Monday, May 9, 2011

On-line Montessori Training - New Enrollment

Karen Tyler from Worldwide Montessori On-line is beginning enrollment for a new course in June!  I have been taking Karen's classes and have learned so much from her work.  The course covers everything from language to Zoology and is a treasure trove of ideas. Because it is all done on-line, you work at your own pace according to your own schedule.  In case you are wondering about costs, she has several different and extremely affordable payment options.  


If you are interested, please contact Karen at karen@amontessorimarketplace.com . 


I highly recommend this class to anyone who would like to learn more about Montessori in a systematic, professional way!




Sunday, May 8, 2011

Collaborative (Group) Art Projects

Collaborative art projects help children on many levels.  When children work together to make a piece of art, they sharpen skills in teamwork, communication and creativity.  The children have to verbalize their ideas, which does not always come naturally at their developmental stage.  Also, such projects often require them to practice conflict resolution and problem-solving. In other words, it's a pedagogical treasure chest.: ) 

During my first-ever Easter Club, the children worked on an Easter sculpture garden together as a response to the Godly Play stories they were hearing.  While the sculpture garden project was collaborative in one sense, the children were usually working individually on some object. Noticing that I was running around like a chicken with my head cut off trying to help each child and answer questions, one of the mothers who was helping me with the club gently suggested that I might try having several children work on one object together instead of each child doing his own individual thing. 

This idea intrigued me and I began to research how one might go about trying to do a collaborative project with groups of children for the next Easter Club.  And honestly, there wasn't much on the web to be found on the subject. I asked at least one well-known art teacher blogger, but she also had no experience in this area.  So, me being me, I decided to wing it.: )


When the time for Easter Club rolled around again, we divided our group of 12 children into four smaller groups.  Each group received a large canvas to paint together. After each story, I met with one of the groups and I would typically ask them what they liked best about the story and what was important to them. Next, I would present a medium or technique for them to use. (For example, collage or pastel resist work.)  Then, I would ask them for ideas about what to paint and have them discuss it together.

As a student of personality types, this process was fascinating for me to watch.  Each group usually had one child with strong ideas of what he/she wanted who acted as a leader for the other two.  One group worked slow and methodically, while the other three groups very quickly decided what to do and who would do it.  One of the groups drew sketches for their work, but the others did not. One group finished their work in one sitting while the other three needed more than one week to complete theirs.  I was also astounded at how much the children trusted one another's ideas. When there were conflicting opinions, the children worked them out after a brief exchange.

The group work also provided opportunities for problem-solving.  For example, while painting a lake with ducks on it, one child dripped red paint used for the flippers and bill, so that it looked like the birds were bleeding.  After brainstorming what could be done, we decided to paint over the red with brown paint making an island for the ducks in the middle of the lake.


Since this was my first time to help children with collaborative projects, I certainly didn't do everything right.  I think that I talked too much at times and was sometimes too directive in a desire to be helpful (and sometimes just plain old impatient) instead of fully trusting the process.  I looked towards the goal too much instead of treasuring the process, which is equally if not more important.

To see the children's finished projects, click here.

Some tips on collaborative group projects with children:

1. Trust the process. (Don't offer too much advice!)
2. Introduce a specific technique or medium (Limiting choices can enhance creativity!)
3. Ask good questions.
4. Give the children adequate time to discuss.

If you are looking for some ideas for collaborative projects, here are some that I have found:

  • Photo Mosaic from Squidalicious. (I would probably have the children attempt to draw the tiles rather than color them, but still a wonderful idea.)
  • Paper Quilts from Art & Creativity
  • Murals and Shared Journals from Lisa Magloff
  • Patchwork Puppet: I don't have  a link or picture, but the art teachers at our school, Anne and Caro, helped the children sew a giant 2 meter high patchwork puppet together made out of strips of fabric that the children cut themselves. 

I found the whole experience to be valuable for the kids and me, and I would definitely do a collaborative group project again!

If you have led any collaborative art projects with children, please be sure to leave a message about your experiences and a link!

Friday, May 6, 2011

Things that hinder holistic children's ministry


Doing children’s ministry in a holistic way is very important to me.  The Bible says that we are to love God with our heart, soul and mind.  But many times in children’s ministry we can fall into the trap of only focusing on one area and neglecting the others. I certainly have not “arrived” in the area of helping children to know God holistically, but I am committed to continue learning. 

Sometimes it is easier to start defining a thing by defining first what it is not.  I recently ran across this excellent article from Child Faith  called “Ten Rats in the Church”.  By “rats” the author means things that gnaw away at and get in the way of true spiritual development.  I would encourage you to read the entire article, but I am going to repost the points here:

  1.  “Following the rules” is more important than love and relationships.

