 Okay. Welcome back after the break. Just before we went for our break, we were looking at the developmental needs of children ages five and six, that is children who are in upper KG and grade one. And we had a question, you know, if you prepare for, you know, your class and something goes wrong, you know, children are not able to enjoy what you're telling them. Or, you know, a game or an activity or a craft work or, you know, teaching them something. So what do you do? I think what we need to really do for children in these age groups is we need to understand their developmental needs. So we need to be aware of the children that you are teaching, what are their specific needs, their developmental needs, which will help you to prepare effectively for your class. Okay. So that is one thing. The second thing we need to also do is we need to pray and ask the Holy Spirit. I think it's very important to pray and ask the Holy Spirit to guide you on what activities, object lessons, how best to engage the children in the class, how best to use your type, and what are the narratives to use in the points, topics that you have chosen. Okay. But sometimes, yes, things can go wrong in the sense that maybe the craft was too elaborate and the kids were not able to do it. They're not able to finish the game that you had planned in, work out, you know, or they were not able to learn a specific song that you were teaching them. It doesn't matter. What you can do is you can quickly move on to the next activity that you have planned for them. Okay. For example, the craft in work out, it was too elaborate, things were not working, kids were not able to do it. You can say, okay, children, you know, we'll end our craft time now. I have something exciting for you and then maybe you can get them to play a game or you can give them a coloring sheet or to color or you can get them to sing some action songs or teach them a new song with an action that retrates the narrative that you thought. So you need to have alternate things planned up in your mind so that if one fails, you move on to the other. But that is why it's important. But most often it won't because you have kept in mind what are the developmental needs, how to cater to them spiritually, mentally, emotionally, physically, how to best enhance the time that you have because you have studied this age group. You know what their needs are, the curriculum you have built, you have the story. But the failure can be in our part and how we narrated the story, we haven't spent time, we didn't go through it in our minds. And all of those things is all a learning experience which we can do better the next time. Did that help, Divya? Yes, yes, ma'am. Yes, Shirley. And yeah, I had like a follow-up. One is like many times what I have encountered is we tried to control the outcome because we have got to keep the session in a way that helps the kids as well as is beneficial for everyone who participates in the session. So it can bring a pressure on the teacher, on whoever is teaching. So yeah, how best you can not be over trying to control the situation. How best is that we'll be able to do it in a graceful manner, especially for kids who may not be able to understand where you're coming from or what you're coming at. So what would be a graceful way to help out the kids as well as, you know, maybe other people are helping you out in the class as well? Okay, thank you for your question, Divya. That's why for every lesson plan, we will, I'll be doing that in one of our sessions on how to, it's part of the course on how to write a lesson plan. And we look at the various ingredients or the points that we need to keep in mind by writing a lesson plan. So when you write a lesson plan, you have to have lesson objectives, which will be two or three objectives. Max for these children, this age group will just be one, maximum two, and everything is centered around the main truth or the lesson objective that you are teaching. So even if your game time or your activity time or your story time didn't go well, what is your main objective? The lesson objective for that day is that, you know, children should learn that God loves them. Now if you've got this truth ingrained in their mind in some way through the course of that, the session that you took, then that is what you could have done best. But sometimes we can have great games, great activities, great craft, and all the kids enjoyed, narrated the story well. But, you know, ask the children what they learned, they just show you their craft or their coloring sheet or, you know, they said, okay, we learned about blind men, Bartimae, so we learned about Zacchus. That is not reaching our objective. Your objective should be that at the end of the class, I should say, you know, what did you learn today is Jesus loves me very, very much. So that is what you need to look at as your objective and what you need to get at your goal. If you've reached that as your goal, then, you know, that's the greatest thing that you've done. And when you're having this lesson plan written out with the learning objectives, it's the core teachers who are along with you also know the lesson objectives and all are in sync. And all are working towards this lesson objective being, you know, reached at the end of the session. So whether it is for any age group, it's important when you write a lesson, you're teaching and taking a session, you have to have lesson objectives. What am I trying to, what is the end result? The end of this children should not have just learned some action songs or had a good time or, you know, enjoyed the game or the craft. But the end of the day, they should be able to tell you that Jesus loves me. Or, you know, God is good. Or