Teaching Sunbeams

I'm still trying to figure out how to publish other pages on a blog.  I've created the pages, but don't know how to get them "published".  It's not the same as a "post".  So, having realized that nobody can actually see what I've written on my other pages, I've decided to add these posts until I figure it out...


I first started this blog last year, shortly after being called to teach Sunbeams.  It was my first time really teaching the Sunbeams. I have helped others teach it before, but I had never been called as the Sunbeam teacher before. But I love it! It gives me the opportunity to try out all of the things I've learned about teaching young children. It challenges my spiritual understanding to be able to break things down into the simplest terms. It allows me to use my creative talents.

By no means is everything I use of my own making or creative thought, though. So many other blogs and websites have provided inspiration and materials. I greatly appreciate the time and effort that others have put into their teaching and creations, and for the opportunity to learn from and use their talents. There are so many amazing talents out there! I know that I have my own talents. One of my talents is recognizing the talents of others, and seeing how their ideas enhance my own, inspire my own, and so often surpass my own. The benefit that I receive from the talents of others is one of the main reasons I have finally decided to make a blog of my own. I have benefitted so much from others, I now want to give back.  But it's my first time creating a blog, so please bear with me as I have a lot to learn!

Regarding other sources I have found and used, I try to reference them as correctly as I am able, as I firmly believe that credit should be given.  For me, this is as much a matter of principle as it is of legality.  Sometimes, though, I find materials and do not know their original source.

But, I don't want to just be another blog.  I want to offer something unique.  I want to not just help others teach a lesson, I want to help others learn more about teaching.  So, my blog is not just about posting resources, it's about informing the reader of why I made my choices, so that they can begin to understand my process of planning and teaching.  The process is what's most important.  Hopefully you've heard the saying... "give a man a fish, feed him for a day.  Teach a man to fish, feed him for a lifetime."  That's what I want to do.  I don't want to just share how I've taught a lesson, I want to help others (who want to teach as I do) be able to plan and teach without necessarily copying what I do.

But let me start with how I teach.  So... how do I teach the Sunbeams?  When I first started teaching the Sunbeams, it took me some time (several months, to be exact) to figure out a system that worked for me.  With the start of the New Year (last year), I began applying that system to each lesson, and trying to capture it here on this blog.  There were times I was completely overwhelmed with life, though, and fell behind on the blog.  So this year, I'm going to again attempt to do so.  The nice thing is, I will get to update what I learned from last year.  So, some posts will include notes from previous years.  

Also, as our ward is very small, we have had to combine classes.  My class this year only includes one actual Sunbeam.  The others are all CTR age.  So although I will be following the Sunbeam manual, I will utilize the CTR manual to supplement and help guide my lessons, to provide for the needs of my older children. 
 
I have combined everything I know about good teaching practices and how to teach young children (in particular) based on their development, to come up with a general "template" that I use each week to design my lessons.  My template is designed on the following principles.

