This document contains information about creating effective routines and rituals in the classroom. It discusses the importance of routines in providing predictability and structure for children. Some key classroom routines mentioned include an opening prayer, lesson introduction, story time, and closing prayer. The document also covers creating rituals to build community, such as greeting rituals, gathering songs, and rituals to welcome new children. Rituals are said to produce a calming effect on children. Specific rituals provided as examples include an "I Love You" ritual using a twinkle twinkle little star poem and connecting rituals to build bonds between children and teachers.

1. We’re Doing it Together by Mark Welsh
We’re an awesome, supportive, spiritual group
With a core of positive energy
We’re an awesome, supportive, spiritual group
With a core of positive energy
Doin’ it together
We’re doing it together
Doin’ it together
Changing the world Family

2. Presentation by Bernadete Leal
INSPIRING AND ENGAGING
THE SPIRIT
THE POWER
OF TEACHING
ROUTINE AND
RITUALS

3. 15-24years old
 Gangs
 Homicide
 Suicide
 School drop-out
 Drugs and alcohol (substance abuse)
 Depression
 Teenage pregnancy
 STI /STD (Sexual transmitted Infection) 1 in 4 teens per year
 46% of American high school students have had sexual
intercourse and potentially are at risk for HIV infection.

4. Early Intervention
Education
Head
Heart
Spirit Hands
Reasoning, Thinking
Knowledge, Cause and
Consequence, Choices
Moral Teachings
W.W.J.D.
(What Would Jesus Do?)
God, Prayer, Immortality of
the Soul, Reincarnation, etc
Life Tools
How can I use
this in my life?
Do my lessons
cover all these
parts?

5. Education
Q. 917 (Explanation) : Education, rightly
understood, is the key to our ethical progress.
When we can train our moral nature with the
same degree of effectiveness as we do our
intellectual one, we will be able to straighten a
crooked nature as surely as we straighten a
crooked sapling.
Q. 685 (Explanation): We speak here not only of the education of
the mind but also of the character and of habit, education itself
being the totality of acquires habits.

6. Education Cont.
Q. 685 (Cont. Explanation): Once
properly educated, however, these
individuals will bring into their lives
habits of order, an ability to plan for
themselves and their dependents, and
a degree of respect for the rights of
others, that will allow them to endure
periods of difficulty with greater easy.

7. Physical Growth
From Infancy
to early
childhood
Middle
childhood
Puberty Adolescence
Rapid
growth
Slow and
steady
growth
Rapid
growth
spurts
Gradual,
measured, slow
growth
Educate the educator – Child Development 101

8. Theorist Jean Piaget suggested that children think differently
than adults and proposed a stage theory of cognitive
development. He was the first to note that children play an
active role in gaining knowledge of the world.
There are four stages in the development of the thinking
1) Birth to 2 yrs
2) 2 - 7 yrs
3) 7 – 10 yrs
4) 11 +
According to Piaget children cannot begin to think in abstract terms until
the 3rd stage, and they cannot actually achieve abstract thinking that is
useful and dependable until the last stage.
Avoiding teaching abstract Spiritist concepts too early
Jean Piaget

9.  (February 27, 1861 - March 30,
1925) was an Austrian
philosopher, literary scholar,
architect, playwright, educator,
and social thinker. The founder of
"anthroposophy," he is well known
for its numerous practical
applications, including Waldorf
Education.
Rudolf Steiner

10. 3 Forces by Rudolf Steiner
Willing Feeling Thinking

11.  Pre-school/ kindergarten
 Associated with movement
 Body: Limbs we use to stand, to walk
 Unconscious force, you move, the body works,
in the will, our consciousness (reasoning and
spirit in the awaken stage) are still sleeping
 Automatic pilot
 Learn by imitation, playful activities, joyful
songs
Willing Force

12.  7-14 yrs
 Chest- torso
 Has to do with antipathy and sympathy
 Force that it is still in the dreaming stage
 Lessons that involve arts and subjects that
engages a wide range of feelings
 The thinking becomes active during this stage
but it is still strongly colored by feelings
 Spirit is awaken
Feeling Force

13.  Start at adolescence, around the
age of 14yr approx.
 The individual (spirit) is fully awake
 There are feelings but thinking is based
on facts
 Body: Head
 Consciousness develops
 Lessons using observation and reflection
Thinking Force

14.  Bring Feeling and Thinking to the child before
he/she is ready.
Mistake

15. Behavior Style Summary
D I S C
Behavior Style
Temperament
Priority
Gains Security by
Under Tension will
Wants
To motivate give
Dominant Influencing Supportive Conscientious
Choleric
bad-tempered or irritable
Sanguine
optimistic leader-like
Phlegmatic
relaxed and peaceful
Melancholy
analytical and quiet
The results Interaction
Maintain
relationships
The process
Control
Dictate
Varied activities,
power position (1st)
Power authority,
Direct answers
challenges
Flexibility Close
relationships
Preparation
Attack, be
sarcastic
Submit, comply Withdraw, avoid
Social approval Demonstrated
sincerity and
appreciation
Limited exposure,
privacy
Freedom to speak,
recognition,
opportunity to help
Structure,
explanation of how
Explain why, give
tactful instructions

16. When Planning your Lesson
 Age group
 Predominant Force (willing, feeling, or
thinking)
 Developmental Stage
 Meet students at their age level
 Do not expect them to think and act like you

17. Getting to know your “customer”
 Observation
 Building Rapport
 Chit Chat
 Show interest in what children/teens like
 Talk to parents
 Journal – individual focus
 Learning style of each student

18. Q. 917 – Explanation – “But training
of this kind (education) requires tact,
experience, and profound
observation. Theoretical knowledge
alone will never be enough for a
teacher to exercise it successfully. ”

19. MOTIVATION
By Bernadete Leal

20. Motivation
Are you motivated to teach?
Are you passionate?
To inspire, a motivating force, stimulus, or
influence , incentive

21. Reflection
Why did I choose to be
an educator at my
Spiritist Center?
What qualities do I
have that help me in
this type of work?
What do I need to work
on/improve?
Are you committed or just involved?
What do I want to
accomplish (goals)?

