If a child is particulary restless and disruptive, sit on the floor beside him and gently rub the back of his neck. This works even if it is impossible to give the child individual attention and still tell the story or share the lesson for the day: sit on the floor to tell the story or lesson, while rubbing the child's neck. Even if he doesn't hear the story, the other children will, and the child will be quiet and relaxed.

We have "Lori" in our class, a stuffed bear in our case -- if someone needs special attention, I ask them to help Lori, to be Lori's special friend -- "Oh, Lori fell down. Jason, Lori's crying. Can you help her?"

If a parent or helper is there, have them pay one-on-one attention to the one needing it.

Send a note in the mail one Sunday after class when things have gone well, telling the child what fun we had and how much I appreciated it when he did...

Have some books in the corner on the floor where the children can go if they choose.

Ask the child what he likes to do best with the intent of somehow incorporating it into the lesson plan and if it is something he really enjoys, he might be interested. One boy answered "trampoline". Hmmm... I tried to include more active things, but decided against the trampoline.

Look at the physical space used. For example, we are a small church and two classes were in the hall, separated visually by dividers. There were many distractions, including a climbing apparatus from a weekday nursery school. We decided to move the Beginner class into the one room we had, which was actually a cut-out from the sanctuary where we had had the Junior class, assuming they were quieter. The people who sat on that side of the sanctuary were enriched by hearing the Rainbow CD playing and the children singing, but the fact that we were self-contained had a positive effect on the class.

It might be that your tables and chairs are too big or too small for the people using them. Or maybe you shouldn't be using tables and chairs at all.

It might be too hot, too cold, or the sun is shining in their eyes through the window.

It might be that the room is too big or too small.

Be creative in your approach. Think of everything.

It might be that the child is too old or too young for the class in which he/she is placed.

It might be that there are siblings in the classroom which can be good or not so good.

It might be, depending on when you hold your classes, that the children are hungry when they arrive and need a snack to start.

It might be that you as teacher are reading from the lesson plan and not maintaining eye contact. (For chants or songs, I print them on a piece of paper and tape to the wall so I can look at the words easily instead of down to the lesson plan.)

Have a plan for kids who arrive late. (example: make a rule that kids who are late sit or stand by by the door if the teacher is talking, until she is finished, at which time they can get a chair out of the closet and sit in the circle.)

Have a plan for kids who have to go to the bathroom in the middle of the story. (for example, have kids raise their hand and make eye contact with the teacher. When she nods her head, they move *quietly* out of the circle and go out.)

Have a plan for when too many or not enough kids show up for class.

Have a plan for kids who interrupt you to tell endless, rambling tales about their kitten, for example. (you could have a group prayer thanking God for the kitten, and then tell the child that now it's time to talk about the lesson.)

Have a plan for kids who are too upset or excited about something happening in their own lives to concentrate on the lesson. (pray in a group about the concern or the situation, and if appropriate, turn the disruption into a teachable moment.)

One thing that calms kids right down is to have them recite a familiar prayer or sing a familiar song aloud together.

Have a set routine: now is the time for telling personal stories, now is the time for reading from the Bible, now is the time for asking questions, now is the time for praying for others and ourselves, now is the time for a game, now is the time to write in your journal, and so forth. (Webmaster's note: this is super important for children with ADHD -- they need to know "what's next", with few surprises).

Make eye contact with each child, welcome them each by name, and start discussing the theme within the first thirty seconds or minute of the lesson. If you do this, you will capture and keep their attention.

If you keep them waiting longer than a minute while you look for your notes/write on the board/study the lesson/find your glasses, they will immediately sense that you are unprepared, and they will go crazy.

After your lesson, in a "Moment for Reflection" time, think of what went well. Ask for God's help in preparing the next lesson, and pray for each child in your class.

Pray a lot, both with the kids and for the kids.