 Welcome everyone to class. This is our last class on Children's Ministry. So from Monday onwards, Pastor Vosin will begin taking classes on Youth Ministry. So today is our last class. Before we begin our class today, can one of you please lead us in prayer, please? Anyone? Yes, we can pray. Dear Evening Father, we thank you so much for this morning. Thank you. That you are continuing to guide us. We thank you Lord that you are continuing to guide us and you are allowing us to continue to know you. Dear Evening Father, as we prepare to learn and continue to understand on how the ministry to boys and girls, the ones that you love, and that you have given us, Lord, we pray that you will continue to give us more insights, to present to you our teacher that will give him the right to vocabulary and the methods that we will be able to learn. And in all, your name will be glorified when Jesus' name will be granted to you. Amen. Amen. Amen. Thank you, Charles. Sorry I couldn't hear you. Okay, so last week, sorry, last class, we were looking at how to narrate a story. And before that, we looked at the important things that we need to keep in mind while writing, you know, the main content of each lesson. So I just gave you some important points to keep in mind, which will help in writing the main content of a lesson. And then I began, you know, looking at how we can tell a story to the children because children love to listen to stories. And, you know, the way we tell them will always help capture their attention. So we said the beginning of the story is very, very important. And we looked at four main ways to begin a story and to understand how to narrate a story. We said we'll look at First Kings chapter 21 where King Ahab wanted a neighbor's vineyard. And so we looked at how we can start the story in four different ways. We said it can be a direct approach where you can start with the action of the story. And I said, what could be the action of the story? Or you can start with asking a question, is there something that you really like, really want? Something that you are anticipating, looking forward, desiring to have from a very long time. Or you can also begin with an exciting part of the story. And I said, you know, and it's like a flashback, you know, effect that to have so you can start somewhere in the middle of the story and then come back to the beginning and then narrate the entire narrative. Or you can start with an illustration. And that's where I ended. I said that, you know, you could, you can use a small incident from everyday life but ensure that that is something that children will identify with, they will connect with. It's something that they are going through and also, you know, which will create a sense of curiosity, excitement and anticipation for them to listen to the rest of the narrative that you have for them, the biblical narrative. So then I just gave something very small about how two girls, you know, have a doll each but, you know, Susan had a latest doll and how Rita wanted it and how she longed for it even though she had her own doll, but how she longed for Susan's doll. So that you can narrate it for children in grade two, three, because, or younger than that because, you know, they love playing with dolls, but not for children grade of, you know, even foreign above. For children grade four and above are usually, you know, give them this real life example that happens. That's why I said, you know, when we are writing a lesson plan, it's good to prepare a week in advance so that, you know, if you read something in the newspaper, you come across it in the news, something that happened in your everyday life, something on the way to office, something in the mall, in the markets that you went to, you can use that as a real life example to illustrate, you know, what you are going to teach them. So when I narrate this narrative about King Ahab and Nabot, I used this real life example of an incident that happened in North India in one of the places and, you know, there was this very famous rich man who owns this, you know, business of making chips and, you know, these eats which come in tetrapacks and he has his company very close to the airport in one of the states in North India and just next to his property or his factory where all these chips and mixture and, you know, eats are, you know, produced and packaged. There is an empty plot of land, a good piece of land, and there we see only a tea stall vendor having his tea stall. I remember, you know, when I went to the city and I came out of the airport, I saw this place and I was quite amazed because, you know, in the state there is no piece of land that's available and here there is this empty plot of land. I remember seeing it and so that's why I was very curious to read about this in the newspaper. So the owner of this factory, you know, he sends his manager to find out who is the owner of this plot of land and then he comes to know it's the tea stall owner who is the owner of that piece of land and so he tells his manager, you know, you tell him that I will give him a good money for his land if he's willing to sell it and the tea stall owner says, refuses, he says no. You know, the manager kind of negotiated with him for a good higher price but he was not willing to even take that higher price. So he came back and told the owner, the owner told him, okay, tell him that I will give him a better piece of land in the heart of the city, you know, which he can buy and take in exchange for this. So the manager goes back and tells him and the tea stall owner refuses even that. So this man is so angry because, you know, he's gone to an extent where he's giving him a huge price for the land beyond the real estate, beyond what's the