 Oh, he's already out of hospital. Good morning, everyone. So good to see you after the weekend. Yeah, we missed you, Erin, on the last two classes. Sorry to hear about your uncle, but we'll be praying for him. So please pray for Erin's uncle. He's diagnosed with cancer. Pray for him. But since you missed those classes, the lecture videos are posted on the stream page. And you can take two days to last class on the Children's Ministry. I hope you read Paso Roshan's note he's put on the stream page. He says that he's supposed to take classes from tomorrow, a youth ministry. So he says tomorrow that he will not have a BC313 class youth ministry tomorrow. We'll meet only the following week. That is on March 8th and 9th. So you won't have class tomorrow. But in case I'm not able to finish my portion today, then I can take it tomorrow, because anyway he'll not be taking class. So let's begin. We were basically looking at how to write a lesson plan. We looked at the introduction. And in the introduction, we looked at how we can make it more creative, get the attention of the children, catch their attention, connect to them, to their felt needs. So we can have an attention getter, or we can do object lessons. And then we talked about the main teaching content. We said, keep the language simple. So it's important to write your lesson plan. So when we are writing, if we see any difficult words, which might sound very simple for us, like words like jealousy, loose living, pharaoh, Joseph, and the pharaoh that he served under, famine, plague, beatitudes, or you say the serpent spoke to Eve. The children will be wondering, how can a serpent or a snake speak to Eve? So then when you look at all of this, you can pause, you can think, how you can simplify it, how you can help them understand. And it's important that you replace these terms or these words with easier words so that you can explain it to them. Otherwise, we'll end up speaking to, like we're speaking to adults, and children will be totally lost and confused. And we'll see them not interested. And you'll be wondering, I have taken so much of time and effort to prepare. I've done so many object lessons, attention-getter, but these children don't seem to listen because we are not able to connect with them because we're basically speaking to like, we're speaking to another adult, but we need to remember that we're speaking to children and we need to get down to their level, speak in their language that they can best understand. We also said, Christian jargons, like righteousness, redemption, we are sanctified, we're all sinners saved in the blood of Jesus, the sinless blood of Jesus, the sinless Lamb of God, we're saved by grace through faith. The blood of Jesus cleanses us. God made a covenant with us, the new covenant, old covenant. Now they won't even know what covenant means, leave alone, what is the old covenant, what's the new covenant. And you as a Bible college student, excited, you're learning all this, you wanna share it with them, but they will not understand. So it's important when you're writing, when you come across all of these terms, how are you going to explain it? How are you going to get them to understand so you can write them all down? Or you're talking about Lord supper, the Lord's table communion. They're wondering all what's the Lord's table all about. So write it down so that you can explain these terms and remember that when you're explaining, you cannot explain a concept or a word the same way you explain to an eight standard or a ninth grader or a 10th grader, like you would explain to a child in second grade or third grade. So that also you need to understand and how you're going to simplify it and how you're going to help them to understand. Have them understand. Now the next important thing is when you're writing the main content in your lesson is that our goal as children's church ministers or Sunday school teachers is not just to narrate a story. I've already said this before but is to bring about deeper truths or deeper theology from God's word. I've already given you a couple of examples but I'll just give you one or two here and move on. Now basically when you're talking about creation when you said, you know, God created everything he said and it was there. He said, let there be light, there was light. He said, let the waters above separate from the waters below and it just separated. So the children can say, okay, you know, he's God, he can do anything that he wants but you can teach them that God's word is powerful. How did God create everything? Created, he said, to his words. So God's words are powerful. When God speaks something, God declares something, you know, it'll come about its truth, it will happen, it'll come into existence, we will see it. Then you can talk to them about the promises in God's word, how they can, you know, declare God's word, speak God's word and the importance of them learning the memory verse. So when they speak the memory verse, you know, they will see God working, they will see miracles happening and God does in their life because of the spoken word. Or when you're talking about creation, we're saying God created man in his likeness in his image. Then children are thinking, okay, we are just like God has no form or shape, he's a spirit being. So what does it really mean that he's created us in his image and like this? It just basically means that God is holy. He created us holy, God does not die, he created us to, you know, that we also should not die. God is sinless, he created us sinless. God has a mind, he thinks, he gave us a mind so that we can think, understand what he's saying, perceive him, you know, God has a will, he does what he wills, he chooses, he gave us a will to choose, you know, God has a heart, that's why he's able to communicate and love and fellowship with us, he gave us a heart that we can in turn communicate and fellowship with