  1. Teaching people they are spiritually incompetent and that only the “professionals” have something to give. (Having children pray for me for example have been some of my most powerful spiritual experiences.)

  1. Teaching or modelling that doing good things, and avoiding or hiding the bad, will make us more acceptable to God.

  1. Laughing or grinning at expressions of spiritual experience by young children.

  1. Trying to be like a really good school.

  1. Insisting there must be a major crisis salvation event.

  1. Maintaining a child-unfriendly environment. (Expecting kids to be little adults or using furniture that is too big.)

  1. Assuming kids are incomplete Christians. (Children are spiritual beings from birth on, even though their developmental level expresses it differently at each stage.)

  1. Religious activities such as excessive memorization that have little or nothing to do with spirituality or faith.

  1. Aquiescing to the culture rather than critically thinking through what should be accepted, adapted or rejected. (I would add to that the opposite:  rejecting the culture outright without considering its positive God-inspired aspects.)
In my own life, "following the rules" rather than focusing on love and grace had a negative impact on me, our family and ministry.  Reading Timothy Keller's "The Prodigal God" among other things helped me start on a new path. 

Have you found any of these things to 
have been hindrances in your spiritual development?  
What other hindrances might there be?

Thursday, May 5, 2011

Quote of the Day

"I have a great belief in the fact that 
whenever there is chaos, 
it creates wonderful thinking. 
I consider chaos a gift." 

- Septima Poinsette Clark
(American educator and civil rights activist)

Monday, May 2, 2011

The Joy of Easter

We arrived home to Berlin on Sunday after a refreshing visit to the USA.  Last night, my son and I moved the wooden figures representing our family's Lenten journey with God. . . 


and placed them near the empty tomb on the Easter table! 


It's been a long journey (Lent seemed a lot longer than 6 weeks!) with lots of challenges this year, 
but the joy of Jesus' resurrection changes everything. When I was a child, because our family was not familiar with the church calender, the Easter season began a couple of weeks before Easter Sunday and then ended on Easter Sunday. Now, I am glad to perceive and be able to share with my children that it is just beginning and we can celebrate it through Pentecost/Whitsunday. 


We have learned a lot and been changed by stepping out of our normal rhythms and walking with God through this season. And we are looking forward to what is still to come!

Friday, April 29, 2011

Easter Club Week 5/Oster AG Week 5

Our final week of Easter Club took place right before the begin of Holy Week and our school's two week Spring Break.  I was sad that this time with such an amazing group of children had come to an end, but at the same time so pleased with what we had experienced and accomplished in our time together.  Die letzte Woche der Oster AG fand kurz vorm Beginn der Karwoche und Osterferien statt. Ich war einerseits traurig, dass diese gemeinsame Zeit mit so einer Gruppe von tollen Kindern langsam zum Ende ging, aber andererseits höchst zufrieden damit, was wir zusammen erlebt und erreicht haben. 

Our final story, "The Emmaus Disciples", was one that I adapted from the German text of Norbert Thelan's Adventsstündchen, Osterstündchen. Although it is not a Godly Play or YCW story, it is one that I tell in Godly Play "style". This story takes place after the resurrection and recounts Jesus' appearance to two of his friends that, in their grief, do not recognize him.  Unsere letzte Geschichte war "Die Emmaus Jünger", die ich von Norbert Thelans Adventsstündchen, Osterstündchen adaptiert habe. Obwohl sie weder eine Godly Play noch YCW Geschichte ist, erzähle ich sie im Godly Play "Stil". Diese Geschichte spielt nach der Auferstehung und geht um zwei Freunde von Jesu, denen Jesus auf dem Weg nach Emmaus begegnet, die aber ihn in ihrem Trauer gar nicht erkennen. 

During the Wondering Phase, I asked the children about times when they were very sad.   Interestingly enough, several of the children talked about grandparents that had passed away.  I was pleased that our group was a safe place for them to talk about such a sensitive topic.  I also asked them why they thought the disciples didn't recognize Jesus at first. At least two of the children felt that the two friends were just too sad to be able to see clearly. Im Ergründungsespräch habe ich die Kinder gefragt, ob und wann sie einmal richtig traurig waren. Interessanteweise erzählten ein paar Kindern von der Beerdigung ihrer Großeltern. Ich war dankbar, dass diese Kinder unseren Kreis als geschütze Rahmen empfunden haben um ihre Gedanken darüber zum Ausdrück bringen zu können.  Danach fragte ich die Gruppe noch, warum es sein könnte, dass die zwei Freunde Jesus gar nicht wahrgenommen haben. Mindesten zwei von den Kindern äußerten, dass die Jünger einfach zu tief in Trauer waren um ihn wahrnehmen zu können.