price. He's also willing to give him a plot of land in the heart of the city and this man is outrightly refusing and it was amazing to read because this man had the same thing that was in the Old Testament concept. He said, I got this piece of land from my forefathers. It's something that is, you know, belongs to the generations and because it is part of our forefathers piece of land, I can't sell it. I can't, sorry, I can't give it away. So, you know, the owner of this factory was so angry. He goes to the extent of, you know, plotting with his manager and, you know, killing this tea stall owner and he thought he's a rich man. He can, you know, get away with it because this is money, his, you know, his connects that he has. He thought he can get away with the murder. But, you know, he actually got that man, tea stall owner, killed, took that property, extended his factory. But the police, you know, when they investigated, they got up to the manager and the manager spilled the beans. He said everything and, you know, they caught hold of the owner and this man, who's a very famous man, his company is very famous throughout India, was put into J. So, you know, I just briefly, very briefly narrate this whole incident to children because they all know this company. It's called Haldiram's and all of these children, all of our children in India, they eat a lot of snacks from this company. So, and then, you know, you connect it with the Bible story, they'll be very interested to know. So, you know, you can bring about an illustration or you can even do an object lesson talking about greed. Remember, last class, last Wednesday, I spoke about greed. I used a tissue paper and I spoke about how, you know, when you put small droplets of water, which signifies things that we want, we can still use a tissue paper, but, you know, when we keep wanting it more and more and I just put a lot of water, it kind of tears the tissue paper and it's useless, it's worthless and it destroys the tissue paper and how greed can destroy our lives. So, you can start off with that object lesson as well. Okay, so the next thing is once you've done with the introduction, then you go on to the progression of events. It's very important that, you know, you run the story, not only in your mind, but write it down so that, you know, you children are able to connect from one point to another point. Sometimes what happens is, you know, we're so familiar with Bible narratives, we can miss out on a point and we can go back and say, hey, you know, before this happened, you know what, before Ehab went into Nabot's vineyard, you know what happened is the queen came to his room and then you can reach the son. Children will find it very difficult to connect. Adults, of course, for us, it's okay, but children are not adults, you know, their minds are not fully able to comprehend things. They need things to see things in logical progression of events. So it's important that you write down the whole narrative progression of events one after the other. So here we, you can see the progression of events. Ehab, Kovetz, Nabot's vineyard, Ehab asks Nabot for it, and Nabot refuses to sale or exchange Ehab's sulks, Jezebel intervenes, and then, you know, Jezebel writes letters to the heads in his village and Nabot is killed because he's charged of blasphemy, he's taken out and stoned. And then, you know, Queen Jezebel comes and tells Ehab, you know, Nabot is dead, you can go and take the vineyard, it's your possession, it's yours now. And then God tells Elijah what King Ehab has done, tells him to go and meet King Ehab, who is in Nabot's vineyard, and he goes and, sorry, and he meets Elijah and he tells him, you know, what is going to happen. Now, so this is the progression of events, so you need to run it across in your mind. And even as you are narrating to them this progression of events, remember I said package it with learning in between, so just don't narrate the story and then come to the end and, you know, give them the learning. But, you know, like I said, package it in between the learning, what they need to learn, the truths that you want to tell them, the truths you want to communicate, theology you want to teach them, and also the learning and how they can apply. And after you narrate the whole sequence of events, the progression of events, you've taught them the truths, the theology, whatever, then we come to the next point is climax. Now, climax and conclusion are two different things, climax is not conclusion, and conclusion is not climax. So what do you think is the climax in this narrative in first Kings chapter 21? What do you think is the climax? Or what is climax? Before I ask you what is the climax in the story, basically climax is the high point of the story where all the events have now has led up to this point called climax. It's where the hero wins, the problem is solved, the mystery ends, or what the person wants, he receives it. So, you know, and it is actually bringing the children, the young ones to the peak of their interest, their curiosity, you're trying to satisfy their curiosity in climax. You're trying to, you know, get them to know what's a suspense, what is, you know, whether the plot has been entangled, whether, you know, there's a right ending to the whole thing, that is the climax. So what is the climax in a neighbor's or in first Kings chapter 21? Yes, Rupa. Yes, go ahead Rupa. Maybe she's lost connection. Okay, anyone else will be wait for Rupa. Can anyone else tell me what you think is the climax? Yes, go ahead Rupa. If you're there, you can speak. I'm wrong, touch it, just touch that. Okay, okay, okay, fine. Okay, what's the climax in the story? Come on guys. Yes, Christopher. The climax would be probably like a dramatic