God created everything perfect. See, that is a lesson objective, which you need to, and if you get that, and if you've reached that, then, you know, a great job you've done. Thank you. Thank you. That really helps. Thank you, Divya. Yes, Shafina. Yeah. I just want to say one of the challenges that I had in Children's Touch when I taught the beginners the very step in times. When a child gets angry on the other child, how do you actually handle it? Like, when they say something that's wrong, even though we tell them, they should not be doing it. I don't think we can call them personally and speak or, I don't know how to handle those kind of situations. I just try to calm down the things, but sometimes I see things repeat, like, until they know what they're doing is right or wrong. So, how do you handle it when something like this happens? Yeah, so what you can basically do, Shafina, is get them both, because two children are involved, ask what each of them did, and then, you know, clarify it with each of them. So, maybe you can say, hey, actually what he or she was telling you or doing, he didn't mean to hurt you or for you to get hurt or, you know, for you to fall down or to push you. There was just between the action song and accidentally your hand hit. So, next time what you should do is when you're doing action songs, we'll make sure that all children are double arm distance. Okay, children, so everyone double arm distance now and let's do the action so that we don't hurt anyone. So, then the child is learning that, hey, it got hurt accidentally. So, is it okay now? Is it okay? It's just an accident. But the child says, no, the child, you know, came and pinched me. So, you can ask the child, why did you pinch him or her, you know, and the child has just been naughty and, you know, you know, being playful. And so, you can ask them, is this, you know, Jesus is here, he saw you pinching and would he be happy with what you did? You know, devil is very happy that you did it, you know, Jesus is not. So, do you think you should be doing this? Then the child will say no. So, why don't you say sorry and the child will say sorry. The child doesn't say sorry. Also, you need to learn to teach the child to say sorry and wait for the child to say sorry. And then ask the child, will you forgive him? And now he said sorry. Yes, good friends now. Shake hands, give each other a hug or whatever, and then you continue the singing. So, even when you're doing some kind of disciplining or teaching them, it's okay to do it in front of everyone. Because they are in an age where they don't feel very self-conscious and, you know, it's hurting my ego or, you know, I'm being disciplined in front of everyone. You can't do this for older age groups, children in grade six and above. They get really, you know, angry and they won't come back to children's church. So, for this children, it's okay because you're teaching them self-help skills. You're teaching them how to be empathetic, sympathetic, put others in their place, understand others and help each other. So, it's okay for this. Good questions. Anyone else has any questions? And I also have one more, like any suggestions you have for the games and every time when I go to the children's church, this game becomes a big task for me to just sit and think what game I should play. And children's, nowadays, I think they want something new even. They don't want the things they know already. So, you have any websites or anything that you follow through, look after for the games or perhaps that is such a system. I think the lesson plans that are written already has games and activities and object lessons. I think we need to follow that and keep at that. You know, sometimes children can dictate terms to us. And when we keep doing what they're asking us to do, they think that they can rule and take over. But what we need to do is you need to stick to the lesson plan that is given to you. So, you can say, hey, you know, today we won't be playing a game, but I have something interesting for you. So, you know, they need to know that children's church is not all about just games. It's also about other things. So, you know, so you can say, they'll say, ma'am, today we didn't have any games. They said, maybe next week we'll have game time. So, if you play games every time, it's going to be boring. So, let's do something different. So, you can get them to enact this. Some old skates have role plays, object lessons, you know, activities. So, different things you can do. But if you're going to keep always games for them, then they will think children's church is all just about games. And that will be kind of a mindset which they can pressurize other teachers to do. And like you said, we'll run out of games. But if you go up to the website, if you, you know, there are a lot of websites that has a lot of creative games and activities for various topics. So, again, if you are having games, whatever activity you're doing for that day, it should be centered around the main truth of the learning objective and the topic. Or when you go out, yeah, if you just type out, you know, games or activities for love, to teach children about forgiveness or faith or obedience, you'll have many websites and you can find a creative game. And you can also make changes in that games to tailor it to your, to our Indian setting and other stuff, yes. Okay, any other questions, any thoughts, anything you'd like to share? Okay, if not, we will move on to developmental needs of children ages 7 to 9. This is basically children in grades, moving on from grade one, they're moving to grade two, right up to grade four. Okay, so these children, they live in the present, you know, everything is centered around the