 Okay. Good morning, everyone. Welcome back to class. Before we begin, can I request one of you two leaders in prayer, please? Neelam, can you lead us in prayer? Neelam or Kannan, one of you can lead us in prayer? Ma'am, can I pray in Hindi? Sure. Please go ahead. Thank you. Okay ma'am. Thank you, dear father. We all have been saved from all the evil, from all the evil people, from the evil society, so that all our work is performed by you. I, today's Sunder Sama, wish you all the best for your studies and for your time. I wish you all the best for your studies and for your time. I wish you all the best for your time. Amen. Amen. Thank you, Neelam. Good to hear your voice. I think this is the first time I'm hearing you and sorry, I don't know you well. You joined last year or were you before? You joined in the first year or second year or Neelam? What about the others? Can anyone tell me about Neelam? She joined us in the first year or she's this student from Varanasi? Yes ma'am, I'm from Varanasi, Manu Sarma, Neelam and Khuzbu Kumari. They came from Fortum Bible College. Yes, okay, now I remember. Thank you Kiran. Okay, today we are going to look at learning styles of children but basically learning styles of even, it's common to even adults. You can also identify what is your learning style and even if you're a preacher or a teacher, you know these learning styles do apply to make your teaching, your preaching, to make your seminars more effective. So we are going to learn the learning styles specifically with children but all of this is also applicable to adults but we'll see how we can minister effectively to children using their learning styles. Okay, so we have, we learned through our five senses. What are our five senses? Anyone knows what is our five senses? What are your five sense organs, so your five senses? Come on, how do you gather information through your sense organs? You can see, touch, hear, smell and taste. Thank you Thomas, yeah. So basically now you are seeing me, you're seeing the PowerPoint on the screen, you are hearing me. So you're learning through your two sense organs by seeing and hearing and of course we also learn through touch, through our fingers, our hands and also through taste. So seeing, hearing, touch, taste and also through smell. So this is the primary way through our sense organs, through our five sense organs. It's the primary way through which our brain receives information. So our brain receives information through these five sense organs or through our five senses. So even as you preach or teach or do a seminar or teach even children, you know, it's good to use these five senses so that you get most of your teaching activity. Okay, so you can get most out of your teaching activity. That means whatever you're doing, you know, you're able to communicate effectively, able to communicate better to people and they are able to receive better, they're able to receive well because you have catered to their learning styles or you have given them information through their five sense organs which best, you know, they get, they are accustomed to or they like or they have a tendency to flow with. So when learning activity appeals to two or more senses, then more learning happens. So now you're learning through two, you're learning through two sense activities, you're learning through your, you know, by hearing, you're also learning by seeing. So when learning activity appeals to two or more senses, then, you know, learning happens much more or learning happens better. I'm not saying that if I don't show this PowerPoint then, you know, learning will not happen. Yes, it will happen. But, you know, learning happens better when when it appeals to two or more senses that we use. Okay. When you use multiple senses, then you, you know, you reduce boredom, people don't get bored. For example, now you're, you'll be, you're teaching or you're preaching and suddenly you bring about your show PowerPoint, the next slide, or maybe you'll just do an activity just, you know, turn to your neighbor and and tell them that, you know, God loves them because you're preaching about God's love. So what you're basically getting them to do is to, you know, do some activity in between, or you can just tell them to, you know, just clap hands and thank God and praise him for, you know, what he has done, you know, what you have communicated to them you know, about God's finished work on the cross, you can just ask them to, you know, stand up or, you know, just clap their hands, praise God, or maybe you just taught them about, you know, evangelism or ministry healing and deliverance. You ask them to step out of their place and go and pray for somebody. So you're basically getting them to move around, you're basically getting them to touch somebody, you know, do some activity. The morning happens better also when you use multiple senses and it actually reduces boredom because people get bored when they keep listening to a 50 minute class or 40 minutes. I think the best attention span for people is maximum for adults is 20 to 25 minutes. So you, for children also, you know, the attention span is much lesser, shorter, 10 to 15 minutes. And so you can reduce their boredom by getting them to, you know, show them some pictures or doing some short activity, or getting them to discuss something quickly