Sunday Week 3: Recognizing suffering
click here for this week's background information
In addition to the link above to Background Information for this week's topic, there is a lot of useful background information about Compassion in general on the Home Page
Click here to navigate to that page.
Click here to navigate to that page.
class outline
Teaching Our Children About and With Compassion
Foothills Congregational Church Summer 2013
Class Outline
BEFORE CLASS
9:30 Set-up your classroom for the day.
Preschool-2nd grade will meet in the downstairs classroom.
2nd-6th grade will meet in the upstairs classroom.
Youth in 7th-12th grade are encouraged to stay in church, but are also welcome to be
teaching assistants in the other classes. (7th-9th downstairs,10th-12th upstairs)
9:45 Meet in the upstairs classroom to confer with teachers and staff about any last minute
logistics or questions about the curriculum.
10:00 Enter church
10:15 Come forward for the Children’s Sermon and then exit church with the children.
Escort your class to your room.
IN CLASS
Welcome
It is important to welcome each child by name. Since we are teaching about compassion, the intimacy this fosters is important. You probably will not know each child by name. You may choose one of several methods to learn their names:
You could have the children introduce themselves and answer a question
Example: My name is Michelle and my favorite animal is a cat.
You can challenge students to see if anyone already knows everyone’s name and then have that person name everyone.
You could simply introduce yourself and shake hands as you say the names of the kids who you know and ask the names of the people whose names you don’t know.
Click here for more fun ways to learn names.
Theme Song Play the video of the theme song The Lord is Merciful and Compassionate.
Encourage the kids to sing along and follow the hand motions.
Centering Activity
Part of compassion is being able to notice the activities and people around us, including ourselves. We will begin each class by playing The Noticing Game.
The Noticing Game
Ask children to sit comfortably in a position they can be still in for 5 minutes.
They can assume a common meditation pose if they would like, sitting cross legged on the floor or sitting straight-backed in a chair, with their hands on their lap. Any position will work as long as it’s comfortable.
Say: “Breathe in through your nose. Notice where you can feel the breath moving into your body. Can you feel it in your nose? In your throat? Can you feel your chest rise? Hold your breath for a brief moment and then exhale. Where can you feel your breath exiting your body?
Now take a second to notice your body. Pay attention to your head and your shoulders. If they feel tight, take a deep breath and imagine your breath travels to the tightness and makes you feel relaxed. Pay attention to your core, between your neck and your legs. If you notice any tension, take a deep breath and imagine your breath travels to the tension and you feel relaxed. Pay attention to your arms and legs, your hands and your feet. Try to make them smooth, warm, and relaxed. If they feel fidgety or tight, take a deep breath and imagine your breath travels to them, warming them and relaxing you all over.
Now notice what is around you. Is there a shape or a color that catches your attention? Can you find something else in the room that is the same shape or color? Notice who is here today. Is there someone you expected to see today who is not here? Is there someone here you are especially excited to see today?
Take a deep breath and let it out with a heavy sigh (demonstrate)
Do this one more time. Now turn your focus into the center of the class so we can all see each other. Everyone will now share something they noticed during this exercise.”
Go around the room and let each person share something they noticed. Make room for small
things and big things. “I noticed the red circle on the bulletin board” and “I noticed I felt like
crying.”
Take note of the names of anyone who was missed or kids the others were excited to see.
Give these names to the Children's Program Coordinator, Amelie, so she can follow-up.
Introduce the topic of the day
Each Sunday we’ll introduce an aspect of compassion. Give the kids an opportunity to tell
you what they already know about the aspect you are studying today, then you can share a
brief definition.
Give kids a choice of activities
Each Sunday there will be several activities for you to choose from. These activities are based on the theory of multiple intelligences. Click here for an explanation of this theory. The basic idea is that each child has a preferred way of learning. By choosing activities from different preferred methods, more children learn more comfortably. Please choose two activities to use the Sunday you teach, making sure that they work for different learning styles.
