Think about the plan for Sunday school in your congregation. Who is involved? Where do classes meet? When do they meet? What resources are available? Do you have a long "I Wish" list? An important skill you can develop as a Sunday school teacher is the ability to look through "rose colored glasses" — at the right time, of course! This section of Online Training for Sunday School Teachers looks at resources you might find when you look through rose colored glasses.

You'll learn about:

• Three learning models for Sunday school
• Resources — printed, space, supply and equipment, and human

Learning Models

The Sunday school learning models described here are defined by the use of the Biblical texts and the strategies employed in the curricula. Each model has strengths and weaknesses and each model meets different needs. Most Sunday school materials and ministries fall into one of three models:

• Learners are presented with the full story of salvation through a planned scope and sequence of Biblical texts.
• The stories may be arranged in historical sequence or placed in topical content areas. While some stories are repeated, this model focuses on breadth of coverage. Most printed resources for this model use a paper and pencil workbook approach.
• The primary learning space in the congregation is a classroom setting.

• The learning for the day is based on the Biblical text that is a part of that day's worship. The stories follow the season of the church year and, in most cases, a three-year cycle of assigned texts. Since many congregations do not offer Sunday school during the summer, texts considered important may never be a part a child's learning experience.
• The learning strategies for this model often focus on discussion and integration into the life of the entire congregation, and are likely to include group projects.
• The primary learning space is often a traditional classroom setting, but learning in this model may move outside the classroom.

Rotational

• Learners participate in four to six week rotation sets based on a single Biblical text, encountering six to eight texts each year.
• The workshops develop deeper understanding of the story through a variety of media such as drama, computers, art, cooking, video, music, science, puppets, and games. Teachers in large congregations adjust one learning plan to meet the developmental needs of kids as they rotate through each workshop. In smaller congregations one or two workshops are offered each week, with several grades meeting together.
• Learning environments — permanent or temporary — are created for the medium of each workshop. Some video workshops have theatre seats and a popcorn machine, while others offer blankets on the floor to watch a TV and VCR.

Without careful planning, it is easy for this model to focus on activities rather than what children learn through the activities. Find out more about this option, and see creative room environments at www.rotation.org

Your Resources

Printed resources Look carefully at the introductory material. What does it list as the primary purpose of the course? How does that fit the enduring understanding you hope kids will discover? What does it assume you have available? Are there adjustments you'll need to make every week?

Your learning space Does your space match the model of learning suggested in your materials? Is other space available during your class time? As you plan each week, look for opportunities to temporarily move the learning to other available spaces — the worship space, kitchen, the custodian's closet, or the pastor's office. Be sure to check this out before class time.

Supplies and equipment Do the supplies you are given match your needs? Who can you talk to if they don't? Do you know what other resources are in your church? What multi-media equipment is available? Do you have a student who could bring portable audio equipment each week? Do you have computer access? If not, a member may have a laptop they would bring occasionally — and they will get to know the kids in your class.

Human resources You aren't expected to have all the talent and gifts. How can other people in your congregation be a part of your teaching plan? If the lesson is about the mustard seed and a recently retired farm couple has joined your city congregation, ask them to bring pictures of the best and biggest crop they ever produced. Your rose colored glasses will help you look at suggested ideas through the eyes of, "Who can help with this?"