amongst themselves, or giving them a quick quiz or doing an object lesson or, you know, you've just narrated a narrative to them, you can get them to enact it. So you reduce boredom, learning happens much better because you're appealing to their five senses, and also you reduce behaviour problems. Okay, now children who are kind of, you know, extra hyperactive children or children who are, you know, basically a little naughty, you know, they will tend to, you know, play up and sometimes disturb the class so you can also reduce behaviour problems by bringing in different activities that appeal to all the five senses. Okay. Now, most of the time, when we teach or preach or even when we minister to children, we use the two very common, you know, senses. What are those? So the two most common senses that we use when we preach or teach or even minister to children. What are the two most important senses that we basically minister to or communicate to when we preach or teach? You can type it in the, okay, hearing, good. And the other one is seeing, yeah, thank you. So hearing and seeing, okay, because you use PowerPoints and things like that. So, you know, but most of the time we don't use, you know, the senses of smell and taste, so we don't use smelling and tasting activities. And, you know, both of these can be very effective in learning, but they are least used. Okay. So smelling and tasting activities can be most effective in learning, but these are least used. Okay. So the learning activities basically allow children to say or do something which results in the greatest ability for them to recall what they have learned, to remember what they have learned and also to demonstrate what they have learned. So, for example, you can have a debate or you can have a quiz or you can get them to enact. So all of these learning activities or a discussion time based on what you have taught them, all of these learning activities actually say or do something which results in, you know, bringing out the ability for children to recall, to remember all that they have learned. And also to demonstrate, you know, what they have learned and hence, you know, if they have understood right and so also we know that learning has been complete or your teaching has been worth the time and the effort that you have taken. So we look at the different, you know, senses through which we can communicate information and through which learning can happen effectively and we'll see how we can use these different senses. The first one is learning by hearing. So they are called as auditory learners. Some people learn very well just by hearing. Okay. And so those kind of learners are called auditory learners. So hearing is perhaps the most used teaching methodology that we all use. But when, you know, when people are learning by hearing, it does not mean that, you know, nothing else is going on. You can also, you know, enhance their hearing experience, their learning experience through hearing by using, you know, you know, just so you can play something, some music in the background, you can use sound effects. For example, if you're, you know, doing creation, and you said you're talking about God separating the waters and the waters below so you can, you know, just have the sound of water just play or, you know, created animals. You can just, you know, have different sounds of animals playing in the background. You know, sometimes you can even do when you are narrating, you know, or when you're teaching, you can use a lot of voice modulation. If you're, you know, going to be saying the same thing in the same tone, then it's going to be very, very boring. So you can keep changing your tone. You know, you can, for example, if you're narrating the blind man Bartimis story, then you can say, you know, blind man Bartimis was so eager to meet Jesus. He was, you know, he really wanted to, you know, look at my voice modulation. He really wanted to see Jesus. He knew this was a last chance and, you know, he can't just miss this chance and there was nobody who was willing to help the blind man Bartimis. Nobody was just willing to help him because all of them wanted themselves to meet Jesus and they just couldn't because there was such a big crowd. Now, in that big crowd, you know, how could they take this blind man and go to Jesus? And, you know, what do you think Bartimis would have done? Do you think he just stood in one place, corner just sulking and saying, oh, for me, nobody's helping me. This is my last chance. You know, I missed it. If I just, somebody would have taken me to Jesus, you know, I could have at least, you know, received back my eyesight. So you see the voice modulation that I'm making when I'm narrating the story of Bartimis and then you say, you know, you can just say, suddenly he thought about an idea and he said, Jesus, son of the most high God or son of David have mercy on me. So a lot of voice modulation when you do that, you know, it just helps to hear us. Even we see preachers, you know, when they are preaching, suddenly they'll be soft, but then they are saying something very important. The voice comes out, they become very, very firm, affirmative, strong, bold in what they are saying. So, you know, when they're talking about something that is really ministering to us, they can be very, very calm and talk very sweetly