Ending Ritual
The Children’s Program officially ends at 11:15. Sometimes parents come into the room as
soon as church is out, which is earlier than 11:15, especially in the summer. Begin your ending ritual at 11:10 or when parents begin to come into the room. You can invite the early arriving parents to join you.
We will end each class with a prayer for the world. Begin by asking the children to repeat
after you, line by line. You could say, "This is a repeat after me prayer."
We pray that all beings will be free.
We pray that all beings will be happy.
We pray that all beings will be safe.
We pray that all beings will awaken to the light of their true nature.
We pray that all beings will be free.
If there is time, go back over each sentence and ask children to name people/places/animals they would like to pray for.
“Who do we wish would be happy/safe/free?”
At the end say, “Amen,” and invite the children to help you clean-up the room.
Foothills Congregational Church Summer 2013
Class Outline
BEFORE CLASS
9:30 Set-up your classroom for the day.
Preschool-2nd grade will meet in the downstairs classroom.
2nd-6th grade will meet in the upstairs classroom.
Youth in 7th-12th grade are encouraged to stay in church, but are also welcome to be
teaching assistants in the other classes. (7th-9th downstairs,10th-12th upstairs)
9:45 Meet in the upstairs classroom to confer with teachers and staff about any last minute
logistics or questions about the curriculum.
10:00 Enter church
10:15 Come forward for the Children’s Sermon and then exit church with the children.
Escort your class to your room.
IN CLASS
Welcome
It is important to welcome each child by name. Since we are teaching about compassion, the intimacy this fosters is important. You probably will not know each child by name. You may choose one of several methods to learn their names:
You could have the children introduce themselves and answer a question
Example: My name is Michelle and my favorite animal is a cat.
You can challenge students to see if anyone already knows everyone’s name and then have that person name everyone.
You could simply introduce yourself and shake hands as you say the names of the kids who you know and ask the names of the people whose names you don’t know.
Click here for more fun ways to learn names.
Theme Song Play the video of the theme song The Lord is Merciful and Compassionate.
Encourage the kids to sing along and follow the hand motions.
Centering Activity
Part of compassion is being able to notice the activities and people around us, including ourselves. We will begin each class by playing The Noticing Game.
The Noticing Game
Ask children to sit comfortably in a position they can be still in for 5 minutes.
They can assume a common meditation pose if they would like, sitting cross legged on the floor or sitting straight-backed in a chair, with their hands on their lap. Any position will work as long as it’s comfortable.
Say: “Breathe in through your nose. Notice where you can feel the breath moving into your body. Can you feel it in your nose? In your throat? Can you feel your chest rise? Hold your breath for a brief moment and then exhale. Where can you feel your breath exiting your body?
Now take a second to notice your body. Pay attention to your head and your shoulders. If they feel tight, take a deep breath and imagine your breath travels to the tightness and makes you feel relaxed. Pay attention to your core, between your neck and your legs. If you notice any tension, take a deep breath and imagine your breath travels to the tension and you feel relaxed. Pay attention to your arms and legs, your hands and your feet. Try to make them smooth, warm, and relaxed. If they feel fidgety or tight, take a deep breath and imagine your breath travels to them, warming them and relaxing you all over.
Now notice what is around you. Is there a shape or a color that catches your attention? Can you find something else in the room that is the same shape or color? Notice who is here today. Is there someone you expected to see today who is not here? Is there someone here you are especially excited to see today?
Take a deep breath and let it out with a heavy sigh (demonstrate)
Do this one more time. Now turn your focus into the center of the class so we can all see each other. Everyone will now share something they noticed during this exercise.”
Go around the room and let each person share something they noticed. Make room for small
things and big things. “I noticed the red circle on the bulletin board” and “I noticed I felt like
crying.”
Take note of the names of anyone who was missed or kids the others were excited to see.
Give these names to the Children's Program Coordinator, Amelie, so she can follow-up.
Introduce the topic of the day
Each Sunday we’ll introduce an aspect of compassion. Give the kids an opportunity to tell
you what they already know about the aspect you are studying today, then you can share a
brief definition.