conclusion, something that will, you know, make ma'am put together, you know, whatever the content of the lesson is, summarize it and then, you know, add sort of a final dramatic ending to it. So yeah, that's what a climax would be according to me. Yes, that is what climax is. So in this story, what is the climax? Yes, Charles. Thank you, Christopher. Oh, I, for my wife, going to talk about the, what the climax is, but now the question has changed. Okay. Yes, I said the climax, the high point of the story, all other events have led up to it. You know, it's where the hero wins, the problem is solved, the mystery ends, and it's where we're bringing up, tightening up the excitement of the kids, you know, satisfying their curiosity, just like even Christopher said. So, the climax is where Nabaut is killed and King Ahab gets the vineyard. Okay, that could be one of the climax. Thank you, Kung. Yes, climax is the culmination. Okay. Yes, Charles, you have your hand again up. I was going to say when Ahab gets the land. Okay. King Ahab gets the land could be one of the climaxes. What is he, what can be the other climax? The other climax could be that, you know, God telling Elijah go and meet King Ahab and tell him that when Nabaut died, you will also just like the way he died, the dogs came and licked his wound, his blood, the same way you will die. And also the wicked queen, Jezebel. So that is a climax. So a story can have two or three different climaxes. So here we have two, one is, you know, the King Ahab get the land, they get the vineyard. Yes, he did get it. Another climax would also be that, you know, God's punishment or you could even stop with just the climax that he got the vineyard. And then you can talk about greed, but you can also go on to talk about, you know, the punishment that God pronounced. And you can talk about that for every greed or every sin that we commit, there is serious consequences. There is serious punishment that goes out and that, you know, God sees our sin and there is a punishment that we receive. So here the punishment is that just like Nabaut died, King Ahab and Queen Jezebel will die. So in some stories, which can be very long, the narratives are very long. There can be different climaxes in different parts of the story. So you can decide ahead of time where do you want to stop, you know, and what is the climax that you want to bring about. Okay. So I hope you understood what a climax is. And next after the climax comes the conclusion. So immediately after the climax is a conclusion. Now you need to give a careful thought about how you're going to finish the story. You know, it's important that you conclude the story in a nice way, not just ended with, hey, there was a punishment that Elijah came and gave, you know, God pronounced and Elijah came and told it to Ahab. But you need to tell the kids whether that came about, whether that was fulfilled. So that is the conclusion. So if you don't choose to say what Elijah came and met and told Ahab, you leave it. And you just like to leave it as, you know, King Ahab got the vineyard, then, you know, your conclusion can be about greed and how he destroys our life. But if you're talking about what Elijah told King Ahab, then you need to come to bring a conclusion about talking about, hey, did this really happen to, you know, King Ahab. So then the conclusion can be in this story, can be what happened to Ahab and Jezebel. That is a conclusion. So Ahab went out a battle. He disguised himself to the enemy as just a normal person and not as a king. And he was, you know, an arrow that struck him and he died and he fell down. And, you know, just like God said, the dogs came and licked his blood just as they did for Naboth. And sometime later, Jezebel was also thrown by the enemies from a high window just as God said would happen. And also the dogs came and licked her blood. So what is the use of Naboth's vineyard now? So that can be your conclusion because both of them are dead. You know, what is the use for their greed? Nothing came about it, their sin, nothing came about it. So you can say, you know, you're talking about sin, you're talking about greed. You can say that, you know, it has no everlasting or far-reaching consequence. You know, it doesn't bring joy, happiness or blessing, but it brings only a terrible consequences of the deeds or the sin that we have committed. Okay. So that can be the conclusion. So I hope now you understood what is the climax of the story and what is the conclusion. Okay. So now you've narrated the entire story. You've used, you know, you've done a good job. You've used various activities, object lessons. You've begun your story well. You've, you know, you tried to narrate the story and, you know, packages with truths, the theological truths that you have told them. You've also narrated the story using pictures or object lessons, you know, facial expressions, tone of voice. You've done all of those things and you're very happy. But you need to come to, now you come to the most important part of the story or the most important part of the lesson. And what is that? What is the most important part after climax and conclusion? What is the most important part? It's the moral of the story and application. Yes. Yes, it's the moral of the story or it's the application. So, you know, you need to help children how to apply the truth that you have taught them or the learning objectives that you had in mind. Remember, I said, every lesson we begin by writing the learning objectives, you know, how you are going to help them to apply those objectives in their everyday life. And your application should not be vague in the sense, okay children, so what did we learn from, you know, King Ahab's greed that greed destroys our