and very nicely because it's so soothing for the hearers to hear that God ministers to them that God really cares for you. He really loves you. But before that, they would have been on fire, you know, just talking and preaching and sharing the points about God's love. So you see, voice modulation is very, very important. You know, also some of you, if you are gifted your, you know, you can change voices of different people, a man's voice, a lady's voice in the narrative. You know, maybe a blind man bottomist to say, so somebody please take me to Jesus and a woman said, keep quiet. Why are you shouting? You know, don't be crying. Stand there and quiet in the corner. Don't make a nuisance of, you know, don't make a scene over here. Don't put up a show or something like that. So you can have a male voice. You know, somebody please help me. You know, and then you have a lady's voice. Keep quiet. Don't make noise. You know, Jesus is here. What will you think? So like that, you know, you can, if you are good at changing voices like a man's tone or lady's tone or child's tone, you know, for example, Jesus is sleeping in the boat and the disciples thought they're going to die and they all went to Jesus. They all went to Jesus and said, Jesus, we're going to die. You know, like crying voice and things like that. So very important to make it more dramatic. It can look so dramatic, but you know, when you do that, you know, children are paying attention to you. They are not lost. They're not getting bored. They're totally excited about what is happening. And you know, even older kids, when you do this, you know, a little voice modulation, it also helps. Also, you can have puppets and then you use puppets. You can, you know, you change the voices of each puppet, the tone of voice, tones and voice modulation can speak like a woman. You can speak like a child. You can speak like a man. Or you can just have basically music playing in the background because some children learn even through music. So learning by hearing is not just talking all the information, but it's important to have a lot of voice modulation. And so, you know, when you sing things, you know, very, that are very, very important, be very strong, very firm. They're saying things that are very loving and the sun, you know, be very in a very nice, calm, soothing tone. You can speak like that. Okay. So there are people who learn by hearing. And the next one is, you know, a few of them learn by seeing. Okay. So if you're learning, you're showing them, you know, some children just don't learn by hearing. They also love to see. So if you're not showing them any pictures and they'll be looking outside because they love to see the, you know, the trees and the nature and they'll be looking here. They'll be looking at some of these fancy bag or Bible or, you know, something very attractive to their eyes because they basically enjoy learning by seeing. So, you know, we have a lot of flashcards like pictures that we could use. You could even use, you know, some of these pictures that are available on the net. You can put it in, you know, I'll just show you one that I made about blind man Bartimius. Okay. So this is about blind man Bartimius. I basically took some pictures and scanned it and then I put it into. Can you see the pictures on the screen about blind man Bartimius? This is Jesus entering the city. Can you at least type in your chat if you can see? Yes, no. Okay. So blind man Bartimius is, sorry, Jesus is entering the town and here is Bartimius shouting out to God and, you know, to Jesus to help him. And then, you know, this man is standing here quiet, keep quiet and then he shouts louder and Jesus says bring the blind man to me. And so they bring him to Jesus and Jesus heals him. Okay. So basically you could just show them this pictures as you narrating the story. So I have power points which I have prepared for, you know, for different narratives in the Bible. Even sometimes, you know, you can show them movie clippings that we find in the, in YouTube channel. You can just, you know, save it and then you can show it to them, played for them just, you know, the particular scenes that you want. Or you can just even show them these images or pictures or if you don't have access to, you know, a laptop, you can even use just basically, you know, these big pictures that are available, available in any, you know, like OM bookstores or any Christian bookstores you can get pictures. And also we have flannel boards and flannel pictures, flannel boards. I don't have it with me here. It's in the office. These are really, you know, nice boards with very soft flannel cloth and pictures that are there which have these flannel materials stuck behind. So when you take a particular picture and put it on the board, it will just stay there, you know, and you can just narrate the story as you narrating the story. You can just use these different images or different pictures to narrate the story, putting it on the flannel cloth and on the flannel board and, you know, children get very excited when they see it. So there are people who learn by seeing, so you get them to, you know, get puppets, pictures, flannel figures, show them videos. And also you can do some things like, you know, you can have a small drama, you can get them to enact what they have. You have just