Give kids a choice of activities
Each Sunday there will be several activities for you to choose from. These activities are based on the theory of multiple intelligences. Click here for an explanation of this theory. The basic idea is that each child has a preferred way of learning. By choosing activities from different preferred methods, more children learn more comfortably. Please choose two activities to use the Sunday you teach, making sure that they work for different learning styles.
Ending Ritual
The Children’s Program officially ends at 11:15. Sometimes parents come into the room as
soon as church is out, which is earlier than 11:15, especially in the summer. Begin your ending ritual at 11:10 or when parents begin to come into the room. You can invite the early arriving parents to join you.
We will end each class with a prayer for the world. Begin by asking the children to repeat
after you, line by line. You could say, "This is a repeat after me prayer."
We pray that all beings will be free.
We pray that all beings will be happy.
We pray that all beings will be safe.
We pray that all beings will awaken to the light of their true nature.
We pray that all beings will be free.
If there is time, go back over each sentence and ask children to name people/places/animals they would like to pray for.
“Who do we wish would be happy/safe/free?”
At the end say, “Amen,” and invite the children to help you clean-up the room.
Example of a sighing breath for the opening activity
resources for Week 3: recognizing suffering
topic for Week 3: Recognizing Suffering
com·pas·sion(km-pshn) n.
Deep awareness of the suffering of another coupled with the wish to relieve it.
It is important to note that compassion is an action word. It is not simply feeling something about an issue, but doing something about it.
suf·fer·ing(sfr-ng, sfrng) n.
1. The condition of one who suffers; the bearing of pain or distress.
2. An instance of pain or distress.
In 12 step programs they say the first step is recongizing there is a problem and that you are powerless to overcome it alone. When enacting compassion, the first step is to recognize that someone else is suffering and then to see if you can do something about it. Today's theme is about how to recognize that someone is suffering and how to begin to figure out what to do about it.
Recognizing suffering uses skills touched upon last week in the lesson "Compassion as Empathy."
Click here to review the background information for "Compassion as Empathy"
Click here to see the activities offered in "Conmpassion as Empathy." (You will need to scroll to the bottom of the page.) Many of them can be adapted specifically to recognizing suffering.
Deep awareness of the suffering of another coupled with the wish to relieve it.
It is important to note that compassion is an action word. It is not simply feeling something about an issue, but doing something about it.
suf·fer·ing(sfr-ng, sfrng) n.
1. The condition of one who suffers; the bearing of pain or distress.
2. An instance of pain or distress.
In 12 step programs they say the first step is recongizing there is a problem and that you are powerless to overcome it alone. When enacting compassion, the first step is to recognize that someone else is suffering and then to see if you can do something about it. Today's theme is about how to recognize that someone is suffering and how to begin to figure out what to do about it.
Recognizing suffering uses skills touched upon last week in the lesson "Compassion as Empathy."
Click here to review the background information for "Compassion as Empathy"
Click here to see the activities offered in "Conmpassion as Empathy." (You will need to scroll to the bottom of the page.) Many of them can be adapted specifically to recognizing suffering.
theme song
activity choices
Choose two of the following activities to share with your class. You could also choose from last week's activities.
What if I'm the one having a bad day?:
Intrapersonal learners
Use this activity especially if someone in your class is having a bad day.
Supplies:
Story book: Alexander's Terrible, Horrible, No Good Very Bad Day. You can play
the video below, or read the copy that is in the Children's Library.
Handouts
Click here to download and print "A Bad Day" handouts
If you’re having one of those days, this activity can help!
Say, "We all have days when everything seems to go wrong. There’s a
great story called Alexander’s Terrible, Horrible, No Good Very Bad Day that tells about
a boy who’s having a very bad day. You can hear the story read aloud below.
Say: "God knows that bad things happen to us, and God promises to
be with us even on our worst days."
Read Lamentations 3:19-24 (below), which tells about someone in a very bad situation who looks to God for hope.
Discussion Questions
When have you had a very bad day?