God. So that is the meaning of created in Christ's image and likeness. So very basic things, but we need to explain it to them. Now, for example, if you're talking about Bartimus' narrative and you're saying, you know, Jesus said, Bartimus, your faith has healed you. You know, so you can say, how did Bartimus' faith has healed the children will be basically understanding that, you know, when they take medicines or they go to the doctor or get injection, you know, they'll be healed or where they rest, they get healed, but how can faith heal us? So you can say, you know, Bartimus is blind, he's never seen Jesus to any healing. He's never just heard the name of Jesus now because he's come to his town. He's just heard that, you know, Jesus heals and he's never seen. So it's, he's not seen, but still he believes that is faith. We don't see God, but we still believe that he's there. He's there to help us. He's there to heal us. And his faith never, you know, gave up. You know, nobody was willing to take Bartimus to Jesus. There was no way he could go to Jesus because he could not see where Jesus was. There's a big crowd, but he does not give up. You know, his faith does not give up. He presses it, he shouts, he screams. He does everything possible till he gets his healing and say, faith is that faith is, you know, we don't see God, but we believe, we know that God heals us, but we keep pressing in till we receive our healing, okay? I'll take for example, you know, David, you know, when David went to fight Goliath, he says, you come to me with your sword and spear and javelin, but Samuel chapter 17 verse 45, but David says, I come to you in the name of the Lord God Almighty, the God of armies of Israel, whom you have defeated. Now we can continue with the story on what David did and how Goliath fell and how he took his sword and cut off his neck and who re, you know, the battlest one, David becomes a hero, but we missed out something important. He says, I come to you in the, come against you in the name of the Lord Almighty. So you can stop and talk about how powerful the name of the Lord God Almighty is, that when Jesus died, he resurrected, you know, God the Father says his name will be the highest name, the highest name in heaven and earth and no other name than the name of Jesus in every knee and every tongue will worship, bow down and worship and glorify this great name that is Jesus's name and Jesus's name has the power to heal. So when we speak in Jesus's name, that is why we pray and say amen in Jesus's name or when we pray for healing for people, we can pray in Jesus's name for healing for them. So you can talk about the power that is there in the name of Jesus, the name of Jesus, the demons shudder and shiver and run. So the power that is there in the name of Jesus and Jesus has given us the power and the authority to use that name to bring about healing, to save people, you know, to deliver ourselves from sicknesses and demonic poignages. So the power that is there in the name of Jesus. So these are small things that you can just bring about theological truths that you can read, you can speak to them, teach them. And so you're just giving them at a very young age, teaching them all of these deep truths rather than just telling the narrative and leaving it as that, you know, they would have enjoyed the story, but they wouldn't have not learned anything much about the nature of God, who he is and what he does, okay? The fifth thing that we need to remember is, you know, I've already spoken about the next few points that I'm going to share is, you know, make the sessions interactive. So when you're writing the main content, you know, when you can bring in an object lesson, when you can, you know, show them some pictures, visuals, like pictures, posters, puppets, you can even use final graphs, I've spoken about all of these things. These are important because, you know, research has, research shows us that, you know, children retain 10% of only what they hear. So when you're only teaching children by just speaking like I'm doing now, they retain only 10% of what they hear, but if you're showing them some pictures or some PowerPoints or a movie or something or a final graph or puppet or object lesson, they retain 30%, they remember 30% of what you have thought. But if you, you know, speak to them and also show them they're hearing and seeing, then 50% of the learning takes place. So 50% takes place when they hear and see, 70% of the learning happens when they're not only hear, see, but they also say. That means you ask them questions to understand whether they have understood or know for yourself whether they have understood what you have explained to them. So when you're writing a lesson plan in between, you can just put a simple question to just understand what they have caught or whether they have understood what you have taught them thus far. So just one or two questions in between to get their attention, to catch their attention, to know if they've heard right, listened right, they've received it right. So they learn 70% when they hear, see and say, you involve them, involve them, ask them questions, ask them what they think about this verse, ask them how did David was able to kill Goliath or why did David go to fight Goliath when nobody other soldiers were not, when he was just a shepherd boy. So just get them thinking, okay? 70% happens when they hear, see and say, 90% happens when they hear, see, say and do. So it's important for you to get them to do things, activities, involve them in the attention-getter, involve them in the object lesson. So the next point is get children involved. So no matter how hard you plan an interesting and exciting lesson, most young ones would become bored if you do all the talking. So it's as we've already learned in the developmental needs, it's important that you have class activities, you participate the children, get them into