1. Instead of thinking of the lesson as one long lesson, think about it as a bunch of different parts or activities, each with its own specific purpose or goal, and each giving the children a different opportunity to think, interact, and participate.  By creating a series of individual activities, you encourage more engagement, and minimize boredom (which always leads to trouble).  Young children have short attention spans.  By switching from activity to activity, you reduce the length of time they must attend to any given activity, restarting the "clock" each time you begin a new activity, or activating a new span for attention.  By switching from activity to activity, they're much less likely to reach the limits of their attention span.
2. Provide a consistent structure to the class, and help the children become familiar with that structure.  Structure helps them know what to expect and provides comfort.  You will minimize many behaviors by providing structure, particularly if you have any children with special needs, as structure reduces anxiety around unknown and unexpected transitions.  However, realize that structure does not mean rigidity, and it certainly doesn't displace compassion.  Be gentle in your transitions, be patient as they learn the structure.  And always be flexible to the needs of your children.
3. Provide very clear expectations.  Have a set of class rules, but not too many!  (As a general rule, have no more than 5 rules.)  Review the expectations at the beginning of each class (at least in the beginning), and whenever necessary.  It can help to provide a visual reminder of those expectations for the children to look at, and to reference when needed.  Make sure the class rules you select are important in helping the children learn appropriate and respectful behavior.  It should not just be about control.  Our goal should be to empower and  teach, not to control and subdue.  Depending upon the children, your rules may be different from those of another teacher, and you may need to modify your rules over time.  Try not to hold the children responsible for any behaviors not covered by your class rules.  That can be confusing for some, as they are not clear expectations.
4. Use visuals as much as possible.  Visuals give the children something to focus attention on, as well as make meaningful connections with.  There are a lot of sources for visuals.  Use the visuals that came with the lesson manual  (there should be a packet of pictures, as well as cutouts).  You can also Google free clip art online.  But keep the visuals simple.  You do not want to provide extraneous visual stimulation, as this can overstimulate some young children and make it difficult for them to focus.  In using the visuals, try not to require one visual to hold the children's attention for more than about 20-30 seconds.  Just as switching activities will help activate a new attention span, switching visuals will do the same.
5. Make the lesson as interactive as possible.  Ask questions, give the children tasks, include hands-on activities, provide games.  Involve the children in any way that you can.  The more involved they are, the more attention is utilized, and the more focus is maintained.  When listening is the only requirement, it is much easier to lose their focus and attention. 
6. Provide choices!  These young children want their independence.  They want to show you how smart they are, how grown-up they are.  By giving choices (in activity selection, in games, holding visuals, etc.), we are encouraging independence and boosting their confidence.  A confident, happy child should be our primary goal, and increasing independence plays an important part in developing confidence and happiness, not to mention self reliance.

If you provide clear expectations, and keep the children engaged and maintain a patient and loving atmosphere, you will minimize disruptions due to bad behaviors, and have an enjoyable and satisfying experience for all involved.

General Lesson Template

I try to stay as true to the manual as I can, but modify based upon the above principles.  Most modifications are simply about providing hands-on activities around the ideas provided in the manual.  Before I stray from the manual, though, I first ask myself what the goal of a particular activity is, as I respect the inspiration of those called to develop these lessons.  Sometimes activities I find or develop seem to meet those goals better than those listed in the manual, at least for my children, or more often, meet the same goal, but in a more interactive way.  Those are the times that I modify what is listed in the manual.

Coming to Class: 

• On the way to the classroom, we stop at the drinking fountain and bathrooms to minimize in-class disruptions.
• Once we are all in the classroom, we go over the class rules, then select two children to say the opening and closing prayers.  (We maintain a prayer chart so they all can see whose turn it is.)  We review how to prepare for the prayer, and the opening prayer is said.

Lesson:

• All of the lessons provide a number of different learning activities, as well as enrichment and additional activities (for younger children).  Each learning/enrichment activity is used as a separate activity, and sometimes is broken into more than one activity.  In many cases, the learning activities do not need to be done in the order given.  In those cases, one way to engage the children is to have a set of cards/items  for the lesson, one card/item for each of the intended activities.  Let the children take turns selecting a card/item to involve them in the transition from one activity to the next.  As most children want to be able to choose the card/item, you will capture the attention of any child whose attention is wandering, and bring it back to the lesson.  You can also use your selection of a child as an opportunity to review the class rules.  For example, "I'm looking for someone who is folding their arms..."
• Last year I had five children in my class, so in general, I aimed to have five activities to select from, to give all of the children an opportunity to choose one.  If you have more children, you could divide some of the activities into smaller chunks to give more children the opportunity to select.
• If the attention activity that is listed needs to truly be an attention activity, it can be done before the card selection of other activities is begun.
• In addition to the activities provided by the manual, I also try to include the following:
• I try to find an appropriate book that I can read while the children have a snack/treat.  If I cannot find an appropriate book for that week's lesson, I may select one from a previous lesson for review, or I may play an appropriate song on my iPad using the LDS Music app.
• Some kind of a game (many of the learning activities listed can be turned into some type of game - matching, bingo, etc.).
• Crafts can also be developed for many of the learning activities listed.  Involving the children in basic gluing, stringing, or coloring activities is very engaging, and provides appropriate opportunities for developing fine motor skills, having social time, and encouraging creativity.