What made this day so frustrating?
How might you make tomorrow better?
How might faith in God give you hope, even on the worst of days?
What helps you feel better on a bad day? Listening to a favorite song?
Going for a walk? Reading a good book? Watching a favorite movie? Being
with a good friend? Talking to someone you love?
Say this prayer:
Dear God,
I’m feeling _____________ today. Thank you for promising that you will
never leave me. Please give me your comfort, and help to make
tomorrow a better day. Amen.
Lamentations 3:19-24
Remember my affliction and my wanderings, the wormwood and the
gall! My soul continually remembers it and is bowed down within me. But this I
call to mind, and therefore I have hope:
The steadfast love of the Lord never ceases; his mercies never come to an end; they
are new every morning; great is your faithfulness. "The Lord is my portion, "says my
soul, "therefore I will hope in him."
Supplies:
Story book: Alexander's Terrible, Horrible, No Good Very Bad Day. You can play
the video below, or read the copy that is in the Children's Library.
Handouts
Click here to download and print "A Bad Day" handouts
If you’re having one of those days, this activity can help!
Say, "We all have days when everything seems to go wrong. There’s a
great story called Alexander’s Terrible, Horrible, No Good Very Bad Day that tells about
a boy who’s having a very bad day. You can hear the story read aloud below.
Say: "God knows that bad things happen to us, and God promises to
be with us even on our worst days."
Read Lamentations 3:19-24 (below), which tells about someone in a very bad situation who looks to God for hope.
Discussion Questions
When have you had a very bad day?
What made this day so frustrating?
How might you make tomorrow better?
How might faith in God give you hope, even on the worst of days?
What helps you feel better on a bad day? Listening to a favorite song?
Going for a walk? Reading a good book? Watching a favorite movie? Being
with a good friend? Talking to someone you love?
Say this prayer:
Dear God,
I’m feeling _____________ today. Thank you for promising that you will
never leave me. Please give me your comfort, and help to make
tomorrow a better day. Amen.
Lamentations 3:19-24
Remember my affliction and my wanderings, the wormwood and the
gall! My soul continually remembers it and is bowed down within me. But this I
call to mind, and therefore I have hope:
The steadfast love of the Lord never ceases; his mercies never come to an end; they
are new every morning; great is your faithfulness. "The Lord is my portion, "says my
soul, "therefore I will hope in him."
Eggbert: Visual and Mathmatical learners
Leader preparation:
Gather the supplies for this science experiment. Try this at home first, and be sure that you have a fresh egg, not an older one. An older egg may have begun to form gases inside and might not sink.
Supplies:
• clear drinking glass or medium wide-mouthed jar
• water
• fresh egg, uncooked
• ¼ cup of salt
• permanent marker
• spoon
Pour 1 cup of water into the glass, and very carefully place the fresh egg in the water. Ask the children to pretend that the egg is a person who is not being treated fairly. Notice that "Eggbert" just sadly sinks to the bottom of the glass. Point out that this is sort of like being sad or depressed or left out or not liked very much. "Eggbert" has a sinking feeling and sits alone in the bottom of the glass. Now take the egg out of the glass with the spoon and
set it safely to one side, where it won’t roll away.
Add a spoonful of salt to the water and stir it briskly so it will dissolve. Explain that adding salt to the water is something like showing compassion toward other people. Continue adding salt, one spoonful at a time, and stirring as you go.
Mention several ways that we can show compassion: not putting people down, following the rules of a game, not shoving or hitting,
taking turns, sharing, telling the truth, being kind to others, not making fun
of people who are different, sticking up for someone who is being bullied. Keep mentioning helpful ways of relating, until all the salt (¼ cup) is dissolved in the glass. Stir briskly a few more times.
After the salt seems to be all dissolved, draw a happy face on the egg, and gently put "Eggbert" back into the water. Notice that now "Eggbert"
floats. The addition of the salt has increased the density of the water, allowing the egg to float (because the egg is now less dense than the salt water). This is the same reason that we can swim more easily in the salty ocean than in a fresh water lake.