lives. So we need to be very careful, you know, because we know that greed will destroy our life. So let's pray and ask God to help us to overcome greed. Now that is a very vague general kind of an application, but you need to get down to the specifics. You can say, you know, children, we saw how greed destroys our life. So I want you to take a minute or two to just write down which are the areas that you are very, you see yourself being very greedy. Okay, so get them to write down because different children have different areas where they are, you know, experiencing greed. So you can ask them to write it down and then you can ask them to write down. Okay, now since you've identified your area of greed, how are you going to overcome it? Now it's easy to say, let's just pray about it and God will give us the strength. Yes, that is the most important thing that we do. We tell them we pray about it, you pray about it, ask the Holy Spirit to help you, give you the grace and the strength. You can lead them to do that. But before that, how can you overcome this greed, some practical ways that they can do it? You know, so if they like to share it, then you can say, okay, how do we help Susan, you know, overcome her greed? Or how can we help Asha overcome her greed? Or how can we help Tom overcome his greed? So, you know, this is his area, so you can give various suggestions. And, you know, or you can give them various examples of how people have overcome greed in that area. And that becomes very practical for them. And so they know how specifically to go back and implement that, you know, and overcome greed in that area. Now, for another example, if you say, okay, today what did we learn? We learned about obedience and we know children that God wants us to obey him. Obedience is very important if we don't obey, you know, we don't receive his blessing and all of those things. But, you know, that's what children have heard, you know, day in and day out from their parents, even in Sunday school. But, you know, there can be specific areas where they are having a challenge to obey, you know. So where is your, you know, where do you find it challenging to obey? And who do you find it difficult to obey? Why do you find it difficult to obey them? What can you do? So, you know, just giving them practical tips would help children. Most of the time we have only a maximum of 8 to 10 children and then lesser than that. So it's easier for us to work with each child. And then, you know, the whole lesson becomes very relevant for them and how to apply things in their life. You are teaching them at a very young age, even when they go to a dark church and they're listening to a sermon and automatically their system is, you know, is just being taught how to put into practice, how to work on those areas, how to, you know, make it relevant in their lives. And so the word of God comes alive. It just helps them. It just becomes very relevant in their day-to-day situation. Yes, Charles? Thank you. I was, I wanted to add something about the application. Like you, when you have taught the lesson, sometimes you might be dealing with children that are already saved and you are doing a discipleship teaching where you might again weave the application. You have application one where you are identifying the program. You are giving some little helps. Like if it was a grid, you are talking about it. Then there somewhere towards the end, you can give another application where you are giving the practical helps on how to do it. For instance, you can say, whenever a grid comes to you, you can stop. During the week, stop. Remember the memory verse. You give them, like you can remind them to remember the memory verse. Since they will have written it down, then from there you can also tell them, if you have stopped, you have remembered the memory verse, say it to yourself and then from there you can again say, maybe you can again ask God to give you strength to overcome the grid. In that way, you will also tell them to thank God that he has given you the strength to overcome the grid. Such tips also really help when you have woven the applications in the lesson and then the final part would be giving the final application to help the child to grow in Christ. Thank you. Thank you, Christopher. Sorry. Thank you, Charles. Yes, I think sometimes what you said is very relevant and good, Charles, but sometimes making everything very spiritual can kind of put off children. It puts us off sometimes. Sometimes being more practical and relevant can really help. So for example, telling a child if the parent gets them chocolates or gets them in school, they get a chocolate or get two chocolates, they come back home, they're not eating that and they have two with them. They can be green enough to eat both of them. Or they can be willing to give one to their sibling or share it with their sibling. So at that time, the practical thing to tell the child is if you had two, what would you do? You would want to eat both of them, but what would God want us to do is to give one to your sister or to a friend or to the child you're playing with every day near your house. Or if your mom packs for you in a different box and she puts you, just say like four chocolates or four cookies, then you can just share one with your friend. Being greedy is you eating up everything. So in just very practical, simple ways, just teaching them how to do it so that it just becomes a lifestyle for them. Then of course, all of the others think of the memory verse, think about what God would do, think of how God would be pleased and all of that would come later, but then just getting it very practical basically helps children in the first go. And then of course, all the others follow. So then