22. Requirements
•Spiritist Knowledge Minimum
requirement : The Spirits’ Book and
The Gospel According to Spiritism.
•Pedagogical Knowledge
Interaction of the subject matter
and effective teaching strategies
to help children/teens learn.
•Professional Knowledge
Understanding of studies (schooling or
education, pedagogy, psychology,
child education, etc)
•Knowledge of the Roles and
Responsibilities of the
profession of volunteering at
the Spiritist Center
•Skills – the ability to use content,
professional and pedagogical
knowledge effectively and readily in
diverse teaching settings that insures
that all children/teens are learning.
Requirements to
be effective
teaching in a
Spiritist Youth
Program

23. Inspiration
To stimulate to action
To draw forth
To stimulate energies and ideals
To motivate
Who’s your inspiration?
3 People that inspire you and why?

24. Children Not Motivated
 Water Down and Boring Lessons
 Poor Planning and Poor Delivery (Not prepared)
 Lack of relationship (teacher and friends)
 Lessons that do not relate/connect to them
 Lack of Hands-on Activity
 Lesson does not provide challenges
 Lesson does not support different Learning styles
From 1-10, how would you rate
your lesson planning and
delivery?

25. Why do you come to the Spiritist
Center?
My parents make me.
I don’t know.
To learn.
To have fun.
To hang out with my friends.
To receive a passe.
Have you asked your children/teen this question ?

26. Kids will remember the experience
5 Things Kid’s say would be their ideal of children’s class at church
1,000 children surveyed (children ages 5 – 12)
Group Christian publishing 2004
Survey
GO OUTSIDE MUSIC (THEIR MUSIC)
FOOD
BIG MOVEMENT
INTERACTIVE
LEARNING
Not having the teacher do all the
talking, lecturing to them.

28. Real Learning
Relationship
Real learning does not happen
until students are brought into
relationship with the teacher,
with each other, and with the
subject.
Community
We cannot learn deeply until a community
of learning is created in the classroom.
The practice of intellectual
rigor in the classroom requires
a culture of trust and
acceptance.
By Parker Palmer – To Know As We Are Known, Education as a Spiritual Journey
Trust and
Acceptance

29. ROUTINE AND
RITUALS
By Bernadete Leal

30. Life is Good by Mark Welsh
 I give a little love
 I give a little light
 It comes back round
 And I feel alright
 Oh, Life is good (2x)

31. Routine
Routines are essential in a classroom.
They are the manner in which young
children tell time and learn to regulate
their internal clocks.
Children learn to predict what will
happen next, feeling empowered to
tackle the task.
Routines add predictability and
consistency to the program.
Do you have a daily/family routine?

32. Classroom Flow
 Opening prayer
 New friends
introduction
and heart agreement
 Sharing time
 Lesson Introduction
(Anticipatory set)
 Story
 Activities (art/group
work/game/meditation,
etc)
 Ending prayer
 Snacks
 New friends introduction
 Opening/thank you
prayer
 Call to circle (song)
 Story telling
 Activities
 Snacks
 Ending prayer
 Free play
(4-6yrs) (7yrs +)

33. Creating Routines
Write all the routines for the class so you can be clear about what you expect your children to do
and know. Ask yourself the following questions as a guide:
Routine Expectation
Arrival
Children’s task/job
Transition
Snack time
Passe
Dismissal
Parents before and
after class
Ritual

34. Rituals (how you do something systematically)
Religious Ritual
Repeated set of acts and
behaviors with a
religious/spiritual meaning
behind it.
They soothe the lower centers of the brain.
These centers deal with survival issues. They
respond quickly to perceive threat with a flight or
fight orientation.
Therefore, educational rituals produce a calming
affect on children. This effect is more noticeable
on hyper-anxious children.
Goal: To bring togetherness and unity.
Educational Ritual
Repeated set of acts and behaviors with a
goal behind it.
The Gospel/God at Home has an educational ritual

35. Classroom Rituals
1. Greeting ritual: bird hello, snake hello,
butterfly hello, bump
2. Gathering song ritual
Activity to Unite:
4. Welcome new child ritual.
6. Closing ritual
5. Absent child ritual
3. Connecting and appreciation
rituals

36. I Love You Rituals
https://www.youtube.com/watch?v=C3PtrlnUm4U&list=PLC1FF90B6D998
E9EE
https://www.youtube.com/watch?v=9VnuRcMuKtI
Go build bond – Connection
1. Eye Contact
2. Touch
3. Presence
4. Playful Situation

37. I Love You Ritual by Becky Bailey
Twinkle, twinkle little star
What a wonderful child/person you are
With bright eyes and with nice cheeks
Talented Person from head to feet
Twinkle, twinkle little star
What a wonderful child/person you are
(Conscious Discipline by Becky Baily)

38. "A hundred years from now, it will not matter
what kind of car I drove, what kind of house I
lived in, how much money I had in the bank...but
the world may be a better place because I made
a difference in the life of a child.”
Forest Witcraft