Marginalized people begin to thrive with help of supportive friends and fair
treatment and acceptance. People who are treated with compassion live happier and healthier lives.
Magazine Activity: Visual and interpersonal learners
- Supplies:
- 1
Write down one emotion on a blank note card. Include emotions like happy,
sad, angry and embarrassed. - 2
Lay out the cards in front of the children and go over what each emotion means.
3
Flip through a magazine or picture book with the children. Have them guess which emotion the person is feeling based on the facial expression. - 4
Brainstorm with the children on ways you can make someone feel better if the
person is experiencing a negative emotion.
Several picture books or magazines
Note Cards
(Click here for) a List of emotions
or
First Aid kits: Interpersonal and bodily/kinesthetic learners
Supplies:
A large box of assorted band-aids
One Neo-to-go per child
One altoids box (or similar) per child
Assorted contact paper
Construction paper, cut to fit inside the box lid
Permanent Markers
White glue
Various Stickers
Have kids decorate the boxes on the outside with the contact paper.
You might want to cut some contact paper before hand that will fit the top of the box.
Write a phrase on a piece of the cut construction paper that would be comfortable to someone in pain.
"I hope you feel better soon."
"A little something for your owie."
Put several band-aids and a neo-to-go in the box.
Have children take them home and keep them for when someone needs a band-aid.
Make sure to explain to the kids that when we see others are hurt, we can sometimes make them feel better by demonstrating that we care. While you make this project, talk to kids about how to know when someone might need something in the kit. When does someone need a Band-Aid? When does someone need first aid ointment?
A large box of assorted band-aids
One Neo-to-go per child
One altoids box (or similar) per child
Assorted contact paper
Construction paper, cut to fit inside the box lid
Permanent Markers
White glue
Various Stickers
Have kids decorate the boxes on the outside with the contact paper.
You might want to cut some contact paper before hand that will fit the top of the box.
Write a phrase on a piece of the cut construction paper that would be comfortable to someone in pain.
"I hope you feel better soon."
"A little something for your owie."
Put several band-aids and a neo-to-go in the box.
Have children take them home and keep them for when someone needs a band-aid.
Make sure to explain to the kids that when we see others are hurt, we can sometimes make them feel better by demonstrating that we care. While you make this project, talk to kids about how to know when someone might need something in the kit. When does someone need a Band-Aid? When does someone need first aid ointment?
Bad & Better: Kinesthetic learners
Supplies:
Construction Paper
Markers
Scissors
Hole Punch
Yarn or string
Trace each person's hand on construction paper.
Place it over a second piece of construction paper and cut out a circle that the hand will fit inside.
Make holes around 2/3rds of the circle and place a length of yarn or string into it, tying off the ends.
Write "BAD" one one side and "BETTER" on the other side.
Have each child put the puppet on a hand.
Say: "Tell me about something bad that could happen."
Have everyone show the "BAD" side of their puppet.
Ask: "What would make it better?"
Validate the answers and have the kids turn their puppets to the "BETTER" side. Try to come up with multiple Betters for each Bad. Try to keep the Bads from getting ridiculous.
Encourage kids to take their puppet home and when they feel bad, or see someone else feeling bad, to think about how to make it better.
Construction Paper
Markers
Scissors
Hole Punch
Yarn or string
Trace each person's hand on construction paper.
Place it over a second piece of construction paper and cut out a circle that the hand will fit inside.
Make holes around 2/3rds of the circle and place a length of yarn or string into it, tying off the ends.
Write "BAD" one one side and "BETTER" on the other side.
Have each child put the puppet on a hand.
Say: "Tell me about something bad that could happen."
Have everyone show the "BAD" side of their puppet.
Ask: "What would make it better?"
Validate the answers and have the kids turn their puppets to the "BETTER" side. Try to come up with multiple Betters for each Bad. Try to keep the Bads from getting ridiculous.
Encourage kids to take their puppet home and when they feel bad, or see someone else feeling bad, to think about how to make it better.