Corrective actions to behavior problems
1)
Have we ever heard about the “Total Transformation
System?”
2)
This is a product advertised by James Lehman.
3)
It claims to stop a child’s “defiant and out of control
behavior NOW!”
4)
Lehman claims to have some “quick fixes” for common
problems.
5)
I have never read any of Lehman’s literature, but I was
curious about it a few months ago.
6)
After a little research, I found some sources that
offered some insight about him and his product.
a)
What I read suggested that his resources are really
designed for older children.
b)
Some seem to think that his techniques do have some
real value.
c)
One of the things that I found involved a child who was
complaining a throwing a fit.
d)
As the child threw his tantrum a parent is supposed to
firmly say: “What is your problem?”
e)
That type of question can cause people to have a shift
in their actions/their thought process.
f)
This question is so “out of the blue” children may stop
the tantrum and start communicating.
7)
Lehman’s products and advertisements remind us of an
important truth:
8)
There are some actions in life that are disruptive or
problematic and these things need to be corrected.
9)
Two weeks ago we looked at six common problems that can
occur in Bible classes.
10) We
not only outlined these common difficulties, we offered a variety of remedies
(solutions).
11) Tonight
we finish out the study of some common problems and offer some additional
suggestions.
12) Our
first issue for consideration is a domineering child in a Bible class.
a)
It could be a male or a female student, but some like
to “run the show” in class.
b)
We find dominating people in almost every walk of life.
c)
From a prison to private homes, a dominant figure can
really “rule the roost.”
d)
Sometimes children in a Bible class have a “take charge
attitude.”
e)
This is often a problem in a Bible class setting—a
common problem—so what do we do?
13) In the solutions we offered
in our last study, we noted how each problem should first be addressed with
prayer.
14) This
is also the beginning point for a dominant child.
a)
A domineering child will require some extra love,
patience, and wisdom.
b)
Teachers need to know how to handle children who have a
take charge attitude.
c)
Often part of the wisdom that is helpful involves some
very clear communication.
d)
Teachers can and should tell their students exactly
what is expected of them.
e)
If class begins at 9 and everyone is to be expected in
their seats, that is the rule.
f)
A dominant child might want to sit down at 9:05 or not
sit down at all.
g)
The teacher is the class leader; dominant children need
to be taught that fact and they obey it.
h)
When they leave the building, we have little control
over what they do.
i)
When it comes to Bible class time, there are rules and
teachers enforce those rules.
j)
Good teachers abide by some guidelines.
k)
When these guidelines are tested, teachers need to
stand fast in what they have established.
l)
Dominant children can also be reigned in somewhat by
parents.
m)
Most parents know if they have a dominant or
strong-willed child.
i)
Parents can let their children know (and remind them
often) that they need to obey in class.
15) Dominant
children can be deal with by using some of the techniques we have already
discussed.
16) A
good way to reach them often includes giving them some in-depth study.
17) These
are also the kind of children who often do well with additional responsibility.
18) Since
dominant people have energy they like to spend, tap into it and put it to good
use.
19) The
apostle Peter had some dominant personality characteristics.
20) Jesus
did not try to stop him. Peter was given
some pretty hefty responsibilities.
21) He
was made an apostle. His energy was
channeled into something productive.
22) Switching
gears a bit, our next problem is tardiness – some children are always late..
a)
I know of a congregation where students come to class a
third of the way through the class.
b)
Sometimes they come to Bible class when it is half
over.
c)
There are even times when class is two thirds over
before they arrive.
a)
This is a rather unusual case, but tardiness (lateness)
can be a problem and it often is an issue.
23) When
we face this problem, it is once again time to pray.
a)
We want to seek to understand what the exact source of
the problem is and how it can be addressed.
b)
Maybe the problem is not the child but the parents.
c)
Oftentimes some encouragement goes a long ways in
overcoming tardiness.
d)
When children are on time, a teacher might offer an
incentive.
e)
Paul had to correct some things at
f)
Before Paul got into issues involving women and the
Lord’s Supper he did something interesting.
g)
He said (1 Cor. 11:2), “I praise you.”
h)
Paul found a way to build up his readers.
i)
A little praise can go a long ways in fixing problems
in Bible classes.
24) Children
can offer verbal praise when children are present and ready to go when class
begins.
a)
They might also offer something more tangible.
b)
Teachers can also seek to give children who have this
problem extra attention.
c)
If a child feels like he is special, he will often want
to be in his class.
d)
When a child wants to be in class, he (or she) can
often motivate his or her parents.
e)
Sometimes the best tool to get kids to class on time is
the child.
f)
When children look forward to class, we solve a lot of
tardiness problems.
25) Making
class enjoyable is important, but there are some more things we can do as well.
a)
A teacher might be sure a child has some type of device
to keep track of time.
b)
Watches seem to be going out of style with many, but
there are lots of ways to keep track of time.
c)
When children look forward to Sunday and Bible class,
everyone benefits.
d)
Enthusiasm for Bible class is something that is very,
very important.
26) Some
who are here probably have a favorite t.v. show.
27) We
may like that show so much we do not start flipping to it the time it starts.
28) We
do not turn on the t.v 10 minutes after the program begins.
29) People
reason “they do not want to miss anything” so the t.v. is ready to go a little
bit in advance.
30) This
same principle can be applied to the teaching we do.