narrated, maybe you have narrated Zaki's story, Blimey and Bartibius can get them to enact it. Or you can use object lessons. Basically, object lessons are, you know, using an object and communicating a truth, a concept which is very difficult for them to understand. You can communicate through an object. You know, I'll talk about object lessons when we are learning how to write our lesson plans, or basically you can even do a demonstration. I'll just show you what demonstration means, a very simple thing. Now, for example, you're teaching them about sharing, you know, it's more, Jesus said, it's more blessed to give than to receive. When you give, you'll get a good measure, press down, shake in, you know, full and your cup will be overflowing. So give and will be given to you. So then you can, you know, do a small demonstration for teaching them that, you know, when you give, you will receive more or you'll be even more blessed. So you can use a simple sheet of paper and you can ask them how many corners are there in this sheet of paper. So how many corners do you see? How many corners do you see? Four. Okay. Thank you. So just you can tell them, you know, okay, I'm going to give one corner. Okay, I'm going to give one corner to just name any child in the class. So I'm going to give one corner to Kiran. Okay, now you can ask them how many corners do I have left? So how many corners are there? How many corners do I have on this three? How many corners are there? I have one, two, three, four and five. Right. Now just say I cut another corner and I give this to Thomas. Okay, I'm giving this corner to Thomas. So how many corners do I have left now on my sheet? Seven. Seven. One, two, three, four, five, six. Okay. Six corners. Now for example, I cut another corner and I give it to just say I'm going to give it to Kannan. Okay. Now how many corners do I have left? Seven. Okay. Correct. One, two, three, four, five, six, seven. So basically it's through a small demonstration. You can cut the last end as well. And so you say I started off with only four corners, but I'm left with seven. So basic small demonstration to show that when we give, we actually receive more or we have more VR, more blessed when we give than when we receive. Okay. So even if you want to do a small demonstration about, you know, that they are valuable in God's side, irrespective of whether they are naughty or whether they are, you know, they get good marks or good grades or not. You can just take, you know, a 10 rupee note. I didn't bring a 10 rupee note, but just assume this is a 10 rupee note and just say, you know, maybe you're very naughty in school. You're constantly fighting with others. You get, you don't get good grades. You don't complete your homework. You know, maybe you're, you don't listen to your parents. So, you know, you feel like you are really, you know, worthless or good for nothing. Or maybe you can tell the child, the child is, you know, you're struggling to study. You're doing your best. You're not able to, you take part in a competition. You don't, you know, win and you, you know, feel like this, you know, what do we do with this? You know, when this paper is crushed or this note is crushed like this, we take it and throw it in the dustbin. So you feel useless. You feel hopeless. You feel good for nothing. But then, you know, you can open out the 10 rupee note. Okay. I do that. I take a 20 rupees or a 10 rupees note. Just open it out and say how many of you would want this 10 rupee note? And then, you know, we'll have one or two hands going up and you'll ask them, why do you want this 10 rupee note even though it looks so crumpled? The child will say, I can go to the canteen and I can buy a chocolate or I can, you know, buy a candy bar or whatever, because this is still worth 10 rupees. So then you can tell them, yes, you know, you know, no matter what we do, how we feel, we feel hopeless, good for nothing. We are still worth in God's sight. We never lose our value. You know, this is a 10 rupees note. Whatever we do with it, crumple it, you know, even stamp it, you know, we can take it to the shop. The shopkeeper will take it and we can buy something for 10 rupees. It still has value. So you can just demonstrate to a small, to a small demonstration that they are still valuable to God irrespective of, you know, who they are and what they do. So small demonstrations like that you can do and of course you can show a lot of views, a lot of visuals like pictures and, you know, PowerPoints and movies to help them learn through seeing. So these are basically learners, visual learners they learn through seeing. The next one is those who learn by touching. Okay, some kids you constantly, you see them, they will, they won't sit tight in their chair, they'll be moving, they'll be touching something, they'll be touching somebody's bag, they'll be touching the pencil box or the water bottle or they won't even sit on their chair. They will always be like this, like this or they'll be bending over the table or they'll just moving around, you know, because these basically these children learn by touching, by moving. So they learn best by moving or touching something. So you see them, they're constantly fidgeting or playing with a toy or a pencil, you know, or a bag or something like that. So we need to put something in their