present, what they're doing. They learn best from creative activities. So for this age group, you have to be very, very creative, you know, even when you're narrating a story doing various things, you need to be very creative. They love to learn, explore and investigate, which means they love to examine things, study, consider. So, you know, there are a lot of websites which have science object lessons, which can help us to creatively teach about various concepts and very interesting, you know, object lessons are very nice. I will talk about object lessons when I do lesson plans. So you can, you know, because they love to love by learning and exploring, so you'll have to give them object lessons, various games, puzzles, not just for fun, but to get them to think, okay, what did we learn from this game? What did we learn from this puzzle? What did we learn from this attention-getter, you know, or from this case scenario, or through the small skit that we enacted, what did we learn? So they love to, they learn well by exploring, investigating, examining and considering. Okay, they also think concretely, which means concrete thinking is the reasoning that is based on what you can see, hear, feel and experience in the here and now. So that is why we said that they live in the present and they learn best by exploring and investigating. So they think concretely and they think concretely by using their five senses, learning through experience, okay? So concrete thinking is also called as literal thinking because it's a reasoning that focuses on physical objects, immediate experiences and exact interpretations. So they will also learn well by case scenarios and it gives case scenarios. Case scenarios of children in the same age level and the same needs, the felt needs, the challenges that they go through, so you can bring out the learning better through that. Okay, they're also growing rapidly in their language skills so you can slowly upscale your, you know, language with them, not keep it too simple. Yeah, you need to keep it a little more simple because there's only second and to grade four. But, you know, be careful when you're talking about Christian jargons like righteousness and sanctification, then we're justified by faith and, you know, and all of those things, they will not just be able to understand. But since they're learning language rapidly, they can understand a little more better. They're also able to read with a lot more ease and they read to get more information so you can get them to look up things in the Bible, at least turn to the passage, you know, they're able to copy passages from the Bible or textbook so you can get them to write down the memory verse. You know, also write in one or two lines, the passage that they read and what they understood. So if you're giving them passages in the week based on the topic that you taught them on Sunday, you can get them to write down in one or two lines what they understood from what they read. They're also able to answer questions with short answers or sentences. They're also able to, you know, play word games and they're also able to give oral reports. So for example, if you ask them, hey, how did you practice what you learned the previous week? They're able to give you a report orally because their language speaking skills have improved considerably. They are able now at this age to differentiate between fact and fantasy. You know, in the previous two age groups we saw they're very imaginative, full of, you know, the imaginary world and fantasy world pretend play. But here they're able to sort out fact from fantasy and this age group, they believe everything you tell them. Okay, so some good age to basically tell them about sin, salvation, forgiveness. You know, God can heal and how they can go and heal and how they can go and teach and, you know, share the gospel of Jesus with others. So they believe everything you tell them and they speak literally because they understand literally. So if you tell them, hey, when you go and share Jesus with your friends, you can tell them this, this, this, this, they'll just go exactly and tell them what you have told them in class. Okay, the way they think are subject to their emotions and to their self esteem. Okay, so if they're worried or unhappy, you know, they will not concentrate or they will not think properly. And they generally, they don't have a strain to overcome this until, you know, their worries are sorted out, until you deal with them, until you help them. So you can say, hey, I'm noticing Jonah that you are looking very sad, you're very upset, is there anything wrong? You know, Johnny, what happened? You're looking very sad today. You know, and Johnny can tell you that, you know, on the way to church, the mom shouted at him or he woke up late, their dad gave him a shouting or, you know, he's, he doesn't want to go to school tomorrow because he has a test and he's scared, you know. So you can help them. They won't concentrate in your class unless their problem is dealt with. So maybe you need to deal with it and maybe you can tell them and encourage them and, you know, play with them and, you know, get this sorted out so that they can concentrate in their class. Now, if their self esteem is very low, they may be reluctant to, you know, try new tasks. So maybe sometimes, you know, you can look at children when you're giving them some activity or some game to play. You don't want to do it, which means you can sense that, you know, they might be unwell or they might be sad and disappointed. Like I said, something would have happened, but it can also be a reason of self esteem and self esteem is very low. So they don't want to try new tasks and it's a good age for you to invest