once you're done with the application, you can get down to teaching them the memory verse. Now memory verse is not just say, okay, today's memory verse is this and turn to the Bible and get them to read it and repeat it and repeat it and repeat it. But you can do it in a very creative way. You can get them to repeat it once or twice and then you can have a small soft ball or football and just take it and throw it and say, I'm going to throw this to one person. One person will say the first word or two words or three words in the memory verse. It's a big memory verse and then take that ball and throw it to the next person and the next person will say the next two words in the memory verse. So if you're saying, if you're teaching them John 316, then I can say, okay, today's memory verse is John 316 and I take the ball and throw it to one child and the child can say, begin by saying, for God so loved. Okay, for God so loved. Four words and then, you know, the next child, the child can throw it to the next person and the next child can say one word or three words or four words, whatever. And that becomes very interesting for children to learn memory verse. Sometimes you can just write the memory verse on the board, get them to repeat it twice. And then the third time, you know, erase one letter and just fill in the blank. So, you know, it just becomes very exciting for them or you can teach them memory verse through song, just put, you know, music to it and teach them. You can also teach them a memory verse through action. You know, you can, you know, love the Lord, your God with all your heart, with all your mind, with all your soul and with all your strength and love your neighbor, you know, as yourself. So, basically, just for smaller children, you can teach them through action and, you know, the actions help them to remember. Remember, we said that children learn 90% by hearing, seeing and doing so even memory verse can help that ways. And then you can end, you know, the class in the word of prayer. Yeah, close with prayer. Basically, don't make your prayer very general. Thank you God for bringing us to Sunday school, for teaching us, help us to be like David, help us to be like Bartimius, help us not to be like King Ahab, you know, but, you know, make it more specific, you know, to saying Holy Spirit, we invite you to help us to overcome the spirit of greed. We just break the spirit of greed in Jesus' name over our lives and you can tell children to repeat that. So you're teaching them to pray powerful prayers, you know, how to pray, how to break strongholds. In Jesus' name, we ask your Holy Spirit to break the spirit of greed, break the spirit of disobedience. And then you can say, children, whichever is your area of greed, you know, just take this time to commit it to the Lord and just say, Holy Spirit, I give you all of these areas of my disobedience, sin, greed, whatever it is, and I'm willing to submit my life, submit these areas, take control, help me, you know. So you're teaching them to pray meaningful prayer, powerful prayers, you know, which can have greater significance and eternal value and, you know, can help them know how to pray also in the future. Okay, so you can end with prayer and then, you know, make sure that, you know, you can also have a time of, if you have time, just question and answer. Of course, we did that in the lesson plan. We said, stop at various points, ask them so you know they have understood what you have learned. Don't wait till the end to ask them questions and then be disappointed. Hey, they haven't understood the main truth of the lesson I wanted to communicate. You know, do it at various points so that, you know, they, you can understand, you can reiterate and it will just help the children. Okay, so this is all about how to narrate a story and how to write a lesson plan. And this is the, you know, the end of the course. So anyone has any questions, anything that you'd like to ask or can ask? Anything? Any questions? No questions? Okay, if there are no questions, then just a reminder that today is your assessment one. Okay. You can, you know, I'll post it before 6 p.m. today and please ensure that you submit your assessments on Friday, end of day by 11.59 p.m. Okay. And when can we have the second assessment? When can we have the second assessment? Can you give us a date? Give me a date, please. Because 15th we have, that is the following Wednesday you have your first assessment on 1st Timothy. Do you want me to schedule your second assessment for Children's Ministry on 22nd of March? Is it too late or you want to have it earlier? First of all, please schedule the Children's Ministry one area because that's the most difficult one. Sorry, Mangi. Can you repeat that again, please? I'm saying please give us more time on the Children's Ministry one so schedule the area so that we can have time to work through it. Yes, so I'm giving you the assessment. Thank you, Mangi. The assessment is scheduled for today and you have to submit it on the 10th. So you have like almost two full days, two and a half days. The whole of 9th, whole of 10th and you know, almost half day today. So that is for your assessment one. Abhishek says, you know, you can have it next Monday which is 13th but if I'm giving it on 13th then it will clash with your 1st Timothy assessment on 15th. Is that okay? Or do you want me to keep it on the 22nd of March? 22nd of March is the Wednesday so you can submit it on 24th of March. Is that fine? This is the second assessment. This is the last assessment for Children's Ministry. Is that fine, everybody? 22nd March. Okay, thank you, Harrison. Okay, thank you, everyone. So your first assessment is today and your second assessment is on the 22nd. Is that enough time, Mangi? 