hands or give them something that you are, you know, in the story that you're narrating about, you know, something that is talking about the story, you can put it in their hands so that they can hold it and they can, you know, they're learning to touch, they're experiencing, they're interacting. So what are the different things that you could use, you know, while narrating a story, the children or people who learn by touching can learn most effectively. For example, if you're talking about creation or, you know, you're talking about how the Israelites crossed the Red Sea, you're talking about the floods that came during Noah's time, baptism of Jesus, you can just give them a glass of water or a bowl of water and they can just keep putting their hand in the water. So they're just basically learning through touch. Or if you're talking about how Stephen was stoned or, you know, when Jesus was tempted, Satan asked Jesus to turn, you know, the stones into bread so you can just give them stones in their hand. Or if you're talking about David's story, how, you know, he went to kill Goliath and he used five smooth stones. You can just put some stones so they are holding on to it, they're touching it and they're also listening to the story and they're learning by touch. So if you're talking about baby Moses, how he was put in the water and among the bushes, you know, the bull rushes so you can give them grass or you're talking about creation, you can put some plants in their hands. You're talking about the parable of the wise and the foolish builder put sand in their hands. You're talking about Jesus feeding the 5,000, you can have bread that they can hold on to. Or, you know, Jesus is a good shepherd or David, you're talking about David and him being a shepherd, you can give them a stick that resembles a staff. If you're talking about narrating about the good Samaritan, you can have medicine or debtor or, you know, bandages that they can just hold in their hand. If you're talking about the parable of the sower, then you can have seed, mud, you can have thorns. Or when you're talking about Jesus's crucifixion, basically you can have thorns that they can just feel and touch. And, you know, Adam and Eve sin, you can just give them fruit. So, you know, these, so your children are learning also by seeing, by hearing and also you are catering to their learning style of touch. So they're basically touching something that has, you know, to do with the narrative that you are teaching them. Now, we had, you know, just before Good Friday, we had done something for our children. We had different stations of the cross. We basically had the planetarium where, you know, where Jesus was beaten and the crown of thorns was put on his head. And then the garden of Gethsemane, we, so we had plants, we had a small stone there. And then we had also another station where we had, you know, table, the Lord's supper and where Jesus met with his disciples. And we had the cross where we had a bucket with the red water, you know, and a bucket with clean water and we had nails on the cross. So, and we also had a wooden, you know, a piece of wood and we had nails that were just up. So the children could put their hand and feel these, you know, big nails, strong nails. So when we took them to the different stations, they basically touched the crown of thorns, we had a crown of thorns there. They touched that, you know, they had a big one minute. Yeah. So we had a big wooden stick that was there. They could feel it, you know, when the last supper, we had the table where they're all sat down. We had the, you know, communion elements. And then there was a teacher who narrated to them what happened. And then, you know, they just saw all the elements, they touched it. Then they moved on to the Garden of Gethsemane where there was the plants and Jesus was, you know, his, you know, we just put a shawl there and he was praying. And then we had the cross where we had these nails that were there. They felt the nails and just imagining how those nails went through Jesus's hands and his feet. And, you know, they had to write down their sins. We had pieces of paper there. They had to write down their sins and take a nail and just pin it on the cross. And then we had this bucket of red water that just symbolizes Jesus's blood that was shed for us. And, you know, a bucket of clean water that shows that, you know, when we ask forgiveness for our sins, you know, Jesus cleanses us and we are clean and pure like that clean water. So, you know, basically, children were able to hear what was being, what happened through different stages. Even when Jesus went to the cross, they were able to see and, you know, those who learn by touch, they were able to touch and experience. It was a powerful learning experience for the children. Okay. So we might think it's difficult to, you know, teach children by learning through touch and smell and taste, but it's not that difficult, you know. We can get a lot of ideas and we can use that and, you know, children will be most benefited and learning will be effective and they will enjoy coming back to your class. Now, few of the children also learn by smell. You know, it's said that an infant's first bonding with their mother is through the sense of smell. So imagine how powerful a smell can be in recreating memory hooks