discussions, group discussions, and get them involved in the learning that happens. And when there's participatory learning, there's more enthusiasm and children learn better. And like I already said, don't just give out all the information and kind of decide for yourself that children have understood. It is an exciting class. I did activities, object lessons, I gave them all of these things. So it's a good class, I showed them pictures. Important to get their feedback as well. So just pop up one or two questions while you're teaching to gather what they have understood. And if they have not really clearly understood, you can explain it again to them. So you now you know why it takes four times the length of the preparation time if you are a four times the length of your class time. If you're teaching 30 minutes, you have to at least prepare for two hours. And this is all that goes in while preparing your lesson. And I also mentioned that once you prepare your lesson plan and you notice it's too big, you want to break it down, you want to divide it. So you decide where you stop, where you bring the conclusion, what is the application you will bring in and where you'll continue from the next class and how can children practice what they have learnt. Okay, now before we close, we look at how to narrate a Bible story. Now we know that all the children love Bible stories as adults, we too love stories. So it's very important to capture their attention in the story. So it's good that you are able to narrate the events and actions well. So for that, we'll just look at the various ways to narrate a story. Let me just put up the PowerPoints. For narrating the story, I'll just be looking at, you know, Naboth and, you know, King Ahab wanting Naboth's vineyard in First Kings chapter 21. I don't know if you are familiar with this, with this narrative in the Bible. Okay. Let me just present this slide to you. So we look at First Kings chapter 21. Okay. Okay. So when you're narrating a story, what are the things to keep in mind? First thing is the beginning, you know, it's important to begin a narrative with a story well. Once you begin it well, half of your job is done. It's the best place to capture the attention and the worst place that you can also lose their attention. You know, if you don't get the children's attention in the beginning, you cannot teach them anything. Be careful not to give away the secret of your story right in the beginning. For example, like I mentioned in the previous class, don't ever say today we are going to hear about a man called Jonah who was swallowed by a big fish. Okay. Now you've completed telling the story in 17 words, and you started telling the whole narrative, but most of the children know Jonah's story. So they say, oh, we know Jonah's story. It's so boring. And they'll not be interested in learning. So don't give away who the main characters are, who the narrative is about. Just keep them guessing and, you know, keep them so that they can keep listening to what you are saying. Okay. And also avoid introductions like, okay, now sit up, fold up your hands, fold your arms. You know, I'm going to tell you a story. Sorry. I'm sure you've heard the story before, or you can say today I'm going to tell you a story about King Ahab and how he wanted to get neighborhoods vineyard. And, you know, you will have a problem if, you know, if you say, you know, I'm sure you've heard the story before. So the children will say, okay, mom, which story? Then you say David and Goliath or Zacchus. I know that story, ma'am, can we play? Can we, you know, can you tell us some other story? So best not to give away all the details. Also don't give away the entire story today. I'm going to tell you about King Ahab who wanted neighborhoods vineyard. And so the children will say, I'm not interested in any King story. It's so boring. You know, what is a vineyard? I'm not interested. So there's four main ways of beginning a story. But if you, you know, kind of discover more effective ways of beginning a story, don't hesitate to use it. We'll basically be looking at first Kings chapter 21 about King Ahab wanting neighborhoods vineyard, okay? So you can begin your story in one of these ways. The first one is the direct approach. You can start with the action of the story. So you can think of several sentences which will capture the attention of the children. So you can start the story by somewhere in the middle of the narrative that is there, that's there in the Bible. You can say, you know, this was just a vineyard. Children, you know, what's the meaning of a vineyard? So you can explain to them what a vineyard is. And you can say, you know, there was a king who wanted this vineyard, okay? And why did he want this vineyard? Didn't it belong to him? Now he's a king, you know, he owns the entire land. But this vineyard was right beside his summer palace. Summer palace is, you know, you can explain what the summer palace is. And then you can say the king thought about it and thought about it. But you see he had a big problem that the children be wondering, what's the problem? You know, kings own everything, they have everything. And then you can say, you know, the vineyard did not belong to him, okay? So then that should be wondering who did it belong to? Did the king really get the vineyard? Did this person give the vineyard? What did he do to get the vineyard? So, you know, it's a direct approach where you start, you know, narrating from an interesting part in the story. And if you're telling a story which the children are very familiar with, you don't want to give away the main characters, who's the king, who's vineyard, and all of those things. And then if you tell them in the beginning of the story, then they will say, oh, we know the story, ma'am, you know, he did this, he did that, and they'll start talking with their friends and you will have a difficulty in handling