and mentor them to build a healthy self esteem, self image, self value about themselves. Okay. Physically, they're growing slowly, but sporadically. They have burst of energy, but they have trouble sitting still. Okay. So even when you're teaching them, narrating the story, you will have to use them up in front. So, you know, you'll have to get them up in front and say, and I suppose you're talking about Zachary's story. Okay. Who's the tallest person? Who's the shortest person? And, you know, why do you, you know, being short, do you like being short? You can ask the short, you know, child. So you can do that. Maybe, you know, you can say, you know, when Lazarus, Jesus raised up Lazarus from their grave, you can send out one child and beforehand you can tell the child to wrap himself up in a white shawl, a white tupata, and then, you know, you can send them out of the class. And then you say, when Jesus said, Lazarus, come out, you can open the door and then Lazarus comes with, you know, the child comes with all the, you know, the shawl wrapped in white shawl or white sheets wrapped around him and everybody's so excited. Or you can have some child and, you know, when you're narrating the story, act like a blind part of you know, just going and bumping into the wall or to the chair or so they like to do things, you know, they have trouble sitting still. So maybe even in narrating the story, you know, you can use various activities. For example, you're talking about the plagues that God said to Israel. Now it's going to be very boring. Even if you show them the pictures and all, each plague, you know, 10 of them, they're going to be so, it's going to be so boring for them. So you say, every time you tell them that, you know, God removed the plague, but Pharaoh was hard hearted, you know, he was hard hearted. So you can say, when I say hard hearted, you have to do, he was hard hearted and he refused to let the people go. So they are listening to you and, you know, they're waiting for the moment when they can do that action. Okay. So, you know, so God removed all the frogs from Egypt, but when Pharaoh heard that all the frogs had gone, Pharaoh was hard hearted. So they'd all be ready to do this and he refused to let the people go. So, you know, for example, if you're narrating the, you'll have to think very creatively for all of these, you know, ask God for creativity, the Holy Spirit. When you're narrating about the storm, you can say one group is, one child is going to make the wind blow, the wind is blowing and the rain and the disciples are shouting so you can have children shouting and screaming, hey, you know, pull out the water quick, hey, I'm falling and all of those things. So when you can say, when the boat was moving, when I say the boat was moving, all of you should move like this and like this and like this. So, you know, you get them to do various things where, because they have trouble sitting still, you know, you need to get them to be very engaging in your story time with them. Even if they have super energy, you know, have burst of energy, they can get tired very easily. These children also love to help, so get a lot of help when you're going to do activities, object lessons, get them to enact, you know, be an example and all of those things, they just love to do it. And even when they love to help, you know, it just boosts their self-confidence, okay, and gives every chance, give every child in the class to help. There might be some children who don't like to do it, there are some people who jump up, some may not, but give every child a chance to help and, you know, provide classroom jobs for all the kids and they can take turns accomplishing it and it can just boost their self-confidence, their self-image and their self-esteem. The next one is spiritually, they enjoy learning at church, they enjoy coming to children's church, they're open about learning about God, they pray easily if encouraged, so it's a good age group to teach them to pray and encourage them to pray and appreciate them for praying. If they don't know how to pray, what they usually do, what do you do when a child, you ask a child to come up in front and pray and, you know, all of the children are saying, no, we don't want to pray, we don't want to pray, so what will you do at that time? How will you encourage them to pray? Any thoughts? What can you do to help children in this age group to pray? Yes, Rebecca? I think I can go for a win-win strategy. Where I buy, like for my girls, I have some girls at home, when they are like not wanting to do anything, I'm not going specifically for prayer, I would pick one of their things that they like most, and I would tell them that if they help me do what I would, I want them to do, then I would also allow them to do the other thing that they love to do. Okay, so basically a reward kind of a system where, hey, if you do this and you help me, you get this reward, yeah, that works best. What else? Thank you, Rebecca. Yes, Divya? Yeah, one thing that I could think of is like just imagine if Jesus is present in the room, how would you talk to him regarding this need? Something that I don't know whether it would motivate them to pray, but yeah, yeah, that's what I could think of. Okay, thank you. Yes, go ahead, Divya. Sorry, ma'am, that was famous. What I would... There is also a stick and carrot strategy. Okay. Stick and carrot would mean that the reverse is true also in what we say, like in case they... I tell them that we must do this and I say that they are not willing to do it, and then I can say, you know what, you like to visit your grandmother, now this Christmas you're spending the whole night with... you spend the entire festival with me, since you