By Cynthia Ulrich Tobias, M.Ed.

Do you believe that, in general, school makes kids feel loved? understood? valued? Most of us would agree that it does not. Then why, on Sundays, do we subject children to another day of school? For the child who does not fit into a traditionally quiet and structured classroom, it is particularly unappealing to voluntarily come to yet another session where everyone must sit quietly, color in the lines, and complete worksheets. For all the variety we have tried to build into Sunday School and children's ministry curriculums over the years, many of our programs still look suspiciously similar to variations of the tried-and-true pencil and paper activities children endure all week in the school classrooms, with little allowance for different learning styles.

If anyone should know how to make knowledge come alive, shouldn't it be the disciples of Jesus, the Master Teacher? If anyone can offer an atmosphere that exudes love, acceptance and understanding, shouldn't it be those who have committed their lives to the God who designed each of us so uniquely from the beginning? And yet, even those of us who love children most often find ourselves opting for the security of standard classroom techniques.

We can provide a safe and structured environment without sacrificing discipline or creativity. We can make the teachings of Jesus and the lessons of the Gospel so compelling and exciting that all children will understand their worth and surrender their hearts to the Creator.

You don't have to figure out what specific learning style each particular child is--just listen to how they communicate with you and each other. Even if you never remember any formal terms, you can increase your effectiveness with virtually all styles of learners simply by observing their behaviors and reactions, and being responsive to their needs. Sharpen your observation skills, and keep an open mind as we take a look at some of the most obvious characteristics children will show us that reveal their unique learning styles. 

(The gotta-have-a-plan, just-say-what-you-mean, do-it-by-the-book kids.)

These children are nothing if not predictable. They do not like surprises, and they do their best when they know exactly what to expect. Their nature makes them very practical and hands-on, and their sequential bent keeps them organized and concerned with standards and rules. You'll keep them happiest when you provide a schedule, an agenda, or at least a quick overview of what you will be teaching. The more concrete examples you can provide for them, the clearer their understanding will be of what you are trying to communicate.

Although everyone likes to be praised, these kids are most motivated when you are specific with your comments, (i.e. "I especially like the way you organized your thoughts on paper" or "you memorized that verse so quickly!"). These children need clear, specific directions, preferably in writing. Tangible rewards like stickers, charts and completed checklists are usually very effective.

When you talk about God, keep in mind He is an abstract Being, and you will need to provide as many ways as possible to concretely convey Who and What He is. When you present the Gospel, keep it simple, direct and straightforward.

(The let-me-think-about-it, don't-rush-me, how-do-I-know-this-is-the-best-way kids.)

These kids are dedicated to being as thorough and deliberate as possible in almost everything they do. They usually prefer to take their time, even if it means accepting a penalty for being late.

Since they thrive on learning for learning's sake, they will often ask you questions that call for complicated and lengthy answers. Even very young children may not be satisfied with simple stickers on a chart as proof that they are learning. If you sense you are dealing with a child like this, try asking, "What do you think would help you remember this?" or "What do you think would motivate you to do this?"

These logical, systematic minds avoid highly charged, emotional situations. Because of their inherent need to analyze and think through situations, you may have to use more patience in your approach to them, giving them sufficient time to complete each task. If it takes longer for this child, don't insist that he move on quickly. You may even need to let him skip the next planned activity in order to finish the first one.

When you present the Gospel, give them time to process the concept of giving your heart and life to Christ, and what it means. Don't push for a quick decision or emphasize emotional aspects.

(The all-for-one-one-for-all, why-can't-we-all-just-get-along, let's-make-sure-everyone-is-happy kids.)

These tender souls are not nearly as concerned about facts and details as they are about the people involved. Although they are just as smart and capable as any other style, they prefer to not waste their intelligence on anything they don't personally care about or see an application for in their lives.

They are highly motivated by the fact that what they do will please those that they most love and respect. Most admit they would work like crazy trying to excel for a parent or teacher who loved them. Learning is a highly social experience, so they have to consciously dedicate themselves to completing work that must be done independently. One of the greatest motivations to get tasks completed is to let them work together as a group, enjoying the process of achieving a common goal.

These peacemakers are often the buffers between argumentative siblings, friends and classmates, or frustrated parents. They are motivated to do just about anything that will help bring about peace and harmony to a situation. Their natural empathy and compassion will make them stand out in a group as natural helpers.

When sharing the Gospel with this style, keep in mind how important the relational aspects will be. One warm, personal testimony will accomplish more than a thousand well-chosen scriptures or sermons.

(The boredom-is-my-greatest-enemy, how-much-is-really-necessary, I've-got-a-great-idea kids.) 

These children are driven by a need to keep things moving. With quick and usually accurate instincts, they rarely spend much time researching or debating options--they just go for it, accepting risk as a natural part of life.

Because these kids have a difficult time hiding their boredom and they rarely have the discipline to sit through a lengthy explanation, they often get dubbed as troublemakers. They are rarely motivated to deal with anything that is already in the past; the future is much more appealing. The greatest motivation for learning often comes from working with a teacher who has developed a special and unique relationship with them. Even the most restless ones agree that they would do the hardest and most boring work in the world if they loved and respected the teacher who assigned it.

When it comes to presenting the Gospel, these kids need a lively, compelling message. They watch for others who actually walk the walk, putting the message of Christ into action. They are turned off by lectures, rules and restrictions, motivated primarily by the promise of a positive and lasting relationship.

How can you please everyone?

If you only have a short amount of time once a week, can you really communicate effectively with each learner without knowing what their individual learning styles might be? Yes! First of all, children will sense that you have given them a great compliment if you are trying to understand and appreciate them for their unique design. And, most important, God will give you wisdom and love for those to whom He has called you to minister.

There is, however, a quick method of evaluating each lesson according the how it will appeal to all styles by asking the following questions:

1) Have you been specific about what you want them to accomplish, and how they will know when they have grasped what you intended them to learn?

2) Have you provided at least a little background information, along with a list of resources in case they want more information or documentation?

3) Have you shared how this will make a difference to someone they care about, or will make the world a better place in general?

4) Did you start your lesson in an interesting, compelling way, and present the concepts in a manner that allows the learner to be unique?

When we minister to children, we partake in one of the most precious and important aspects of the Great Commission. These are young lives that need our direction as well as our love. Perhaps what sums up my philosophy best is my favorite scripture--the one upon which my ministry and business is grounded:

Trust in the Lord with all your heart, and lean not unto your own understanding...
(this says to me that there are many ways to understand something besides just mine.)
In all your ways
(all the learning styles, personalities, methods)
acknowledge Him
(bottom line--if you use your style in a way that brings honor and glory to God, it's OK; if you use your style in a way that does not acknowledge God or bring Him honor, it doesn't matter what style it is--it's not OK)
and He will direct your paths.
Proverbs 3:5-6
What an exciting opportunity we have--to present the message of Jesus Christ to all kinds of learners! Accept the challenge--take the extra time and effort to make the time a child learns about God more than just another day of school!

 Suggested Reading:

The Way They Learn: How to Discover and Teach to Your Child’s Learning Style.
Cynthia Ulrich Tobias, Focus on the Family Publishing.

Every Child Can Succeed: Making the Most of Your Child’s Learning Style.
Cynthia Ulrich Tobias, Focus on the Family Publishing.

You Can’t Make Me! (But I Can Be Persuaded). Strategies for Bringing Out the Best in Your Strong-Willed Child.
Cynthia Ulrich Tobias, Waterbrook Press

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Apple St., LLC P.O. Box 1450, Sumner WA 98390