, you know, Jesus, what he did on the cross for us, how he washed us, he cleansed us, and now we are clean and pure like this water, so we had this different stations of the cross, where we did it for the children, and it was something that they really enjoyed, really deeply impacted them, they had, it was such a powerful learning experience for them, so it's learning by seeing, hearing, we explain everything, they even touch, you know, the nails, the crown of thorns, they could touch the stick, where, you know, not the stick that was used for beating Jesus, but you know, the immense pain he would have gone through, so they just experience everything in life, so that's something that we did, you can even do that for your children in the schools that you teach, or in your children's church, because we're nearing Easter soon, end of March, or you can even do children learn by seeing, so you know, basically when you're teaching them about the, you know, 10 plagues, which is very boring, that picture you can just show them about, I found this on the website, you know, the puppets with the 10 plagues, so it's basically very nice, you can get this printed out, you, they give you a print option, so you can get it printed out, and then you can just cut along the lines, and you can just, you know, so it comes, the image will come like this in the front, and then you can just, you know, stick it around your, you can staple it, so that it becomes like a ring, so when you're talking about each of the plagues, you have, you know, these 10 plagues there, and you can show them, and you can also have one for each child, whoever likes by seeing or touching, you know, it can be very engaging, if not, if you're just talking about the 10 plagues, it can be just so boring for them, because it's 10, and you have to describe each one of them for them, you know, you could just do this. Also, when you're talking about salvation, how can we go to heaven, you know, we can't go to heaven in a boat, so you can, you know, have a paper boat, you can't go to heaven in a plane, so you can make a plane or a jet, but how can you go to heaven, so you keep changing that paper, you know, in a very creative way, and finally it becomes a cross. How do you go to heaven, you know, you get to heaven through, you know, believing in Jesus and what Jesus has done on the cross for us, because he paid the price for us on the cross. Okay, another last example that I would use, just want to share, there's so many things that you can use, but I'm just giving you a few examples, turning water to blood, you know, or Jesus, you know, turning the water into wine, so what turning water to blood, you can just take, you know, water in a cup like this, and then, you know, you can show them the water that is there, it's clear and white, or you can use a glass, and then you can, you know, just say, you know, this was Aaron's rod, so you can use a stick, and at the end of the stick, you can just stick some red food color, and you can just put in, in that water, and the water immediately changes into red, and so the children will be madly excited how the water turned into blood, red, which symbolized blood, and then also you can, you know, you can put instant grape juice mix, you know, and just tear it up, and it becomes grape juice, and you can say, this is wine, but of course Jesus did not use any powder like I'm using, you know, he just, he just did it in a supernatural way, he turned the water into wine, okay, so those are some things, just a few examples that you can use for learning by seeing, but you can use your own creativity, and you can use so many different ways to make it more engaging for children who are visual learners. We'll stop here, we'll go for our break, and then we'll come back and take any questions and move on. Thank you.