wouldn't like to do that, so never do it again until... and also you want to go there. Okay. Thank you, Lubega. So in the context of prayer, what I usually do is when children don't want to come up in front, I'll say, hey, come up. I'll ask one child to come up and I'll say, I'll help you pray. So what I do is I stand behind them and in there here I whisper a short phrase and they say it and the next... I say the next phrase and they say it and then I... third phrase and I say it. So that way, you know, it's just them learning and also encouraging them and saying, okay, now just like I helped you to pray next time when you come up in front, when you don't know what to pray for, you know, you have somebody who's unseen, that is the Holy Spirit and you know, Holy Spirit, just like I kept telling you sentences and lines and words, the Holy Spirit will do that. So you're also teaching them about the Holy Spirit, how the Holy Spirit can help them. So even when I am not around them and they're elsewhere, you know, they don't have to be afraid because they can go up and they can pray and they can ask the Holy Spirit to put words in their mouth, okay? So that is what I used to do, okay? Okay, we'll move on. So they pray easily, they're encouraged and like I said, they accept everything what you tell them, okay? They also at this age, you know, memorize a lot of sections of scripture, a lot of scripture passages so you can get them to learn Psalm 23, the Lord's Prayer, memorize the books of the Bible, the names of the disciples, the fruit of the Spirit and you know, all of those things you can get them to memorize. They can also learn to pray together and individually. They also begin to understand the historical view of the Bible. What are the spiritual messages they need to hear, salvation? Sin, salvation, forgiveness, what Jesus did for them. You can lead them into accepting Jesus as their savior, you know. Also that God loves everyone and God loves everyone. They also know and they also meet, that means they're friends so they can share the love of Jesus with others, you know. And God knows all about them, all the challenges, the difficulties that they're going through and God loves them just the way they are. God has a wonderful plan for their lives. You know, they can trust God because God will never leave them nor forsake them. God is all-powerful. You can talk about the nature of God, you know, that he's all-powerful, all-knowing, always present, omnipotent, omnipresent and omniscient. And even if they do some naughty things, even if they do some wrong things, some bad things, you know, there is nothing that can cause them to lose God's love for them. So ingrain this whole concept of God's love in their minds very, very strongly, a good age to do that. And Jesus is the only way, okay. And we are saved by grace and not by works. This is something that you can begin teaching them. And you can also talk about evangelism, that they can go and tell others what God has done for them. Because as I said, this age group, they literally do whatever you tell them. They take you word by word. You ask them to do something, they would just literally do exactly that, okay. Emotionally, they find it difficult to express their emotions. So you just need to help them out, help them understand, help them to be vocal, use vocabulary to explain what they are going through and understand what they are going through, okay. Socially, they love to have best friends, but they change their friends often because, you know, they have a lot of fights, misunderstandings and all of that. They mimic their adults in their life. So it's good, you know, at this age to be a good role model to each one of them. Like when we, I think last class, I remember, I think it was success and Abu Bakr who was talking about, you know, how children are influenced by their parents and all that, they're teaching them and all that's happening at home. But here, you know, these children ages, you know, in grades two to four, they mimic their adults and everything that they do. So, you know, you can set life standards. You can set, you know, how to live their lives, how to, you know, order their lives in a way that is honoring and pleasing and worthy in God's sight and it's an excellent age to mentor them and mold them in that way, okay. And, you know, they mimic you, they follow what you say, they do exactly what you say because they are very loyal to teachers. They are also developing a sense of right and wrong. So, you know, you can teach them more about it, help them to do the things that are right. You know, ask them to pray about it and ask God to give them the strength to do it. Enjoy working in groups. At the same time, you know, don't have a lot of competitions because children in this age, you know, they don't take to losing games or activities very well. Okay, they can get very, very disappointed. It can lower their self-image, self-esteem. You can have a child who throws up tantrums, very moody, will not cooperate with you for the rest of the class. So, don't have games that are competitive in nature. You know, let's see who does first and who does this and all of those things. You know, keep it very, very minimal, even if you're having competitions, but also good to not totally remove competitions because when you do that, you're not teaching them to be healthy when they take part in competitions. It's also important for them to learn that, you know, they lose, but they can also win and how, what they did to win, what they did to lose and how they can work better the next time. They will come to you with a lot of help. They need to, you know, sort out arguments and disagreements when they're playing games, doing activities, when