for kids, even as they're learning different Bible stories. So how do we help them through this sense of smell? You know, basically, if you're talking about creation, you can get them different foods or vegetables or, you know, flowers and you can get them to smell that. And, you know, you know, when Jesus was dying on the cross, he asked for water, they gave him vinegar so you can get, you know, some little vinegar, they can just smell it. For example, when the wise men visited Jesus, you know, they gave him incense, they brought incense so you can just get some scented candles, fragrant candles, you can just burn for them. It'll just be a fragrance in the room and these children will enjoy learning through their sense of smell. Okay. The woman who showed her love for Jesus, you can bring perfume. You know, Jonah was in the belly of the fish so you maybe you can just get a fish and you can just get them to smell, you know, and a few more things like when you're talking about baby Jesus or baby Moses or Samuel as a kid, you can just get baby powder or baby lotion, baby cream, whatever. And when you're talking about the fury furnace, the burning bush, you know, you can just get something that you have burned, charred wood or, you know, matches and you can just get them to smell that. You know, good Samaritan, basically you can get some medicines, dead oil, some ointments for them to smell and the Lord's supper, you're teaching them about that. You can get wine, sorry, grape juice, they can smell grape juice. And you're talking about Jacob, Esau, Mary and Martha and, you know, their narratives, you can just get some food that they can smell because they cooked for, you know, Martha was busy cooking for Jesus and, you know, Esau was good at making the, sorry, Jacob was good at making this stew. Okay, so they can just smell some food. They're talking about fruit of the spirit, you can just get them some food that they can smell. Okay, so you can use creativity like this to, you know, a piece to the learning style of children who learn by smell. Okay, so the next one, sorry, I didn't put that by smell. Okay, and then we have the last one is learning by tasting. So here also you can, you know, cater to the needs of children who learn by tasting. So basically, again, you know, you could, if you're talking about creation or you're talking about Noah's, the flood of Noah or you're talking anything has to do with water, you can just give them water to taste. So you're talking about creation of fruit, you can just give them a small piece of a fruit, you know, fruit of the spirit, you can again give them a fruit or you're talking about Jesus feeding the 5,000, you can give them a piece of bread. So just use your creativity, you know, and how you could cater to all of these senses in teaching. And when you do that, you know, your class will be very, very creative, attractive, and the children will love it. And also they will remember it for the rest of their lives because you have actually catered or ministered to them through one of their, you know, learning types, the senses that most dominates them or pieces their kind of learning style. Okay, any questions, any doubts? Okay, so then we'll move on to the eight different intelligences or ways of learning. Now, Howard Gardner, a professor of education at the Howard Graduate School of Education, has identified eight different intelligences or ways of learning. He calls it the eight gifts. So when we look at these different kind of eight gifts that each one of us possesses or each child possesses, you know, it just shows us how God has created each one of us to respond individually in different ways to different kinds of content, whether it is language, music, nature, or other people. So all of us have all of these eight gifts or each child possesses all of the eight gifts. Now, what are the eight gifts? The first one is the word gift, which is a linguistic kind of learning. The second one is logic gift, children who learn logically or mathematically. The third one is a picture gift, children who learn through pictures, spatial learning, or, you know, children who learn through body gifts that is kind of aesthetic, kind of learners, bodily kind of learners, music gift, children who learn musically, personal gifts through interpersonal relationships, self-awareness gift, it is through intrapersonal learning that, you know, by themselves they are, they love to learn, they don't like to learn in a group, they learn best being left to themselves alone. And then the classifying gift, which is the naturalist gift. So every child possesses all these eight kind of gifts, but they operate comfortably in either one or two gifts, which means that one or two gifts will be more dominant than the rest. Okay, so when we are teaching or preparing our lessons or preparing our activities, we need to keep in mind all of the five senses and all of these eight gifts, and hence we can, you know, find activities that will cater to all of these five senses or most of the five senses and all the eight learning style of gifts that each individual has. And, you know, when we use it, children will be benefited and will learn very, very well. Okay. So each student's learning style will consist of a combination of these gifts and children learn best when these classroom activities appeals