them, okay? So the second way we can start a story is a question approach. You can ask a question related to the narrative. In this case, one of the questions you can raise is, you know, the question should be basically something that the children will identify with, something that concerns them, something that will catch their attention, something that will connect them to the topic. So even if you're preaching, you can use one of these approaches as well, okay? So you can say, is there something that you really like, that you really want? Now, all of us really like something, we really want something, and I'm sure children will really, you know, have so many things to share, what they really like, they really want. So, you know, you'll have to control them because they'll have so many things to say. Then you can say, you know, in today's story, there is a king, you know, he was a king, so he had everything, but there is something that he really wanted. Do you know what he really wanted? And so the kids will really be exciting because you've connected it to what their felt needs is what they are interested in. They also want something, they're trying to get it, and they also want to know what the king really wants and did he really get it? The third way is you can, you know, start with an exciting part of the story, like a flashback approach. You can begin with the outstanding part of the narrative and then go back to, you know, begin and tell them the entire story. So you can start this with an exciting part of the story. You can say, you know, this person had lots and lots of money. He had, you know, living a big house. He had a lot of servants, lovely food. He had the best house in the land. And who is this person you think who has a lot of servants, lives in the biggest house, has the best, lot of money, lot of riches. You know, yes, he was a king. So, you know, you expect kings to be happy because they have everything. They don't have to do anything. You know, they have the best food. They enjoy everything. They don't have to eat the same kind of food the whole week. You know, but you'll expect this king to be really happy. But our king into this story was not happy. He was very, very sad. He was in his bed sulking. He was not eating. His servants were very sad and upset. They too was sulking. They too was sad because the king is happy. Everyone should be happy when the king is sad. Everyone is sad. So what went wrong? Why is he sulking? Why is he sleeping on his bed? Why is he not talking to anybody? Why is he so angry? Why is he not eating? I'll tell you what happened. And then you can start narrating the whole story. Okay. You can also begin a story by an illustration. Now, if you want to use an illustration, you need to make sure the illustration is very short and sweet because you have a story to tell. You have a lesson to complete. You have application conclusion and all of those things. So keep the illustration very, very short. So for an illustration you can use, it depends on the age group. Now, suppose you're teaching two-year-old or three-year-old. If it's most of them are boys or girls, you can also mix it up. You can say Joe and Sam went out to play and Sam got a new bat. It was the latest expensive bat or a new PlayStation, whatever, and Joe was so excited. He kept looking at it and kept looking at it and holding it and looking at it and playing with it. And he taught 100 times to himself. I wish I could have that or if you're mentioning girls, you can just say the two girls, they're good friends. They were neighbors. One was Simran, one was Kiran. You can just say Kiran. And they were both playing and Kiran had a new doll and it was the latest Barbie doll or the latest doll that had come out in the market. Her parents bought it for her and Simran just played with it all the time, held on to it. But when she had to go back home, she had to give back the doll to Kiran. She was very sad. And when she walked home and all the time she was playing with the doll, she just thought, I wish I could have this doll or I wish I could have one just like this. And so how many of you really wish you had something that somebody else had? See, you're connecting with the children or if it's older children, you can connect it with something that really gets their attention. And then you can say, in today's story or today's, there was a king who had everything but there's something that he wanted so badly that belonged to somebody else. And then you can start narrating the whole story. So this is the different ways that you can begin a story, a direct approach, a question, exciting part of the story in an illustration or you can even use an object lesson. I've already spoken about object lesson. You can use the objects and you can connect the object to the story and to the learning, okay? Now, it's important that when you're narrating the story, sometimes we can be so familiar with the story, we don't want to read it from the Bible, but then we miss out the whole line of thought. We missed out on some point and then we go back and say, okay, missed out on this children. Before, if you're talking about David's story, before David went to meet Goliath, if you know why David came to the battlefield when he was just a shepherd boy, now it's easier for us as older people to connect but it's very difficult for children. So that is why when you're writing the lesson plan, you have to write the progression of events. So in our lesson today about Ahab, we have to talk about how Ahab, Ahab, Ahab, Corbettes, Nabots, Vineyard, then Ahab asks Nabot for it. Nabot defuses sale or exchange. Then we see that Ahab sulks. Then Jezebel comes and intervenes and then Jezebel writes letters, Nabot is killed and Ahab goes and takes the vineyard. Then he meets Elijah and you know, Elijah tells him what he has done and how he's sinned against God and what is the punishment, okay? So here we