they have a problem with their other friend. Okay, they may be a bit brash and bossy or timid and uncertain, but that is the way they are. You need to channelize things. You have to mold them. You have to build them up. So be very, very sensitive. Be firm at times, be loving at times as well, firm and loving at the same time, but don't be taken over by them being brash and bossy at times and also uncertain and timid. That's how they are, but you need to just help them to channelize things in the right way. Okay, children who are six years can be a bit bossy and demanding. Children who are seven, you know, they tend to worry and take life very, very seriously. Eight years old are very enthusiastic and outgoing. Children who are nine years old, they've kind of become independent and rather rebellious. Okay, just a bit about that. So how to teach these kids effectively? Children who are ages seven to nine, who are in grade two and four, how to teach them effectively? You know, each child is unique. Okay, each of them are different, each of them are unique. They have the strengths and weaknesses, help them provide activities for experimenting and exploring because they love to learn through experimenting and through doing activities, exploring things, you know, help them to make applications here and now because they live in the present. So when you're teaching them, you know, you need to help them. How are you going to apply what you have learned? Don't keep it for them to do next week, but this week itself, you need to help them to learn. Okay, plan something active for each class like I said, these children can't fit still. They are very engaging. So you have to have some activity for each class. Okay, they also can read and write. So use their reading writing skills. They're improved in their moving of their hands and their, you know, their fingers. So use, you can give them more craft activities to do. You don't have to do all the major craft activities like for the other two age groups, but here you can get them to cut and, you know, draw and stick and all of those things. Avoid working on details. Their craft activities may not be very, very detailed to the core, but it's okay because they are learning to differentiate between fantasy and fact. You can explain things to them. Also get them to pray and worship, which should become a natural part of you, of your sessions with them, their learning and, you know, be worthy of their respect then, because children in this age group, you know, are basically, you know, they love to mimic you, you know, they are just taking whatever you are telling them, you know, so it's very important that you are, you know, be worthy of their respect and admiration. The way you live, where you speak, the way you act, the way you do things should be worthy of their respect and admiration. Okay? Just a minute, please. Yeah. So what can you do for children in this age group? You know, listen to their lives, what they're going through, encourage them in realistic ways. It's important to give them individual time, so mentoring at this age is very, very important. So when you're mentoring, you can share your life because they just copy you, they just do what you're saying, they just, you know, say, hey, my teacher did this, I also should do this. You know, so good time to just, you know, just feed into their lives, just pour into their lives and also take time to build a relationship with every child because they love their teachers, they love their, you know, caretakers, they love the children's church teachers, they're just learning from you, copying you, so it's a good time to just pour into their lives in this age group, okay? And also time when they are just basically taking everything that you are saying, just receiving it and doing exactly so important, you can just feed into their lives and pour into their lives. Okay, any questions you'll have for this age group? Seven to nine. Anything you all want to say? Anything you all want to share? No questions? Yes, Divya? Yeah, I was thinking about the, especially with kids' church and it happens mostly once in a week, right? And if we, taking the case where we go to for church, it's like different teachers every week. So how, I think it would be a challenge for, you know, the teachers to build a relationship with the kids because it's unlike schools where the kids are going five days a week and they have the same teacher basically. So what are some ways in which the kids have a good relationship with the teacher, the Sunday school teachers and they're comfortable sharing, you know, the things that are happening with them? Yeah, thank you, Divya, for raising that up. I think it's a big challenge. But what I did when I took over Children's Church at APC was to ensure, you know, to have just two teachers teaching each class for that whole academic year. They would teach alternative Sundays and I think that is important so that, you know, we can do mentoring. But nowadays I think it's a challenge because not many people want to sign up for Children's Church and I know that, I know in the US, you know, they have a lot of, they have a huge volunteer group for Children's Church. I remember visiting my sister's church and they had around, when I met the Children's Church pastors, they had two Children's Church pastors and I asked him how many volunteers they are. He said around 170 and I was quite amazed, you know, at the level of commitment because you have so many services and, you know, and I can understand that, you know, people take turns and it's not every Sunday. That can be a challenge actually. But a good model to follow is at least have two teachers teaching the same class but also can be challenging in