22nd, 23rd, 24th, is that fine? Because that is what we decided earlier. Yes, Pastor, it is enough time. Okay, thank you, Mangi. And just as Christopher had requested, I have posted one or two lines for each video in the stream page. So all of the videos that are posted on the stream page will also have a small write-up of what was taught in that class. So you know which video is about what. Okay, 23rd, Mission Strip to Mangalore. All of you are going? Sorry? All of you are going. You're going on the 23rd. Okay, because the in-person students are going for the Mission Strip on the 23rd, so then we can't post it on the 22nd. Can we have it on the 28th? That is a Monday and then you can submit it on the 22nd. Is that fine? So you have two and a half days? Is that fine? Okay, thank you. Thank you, Pratik, for mentioning that. Okay, so your second assessment will be on the 20th. I'll release it on the 20th and then you can submit it on the 22nd. Okay, thank you everyone for joining the Children's Ministry class. I hope it has been of help and useful for all of you. Many of you, even though you are not going to be involved in Children's Ministry, but you will be pastors or maybe you have groups that you are leading families. You can also know how to cater to children, how to help them in your own area as a missionary or as an evangelist. You can also help build up Children's Ministry. You can teach this to people who are involved in Children's Ministry and it will benefit and help them. Okay, anything anyone likes to say before we end class? Yeah, I'd like to say thank you so much for teaching us for the last three years. In times we've been unrolling and you've been patient with us. Thank you so much, Pastor, we really appreciate it. You've input so much in us and we are not the same. We've been blessed. Thank you so much, Pastor. Thank you so much, Maggie. I wouldn't call you unruly. You all have been wonderful. Thank you. I've just been thinking about your whole burden of understanding predestination. So please listen to the sermons on Romans. If it's not available, let me know. I'll post it for you. You can listen to the sermons on... Sorry, the classes. Basically Romans chapter 9, 10, which talks about predestination, God's choice, choosing and how God has full knowledge but not predestines anyone to sin or to be confined to hell or to eternal death. So if you can't access those lecture videos, let me know, Maggie, on the stream page and I will have it accessible for you so that you can listen. That's very, very important for you to know and understand so it can benefit you because I think that's something that you're trying to grasp or hold off and understand. Yes, thank you, Charles. It says, it's been educated. Thank you, Pastor. Thank you, Asha. Thank you, Harrison. Yes. Yes, Rupa had something to say. A very big thank you, ma'am. Really learned so many things during this children's ministry, especially how to be focused and all those things which really helped me. Thank you. Please pray that we would put it into practice and raise up the children a generation who will really love the Lord. And thank you for the passion you have for the Lord and thank you for being a blessing to each one of us for the past three years. We want to bless you and may the Lord use you powerfully and fulfill all the purposes he has for you. Thank you, ma'am. God bless you. Thank you, Rupa. Receive everything. Thank you so much. Hey, guys, I'm still coming back to you on Monday to teach you for first Timothy, second Timothy, Titus and Philemon. I'm in a race to finish that. Yes, Christopher? Yeah, it's something I just realized that you are actually going to be doing the Timothy one. So, yeah. But anyway, thank you so much. There was just something I just realized and maybe I'm not sure if the question should be directed to you or to the administrative of Bible College. But I think if I remember correctly for the first year, we did not have recordings of the videos and it only stopped for us, at least for this batch, at least. And for us, it started only in the second year. So is there any way we can access the videos for the first year? I mean, first and second semester, which would obviously be for another batch so that we know we can have that as our reference to be accessed whenever we do require it. So just I'm not sure how this can be arranged, but it would be nice if you can have the first, our first year videos available or rather the first and second semester videos available. Yeah. Let me check on that and I'll post on the screen page if those are available and then how you can access it. I'll do that. Thank you, Rose. Yes, sure. We'll pray. Thank you Prabhakar as well. Yeah. Yes, hope to see all of you, at least in the classroom. I was just thinking, before we, before I end teaching TTP, that is first Timothy, Second Timothy, Titus and Philemon, I was just thinking when I come early to class, one of you can just put on your video so I can just get to see at least some of you on video because you're living different parts of the world, but just to see you interact with you because it's been three years. I don't even know your faces. It would just be nice to know you. So maybe on Monday, when I log in early, I can come in early. One or two of you can just come on, put on your videos. I just can look at your faces, your handsome faces, your beautiful faces, whoever it is, and then maybe just get to know you a little more and that will just, it'll be nice actually. Yes. Yeah. Okay. Thank you everyone and have a blessed day and a blessed week ahead and I'll see you on Monday for our class on Second Timothy. God bless everyone. Thank you. Thank you so much for this. Thank you Prabhakar. Thank you.