"The Emmaus Disciples"
"Die Emmaus Jünger"

What would an Easter Club be without an egg hunt?  After a brief discussion about what eggs and bunnies have to do with Easter, my colleague hid the eggs and we set off to find them.  Since it was raining heavily on that day and not everyone had appropriate rain gear, we hunted them in the gym.  But, thankfully, that didn't seem to make a huge difference to the kids. Was wäre eine Oster AG ohne Ostereisuche? Nachdem wir darüber gesprochen haben, was Hasen und Ostereier mit der Ostertradition zu tun haben, hat mein Kollege die Ostereier für die Kinder versteckt.  Da es an dem Tag so doll geregnet hat, mussten wir die Eier in der Sporthalle suchen. Aber zum Glück hat es den Kindern gar nicht gestört und sie hatten trotzdem sehr viel Spass daran. 

Egg hunt in the gym. Ostereisuche im Sporthalle.
Twelve of the eggs were not ordinary eggs. Each of these 12 had an object inside that symbolized one aspect of the events leading up to the crucifixion and the resurrection of Christ.  After the egg hunt, we sat in a circle, opened them one by one, and talked about what the objects meant.  Zwölf Eier waren besondere Ostereier.  Jedes von den 12 hatte einen Gegenstand drin, der etwas von der biblischen Ostergeschichte erzählte. Nach der Ostereisuche sassen wir zusammen in einem Kreis, machten die Eier auf, und besprachen die Bedeutungen von den Gegenständen.

Symbols of the Easter story in the plastic eggs.
Die symbolischen Gegenstände in den Plastikeier.

My English-speaking readers will recognize these as "Resurrection Eggs". While my resurrection eggs are store-bought, one could easily make them.  My mother-in-law sent these to me some years ago (Thanks, Janice!) and they have been a hit with kids since.  If I were going to make my own, I would definitely use these ideas from Catholic Icing. Meine Englisch sprechenden Leser werden diese Eier als "Resurrection Eggs" verstehen. Meine kamen von einem Laden und wurden von meiner Schwiegermutter geschenkt (Danke, Janice!), aber man könnte sie leicht selber basteln.  Um die eigenen Resurrection Eggs zu basteln, empfehle ich diese Anleitung von Catholic Icing. Die Ideen von diesem Blog gefallen mir viel mehr als das, was man im Laden findet. 

And, of course, there were chocolate bunnies to add to the sweetness of our memories together! Und, natürlich, gab es Schokohasen um unsere gemeinsame Erfahrung zu versüßen. : )


I will genuinely miss being able to meet weekly with this group of kids.  They are very special children who both listened and expressed their thoughts well. The level of trust was that we reached in such a short time was beautiful.  I am also thankful to my colleague for all of his hard work and help with the children.  Ich werde das wöchentliche Treffen mit dieser Gruppe sehr vermissen. Diese Kinder waren aufmerksam und begeistert und haben besonders gut ihre Gedanken durch Kunst, Spiel und Gespräch ausgedrückt. Ich bin auch meinem Kollegen sehr dankbar für seine Mühe und Hilfe mit dem Projekt. 

That's all for now! Tschüss!

Tuesday, April 26, 2011

Let's Go Outside!

We spent Holy Week and Easter in Southwest Georgia where I grew up.  My goal during this week was to get my kids outdoors as much as possible to enjoy the best things about this part of the world.  This area has some amazing natural beauty and it's worth fighting the heat and gnats to get out and revel in it!

Picking fresh, sun-ripened strawberries!


The fruits of our labor


Fishing with Granddad!

One of many big ones that the kids reeled in.

At the farm!

A real red barn just like in a picture book
Horsing around with a newborn foal!
Petting the baby chicks

Goats make great playmates.

Sand piles make for hours of fun!


Making a habitat for toy frogs and turtles.
Grandma's old pie tins are the perfect thing!
Introducing my kids to beloved smells from my childhood:

Honeysuckles . . .

 . . . and Magnolia

By the way, my on-line friend, Marghanita, has a wonderful campaign going called the Let's Go Outside Revolution to get North American kids outdoors.  Please check it out and be a part of it!

What are you or your church doing to get kids outdoors to explore God's amazing creation?  I'd love to hear!