see that the progression of events is clearly listed out. So when you just keep looking at the points, you know what to say next. You don't miss out anything. So you don't have to go back and forth and confuse the children. There's clarity and there's a clean flow or neat flow of the story that is happening, okay? So once you finish with the beginning, once you finish with the progression of events, the next thing is a climax and after that comes the conclusion. Now is climax and conclusion the same thing? Is climax and conclusion the same thing? Yes, no, can I have some answers? Well, climax and confusion is not the same thing. I hope all of you are in class and you are following what I'm saying, okay? Climax and conclusion is not the same thing. Climax is basically the high point of the story. It's basically leading all the events that you have narrated so far. It's leading to the climax. So the other events, what has it led up to? So that is the climax. It's where the hero wins or it's where the problem is solved or where the mystery ends. So the climax of the story in Neighbor's Vineyard could be that Elijah's warning from the Lord, what God has warned Elijah, what God is warning King Ahab and what is he speaking through the prophet Elijah. So, and what is the consequences of his sin that Elijah goes and tells him what God has told him or revealed to him. And here it is, the climax here is, Neighbor is going to, because Neighbor was killed and Ahab killed Neighbor. So God pronounces this judgment on him or this punishment on him through the prophet Elijah that King Ahab is also going to die, okay? So that is the climax of the story. Now, in some stories, we'll have several climaxes. So it's important that you bring the one that is closest to the truth that you're teaching. Remember, it said learning objectives in the learning objectives, you'll have one main truth, one main truth that runs throughout the lesson. So you choose the climax that best fits your learning objective or what is the main truth. So, some stories might be very long. You'll have to break it for two classes. So then you can find one climax that fits for class one and the second climax for lesson two in the same narrative. So it's basically in this narrative about King Ahab is that he killed Neighbor. He got Neighbor killed or he had Neighbor killed and so God pronounces the judgment that he too will die. Now, the conclusion is, did Neighbor die? What happened to Neighbor? Did what God, the judgment that God pronounced on him, did it come to pass? So that is the conclusion. So the conclusion comes immediately after the climax. So it's important that you conclude the story and tell them what actually happened. Yes, Neighbor was killed, King Ahab got the vineyard, but did it happen just like God said or spoke through the prophet Elijah? So the conclusion in King Ahab's story is that what happened to Neighbor, sorry, what happened to Ahab and the queen, wicked queen, Jezebel. So we see that, so we need to tell the children that Ahab went to fight in a battle and he disguised himself, he disguised himself and he did not look like a king so that he could save himself from the enemy and the enemy will not know that he was the king, but he was struck by an arrow and he died, okay? And we see that Queen Jezebel was thrown down by the enemies from a high window and so what God had spoken through the prophet Elijah and the punishments that came upon Ahab and Jezebel, we see it happening. So just like they killed Neighbor, King Ahab and Jezebel were also dead, okay? So what's the use of Neighbor's vineyard to both of them? No, because they're not living. So you can narrate the story as greed, greed destroys our life. It will not help us to enjoy what we have or you can talk about the consequences of sin, how sin destroys our life and that we cannot enjoy what we want to in our sinful, lustful desires or passions, okay? So that is the conclusion of the story. Now, once the conclusion of the story has happened, you can bring about the application. Now, this is a part where we lack as children's church ministers and as Sunday school teachers because we very beautifully narrate the whole story. We teach them, we use different pictures and exciting things for the children to learn and make their experience a wonderful learning experience but we don't get to the application and that is where when children grow up, we see that they have failed to apply what they have learned at a very early age. So it's important to get them to apply the truth that they have learned daily in their life. So what is the application? The application should always be along with the main truth of your lesson. Now, the main truth of this lesson might be greed, it can be about consequences of sin, it can be about when we desire things when we desire things that are somebody else and it's not ours and we want to enjoy it how we will not be able to and God sees our sin. You know, King Ahab and Jezebel, Queen Jezebel thought that their king and queen, no one can do anything to them but how God sees our sin. And when he sees our sin, there is punishment because for every sin, there is consequences. We face the consequences for our sin. So if it's on those lines, you can talk about the application. So what can be the application? You can say, children, what is the areas that you are greedy about? Or you always want more and more. When you see it with somebody else, somebody else having it, you want it constantly, you know, wanting more and more of the same thing. So it can be different for different children. So you can get them to write down what their greed is. Then you can lead them in a prayer, you know, of getting them to, of God helping them to overcome their greed or maybe it's sin or whatever your main learning objective, you can get them. But don't keep the application very general. For example, children, you should not be greedy. So