the other side is sometimes, you know, because there are multiple services, children, the parents can decide to come for the 8 o'clock service or they can plan to come for the 9.30 service or they can plan to come to the 11.30 service and that way if, you know, they're not in sync with the teachers come. So that can be another challenge but for us here we had only one service at APC Central so 10.30, so everyone had to come for that one service or they're not coming to church, they wouldn't land up. But now again it's becoming challenging for us because we have the 8.30 service as well. So what best we can do? Any ideas anyone can, what anyone has? What do you think we can do in such scenarios for this age group especially? Hello, any suggestions, any thoughts? No suggestions? I think what best can be done is the teacher who's teaching, you know, in that class, you know, taking that session can just share from their own life example what he or she did. You know, I'll just talk about their love for Jesus or how, you know, they love reading the Word of God or how, you know, they love singing or worshipping God or what they did when they were in their age with that challenge, you know and how God helped them. That will stick in a child's mind and life. So in the best given scenario of what can be done with all these limitations I think it's important to pour out our lives to pour out what God has done and how we encounter situations that children in that age group can go through and what can be best done. Sure, yeah, yes. Yeah, that really helps. That's correct, yeah. Okay, any other questions anyone else has? All of you there in class? Is this helpful or getting boring? Okay, thank you, Subushis and Zellatoli. Yes, Pastor, it's helpful. Thank you. Okay, any questions, any queries? Thank you. Rebecca, thank you Rosalind. Okay, thank you. We'll move on to, we just have four more minutes. We'll move on to children in ages 10 to 12. Okay, so these are basically children who are in grades 5 to 7. Okay, so what is the goal for this age? Accepting self. They're learning more about their strengths and gifts because they are actually in this age group you can call them as pre-teens, right? I think when we were in school and all pre-teens would have been like, you know, somewhere in 8th and 9th grade. But nowadays, I think 5th standard itself, 5th graders can also be called as pre-teens because the rapid pace in which they're growing, the information, the technology, the things that they're learning, so basically they're pre-teens and they're becoming very self-conscious, self-image, you know, they're learning more about their own strengths, their own gifts. They're learning to make friends and get along with others well in spite of the challenges they are facing and they're also learning techniques to resolve conflict and to handle their own emotions because pre-teens, you know, their emotions are on a roller coaster, they're not able to understand things because of the changes, hormonal changes that are happening. You know, nowadays we have children growing, reaching puberty as fast as, you know, they're in age, grade 6 and grade 7 as well. There's a lot of hormonal changes that are happening and because of that there's a lot of emotional roller coaster that they're going through, you know, turmoil that they're going through and because of that they get into a lot of conflicts so they're trying to find techniques to resolve conflicts and understand and handle their own emotions. They're also understanding that they're all different and they're learning to accept their difference just to love and accept themselves just the way they are. They are also proficient readers, they can read well, well, either silently or loudly. They read for self-enjoyment or relaxation so some of them read a lot of novels and storybooks and all of those things and of course they read the textbooks for the sake of information. They're also able to use information to write reports and papers and projects and write essay kind of questions and they're also able to, you know, answer questions and write them down in, you know, in bigger paragraphs. Okay. We'll stop here. We just have one more minute so we will look at this age group for more in length next week. So before we end class, anyone likes to share something? Anyone has any questions? I'll post these, the notes and, I mean, everything the notes is here in this PowerPoint presentation. I'll post it up on the, you know, stream page for all of you. Yes, Divya? Yeah, I just wanted to ask also regarding, you were telling earlier that in APC, like throughout the week, you would have like worksheets or something for the kids to do. Yeah, so would love to know more about it if the time is limited, it's fine, ma'am. Yeah, but like, how do you do that throughout the week and is it effective? How do you span it across the ages, age groups? Okay, yeah, we have it specifically tailored made for the lessons and the worksheets are based on the lesson that is taught and they have some puzzles and they have to write what they have learned and, you know, what they gathered from the lessons and also how they put it into practice and they have a reading plan which they have, you know, scripture reading based on the topic that was taught, the lesson that was taught to read throughout the week. So that is part of the worksheet. But before we started doing this worksheet the last year, you know, we had student workbook and all of our course content, the curriculum, the teacher's manual and the student workbook is on our website which anyone can access and use, yeah. Okay, thank you. Okay, thank you everyone for joining class. Have a blessed week and I'll see you next week. Thank you.