to their dominant intelligences. So they will have one or two which is more dominant than the other, rest of the other six or seven. Okay, so you need to, you know, bring out activities that will appeal to their dominant intelligences. Therefore, as teachers, as ministers, ministering to children, we should include activities that appeal to each learning style. Okay, so while we're choosing material, when we're choosing images or activities, we need to cater to each child's learning gift. And when we do, we will minister very, very effectively to each child. But, you know, we need to be very careful about one thing. When we are ministering, we, you know, we should not choose material or activities that will appeal to our or suit our own learning style. I said all of us as adults also have our own learning styles. Okay, so we should not just, we should be very careful that they're not using activities or, you know, things that we need one to show or demonstrate that will appease to our own learning styles. So be careful not to fall into the trap of doing things that are most comfortable for us. But while we are preparing for children, we need to basically do it with kids in mind. That means we need to find activities that will appeal to all the five senses and the most of the eight, you know, gifts of learning. Okay, so when we do that, you know, when we remember each child and when we present and do our class in a very creative way, then, you know, we are able to understand that each child is created in the image of God. We are catering to their style of learning. And, you know, we become a mentor and a faith friend, you know, as you creatively meet each child's need and help them in their learning process. And children will really appreciate that they will love you. They will want to come and listen and be part of your class. And, you know, their learning will be more meaningful and more effective. So remember that each child is created in the image of God according to God's perfect plan. Each one of them are different. Each one of them are unique. Each one of them have their own learning styles, their own gifts. So we need to plan likewise. And when we do that, we become a good mentor and a faith friend and we'll help children in the learning process. Okay, so we look at the first one, which is a linguistic gift that is those who learn two words. Okay, so basically these kind of children, they learn by seeing and hearing words. So like I already mentioned, you know, to the five senses of hearing and seeing, voice modulation. Also when seeing, you use a lot of hand movements, you know, facial expressions like the person is crying, you make a crying face. The person is happy. You make a happy face. The person is very sad. You make a sad face, you know, so and make maintain eye contact. That also helps. So these children learn to the linguistic style that is word gift. They basically learners will learn by seeing and hearing words. So, you know, use voice modulation, facial contact, body language, enacting, doing things, acting like, you know, Zacchus will climb up the tree and then he went and hid and he didn't want Jesus to see him. And then Jesus came and stood near the tree and then he looked up so you look up, you know, so do all of those things. So basically demonstrations like I showed you object lessons, you know, provide them pictures, videos, voice modulation, body movements. Eye contact and facial expressions. So when you do that, children who have this word gift, the linguistic hearers will learn by what they see and what they hear. And then we have those who learn logically or mathematically. They have the logic gift. You know, these learners mostly classify or characterize things for understanding a specific topic. Okay, so these children understand patterns, numbers, equations, and relations, relationships better as compared to other children. So you need to provide them games and puzzles and quiz and things like that. So even if you're starting your lesson, you can have basically an activity that, you know, will appease to these kind of learners, and also you can give them puzzles in the end. So you can see some of them who are logically, who have the logic gift, even when you're teaching them, they'll be listening to you. But if you give them the workbook, you know, they'll have different puzzles in the workbook. I have seen children when I'm teaching them, they'll open their student workbook and they will start, you know, doing the puzzles that are there. Not in that chapter, but, you know, in all the rest of the other lessons that are there in the student workbook. So these children just basically are doing the puzzles, but they're the same time they are also listening to you. So, you know, give them puzzles or quiz or, you know, just, you know, get them to, you know, even through this demonstration, which I showed you, which has a lot of numbers, they will like that. You know, and also get, do an attention ghetto, which will have an activity, which will appease to their learning through logic. Okay. Oh, our time is up. So we'll stop here. Okay. Anyone has any questions? Any questions? No, if not, we will end class here. Okay. Thank you all for joining class. Okay. See you all. Bye. Have a good day and see you tomorrow for our next class. Okay. Thank you. Thank you. Thank you.