31) If
we seek to make our material interesting, people will try to be on time so they
do not miss anything.
32) Jesus
used this principle in His life.
33) Lk.
19:48 says there were people who “hung upon the Lord’s words,” listening.”
34) These
people did not want to hear Jesus after He was midway through His material.
35) It
was their goal to hear all He had to say.
a)
Problem 3 might be called “a lack of reverence.” This is just one of many descriptions.
b)
We might call it a “a bad attitude,” a “child who does
not care,” or something similar.
c)
There are some children who seem to have little respect
for God and sacred things.
d)
This is a very serious problem and it can become a lot
worse as the years go by.
e)
When we see this type of problem in a class we want to
be sure to pray.
f)
We want to have the wisdom to turn a child’s uncaring
heart into a caring one.
g)
We want to take a lack of reverence for God and mold it
into a love and respect for God.
36) In
addition to praying, we want to set the best possible example for irreverent
children.
37) Students
watch their teachers.
38) If
a teacher is irreverent, a child thinks that is fine and he will follow suit.
39) We
want to continually and sincerely display the best possible Christian example
to students.
40) Even
if our students will not follow our example, they cannot say we do not try to
live out what we teach.
41) In
addition to our personal example, we can use the reverent examples of others.
a)
In most congregations there are some very fine
Christians.
b)
This is not new.
In some of the New Testament letters we read about various people.
c)
We have very little information on these Christians
described in places like Rom. 16.
d)
We do know that these people were Christians and served
as good examples to others.
e)
Today our elders, deacons, preachers, and Bible class
teachers must seek to be good examples.
f)
We want every Christian in a local congregation to be a
good example.
g)
Some Christians have lived faithfully for 50, 60, 70,
or 80 years.
h)
We can use these saints as examples when it comes to
teaching others.
i)
It is possible to life a Christian life and it is
possible to do that year after year.
42) When
a child lacks reverence, a “personal talk” is sometimes in order.
43) A
friendly conversation may help us understand why a child is not all that
interested in reverence.
44) We
may find that a child is irreverent because he is angry about something.
45) Perhaps
he has become disappointed about something.
46) Maybe
there are things he does not understand or thinks some things are silly.
47) Perhaps
there is something he does not understand and he just needs an explanation.
48) Communication
sometimes solves a lack of reverence.
a)
A final suggestion for irreverent children involves
making class as interesting as possible.
b)
Some think that religion is dull; it is one of the most
boring subjects on the planet.
c)
When I was about 11I attend a Bible class program one
time.
d)
I can’t remember who was in the class, what they
studied, or hardly anything else.
49) Now,
more than 30 years later I can tell you a statement that was made by the
teacher.
a)
She said something like:
b)
“Do you know the Bible has stories about “war, love,
money, sex and dating”?
c)
For me, those were new thoughts.
d)
Religion seemed like a dull topic – something for
losers.
e)
I was not particularly irreverent but neither was I
actively reverent.
f)
Helping children see what is in the Bible can be a life
changing experience.
50) The
Bible is a book that is related to daily life.
51) From
FHU I brought back some new material designed for young people, especially
girls.
52) It
talks about things like body piercing, tattoos, flirting, etc.
53) Things
that the world considers to be “modern” are dealt with in the scriptures.
54) The
information is in God’s word; teachers just need to dig it out and teach it.
55) The
next problem falls under the category of lesson preparation.
56) If
we have ever been a teacher, this issue is one we have probably faced several
times.
a)
Children often have at least a week to do a lesson, but
they do not do it.
b)
In more cases than not, children were given a Bible
class assignment and they did not do it.
c)
They closed their class book after the teacher finished
and never again opened it up till the next week.
57) Here
is an area where parents and teachers can work with one another.
58) Parents
should seek to know what is going on in their child’s class.
59) Parents
can be made aware of the fact that a workbook is being used and there are
assignments.
60) Parents
can be asked to ensure that the work assigned to their child is done by the
following week.
61) It
should not need to be said, but teachers should also be ready (prepared).
a)
Imagine a teacher who says to kids, “have this lesson ready for next week.”
b)
The following week comes, and the teacher did not do
his or her material.”
c)
This is the wrong type of example for a teacher to set
and it will destroy a Bible class.
62) As
an incentive to do the lesson, teachers may offer some type of incentive.
a)
Before class begins teachers may check to see who
finished the assignment.
b)
There some type of recognition/award given to those who
got things done.
63) It
is also important to make the material as interesting as possible.
a)
Good material offers many benefits to both teachers and
students.
b)
One of those benefits applies to this current point.
c)
If children are interested in the material, they are
more inclined to do their assignment.
64) If
they are not all that interested, they are less inclined to do what a teacher
asks.
65) Sometimes
a class project can be used to stimulate kids into doing their work.
66) Children
realize that they have a part in a project and they need to get their part
done.
67) They
do not want to come into a class where others have done their work, but they
themselves have not.
68) If
we are a teacher, we are going to face some problems in the classes we teach.
69) That
is a natural part of teaching; it is par for the course.
70) We
work through these problems the best we can and continue to teach.
71) One
of the greatest works in the world is teaching.
a)
Whether we are teaching our children, a class, the
neighbor or someone else…
b)
We are trying to turn the hearts and minds of people to
God for the salvation of their eternal spirit.