you know what happens when we get greedy. You see how greed destroys our life. So let's pray and ask Jesus to help us not to be greedy. Now that's a good, one part of the application. But the other thing is ask them which areas they are, you know, facing greed or problem of greed or they want more and more. Or, you know, I have them identified that they have greed in their life or they're struggling with greed or help them identify that, you know, the areas where, you know, they are sinning against God or maybe, you know, it can also be that, you know, you have been cheating in class and you think nobody has caught you. And so you continue cheating, but remember that God is giving you a chance that just like Ahab was caught and, you know, God pronounces a judgment, you will be caught one day, you will receive the punishment for your sin. So it's good now at this time to just confess your sin and ask God to forgive you. So they can write down the areas where they are sinning, you know, ask God and lead them in a prayer of, you know, confessing their sin and asking God to forgive them and helping them to live right. And also get them to practice in the week, you know, whichever areas that they are, you know, they feel that greed has overtaken or areas where they're sinning or they have been living in sin, you know, ask them to pray and ask God to help them to overcome that this week, this week not to do it, whether it's back counseling their parents, disobeying, talking bad words or fighting with their friends, whatever, you know, ask God to help. And if they have done it, you know, they can quickly ask God for forgiveness and ask God to give them the strength not to do it again, okay? So that is an effective way of application where the children are learning to apply. So when, once they move to adult church, you know, when they're listening to the sermons, they immediately, you know, they are going to, you know, learn to apply it in their own personal lives, okay? So that is the application. And after the application is you can teach them the memory verse and then close with prayer. Now there are different creative ways of teaching children, memory verses, you can look online, you will find a lot of attention getters or check lessons and different ways of teaching memory verse. So you can teach them the memory verse, they maybe write it on the board and then ask them to read it. And the second time when they read it, you know, delete one word. The third time they read it, delete another word. So, you know, basically they keep repeating and when the board is clear, you would notice that they would have just learned the memory verse or you can teach them the memory verse and have a small football and, you know, just throw it to one child and whoever the child catches the ball, they have to say the memory verse and the child can throw it to somebody else. So they are learning, playing as well as learning the memory verse, okay? Or you can teach them memory verse with actions. For example, you know, love, you can say, you know, love, you can put a heart, love the Lord, your God, with all your heart, with all your soul, with all your mind, with all your strength and love your neighbor, they can just put their hand on the neighbor, you know, as yourself. So even when you're doing actions, they can learn. So when you want to know if they have really learned it, you keep doing the action and they just repeat it. So you just keep doing the action and, you know, the Lord, love, heart, whatever, they keep doing the, you keep doing the action and they're repeating the verse. So the different ways that, you know, children can learn memory verse in a very creative, exciting way. It's all available online. You can get them to, you can just have a look at it and choose different ways that you can, you know, get children to learn the memory verse, okay? And of course, end your lesson with prayer, okay? Lead them in a prayer. Maybe one, children want, you want to give them an altar call, lead them in a salvation prayer. You can do this as well. So, you know, lead them in a time of prayer. This is basically about how to write a lesson plan, how to narrate a narrative or story in the Bible and how to teach a class a lesson on a basic topic, okay? So that's all about children's ministry. I hope the classes were helpful and beneficial for each one of you. I know some of you who are thinking of being pastors and evangelists, you really might have felt it a little childish, but I'm sure you can use some of these in your, when you're preaching and teaching, especially object lessons, they're good tools to get people to learn and also to remember concepts and simplify concepts, okay? So we will have two tests or assessments. When would you like to have the two assessments? Can you give me a date, please? Can we have one on March 14th and the other one on April 4th? Is that okay? Yes, final assessment. Two assessments, one on March 14th, which is Monday and the other one on April 4th. Is that okay? Yes, no? No. Okay. March 14th and April 4th. Just fine, right? Anyone has any questions you'd like to ask? Any doubts? Any questions, any doubts? Okay, if there's no questions, no doubts. We'll just end class here. Okay, thank you all for joining the children's ministry class and from next week onwards, Pastor Vosin will take your class. He will not be taking class tomorrow. Is that fine? Okay, ma'am, thank you. Okay, thank you, everyone. Thank you, ma'am. For those of you who like to or already in children's ministry, I hope this has helped and benefited you. If you want any more inputs, please feel free to ask and reach out. And I hope this will equip you better to minister to children in a more effective and in a more powerful way. Okay, God bless all of you and your ministries and what you're doing. May the favor of God just rest upon each one of you. Thank you all for joining class. Thank you.