Language is very powerful. It can be used to create beautiful stories and poems. It can be used to communicate important business information or enable a couple to develop a relationship. It can be used to make a man feel accomplished and successful, or tear him down and make him feel like a child with nothing to offer.
 
In the Bible, James 3 says, “With the tongue we praise our Lord and Father, and with it we curse human beings, who have been made in God’s likeness. Out of the same mouth come praise and cursing. My brothers and sisters, this should not be. Can both fresh water and salt water flow from the same spring?”
 
Those are some strong words! The writer is confronting the hypocrisy that comes out of our mouths. How can we use our tongue to praise God, while using the same tongue to tear people down? It doesn’t seem to make sense to James, the writer. And it shouldn’t. Earlier in the chapter, James says that the tongue is hard to tame. It is like a spark that sets the course of one’s life on fire.
 
What’s more is that most people don’t know how much of an impact their words have on others. They may not even know that they have negative language. People naturally have their own colloquialisms and personality that comes out when they speak. It could be a reflection of how they were raised, how they are feeling, or what they think they should be portraying.
 
Knowing that language is powerful and often negative, it is important that we are made aware of what we say and how we say it. At Shepherds College, we work with students who have intellectual/developmental disabilities, and they depend on us to guide them to independence. A wrong message could easily discourage, frustrate or otherwise negatively impact a student to stop seeking independence, and remind them of negative experiences they have had in the past.
 
So, how do we do that? How do we change our words to build the students up, rather than tear them down? It is going to require a deliberate, daily evaluation of how we respond to behaviors, expectations and conversations. It will require developing habits of addressing students differently at times. Here are a few suggestions in how to start using more positive language in our interactions with students:

• Instead of telling a student what is not done, reinforce what did get done and tell them what you expect to get done.
• Instead of telling a student what got done poorly, thank them for their effort and show them how you like it done. Ask if they think they can do it like that?
• Instead of explaining rules and regulations based on what students can’t do, try emphasizing how you expect them to act and what you expect them to do.
• Instead of saying “no”, provide choices as often as possible.

 
Our students thrive when they know that they are appreciated. They will feel appreciated when they feel like they have freedom and are shown love. One way to show love and give freedom is through positive language.
​

Eating disorders are a growing problem among individuals whether they have an intellectual disability or not. In the past, eating disorders were an enigma shrouded in mystery and plagued by misconceptions. In recent years research has helped unveil much of the mystery surrounding eating disorders, but many misconceptions and stigmas still exist among the general population.
 
An eating disorder is a medical and psychiatric disorder. Many people think that an eating disorder is not a big deal, but there is a high mortality rate among those with an eating disorder. Knowing how to respond and promote prevention can be challenging. We can't always know how we should act or how others will react, but there are a few positive steps that can be taken to help support recovery and promote prevention.
 
Increase your own awareness.
 
The more that you know about eating disorders the easier it becomes to dispel the myths and false ideas about them. Increased knowledge leads to increased understanding and decreased judgment. Judgment comes easily when there is limited knowledge. Awareness makes understanding easier than judgment. Learning more about eating disorders helps alleviate many of the challenges of knowing how to respond and how to promote prevention. nationaleatingdisorders.org has a great collection of free resources that are easy to access and help spread awareness and prevention.
 
Be mindful of the ways that you talk or teach about food, nutrition, and exercise.
 
The vocabulary that we use when teaching nutrition is important in promoting eating disorder prevention. Words are powerful. They allow us to convey our thoughts in meaningful ways. The words that we choose can communicate positive helpful ideas or just as quickly communicate negative, harmful ideas. So, strike from your nutrition vocabulary the terms "good food" or "bad food.” These terms, while often well meaning, can promote harmful thought associations with food.
 
Rather than dividing food into categories of "on limits" and "off limits," talk about nutrition in terms of balance, variety and moderation. Teaching balance communicates that all food groups can fit into a meal plan. Teaching variety helps show how each food provides needed nutrients and energy in different ways. Fats help protect organs and brain tissue. Proteins help build muscle tissue. Carbs feed your body and brain with energy. Fruits and veggies are rich in vitamins. Each food plays its own roll supporting the body. Moderation helps communicate what amount is healthy for that person. Keep in mind, underestimating correct portions can be just as big a problem as overestimating. For a person with an intellectual disability, estimating correct portion sizes can be a difficult skill to learn, but teaching balance, variety, and moderation can help promote healthy eating habits.
 
Avoid talking about food in terms of calories or weight. Instead, teach about the benefits of each food and what moderation looks like for each one. Likewise, avoid talking about exercise in ways that suggest working off food calories. Instead, explain the benefits of exercise outside of food and what healthy exercise looks like for that person. There are dangers in getting no exercise, but there are also dangers in over exercising.
 
Promote healthy body image.
 
Media and American culture have created an ideal of thinness. Don't buy into comments that suggest that being thin will mean being happy and successful or that body fat is disgraceful or something to be ashamed of. Avoid making judgments about people based on their weight, or communicating that a person's value is connected to their body weight. We need to value people for their personality, talents, ambitions and dreams, not for their physical appearance. Awareness, proper nutrition education, and promoting healthy self-esteem can each help increase eating disorder prevention and support.

​
Do you have ideas that you use to prevent eating disorders and promote healthy body image? We'd love to hear them.

The mission of Shepherds College is to equip students with IDD to reach Appropriate Independence through the development of vocational, social, and life skills. We believe God created these students on and for a purpose, which is why Shepherds College aims to equip them while inspiring a lasting awareness of God’s plan for their lives.
 
In order for students to have this lasting awareness of God and His plan, I believe they must be taught the foundation of Christianity: the Gospel. Students should uncover the Word of God and see the truths about sin, forgiveness, redemption and the person and work of the Lord Jesus Christ.
 
There is a para-church ministry called Dare2Share, whose mission is to help youth leaders energize their students to relationally and relentlessly make disciples. It’s a ministry about teaching and sharing the Gospel. As I’ve worked in youth ministry in the local church, and worked in Residential Life at Shepherds College, I have found one of their methods of communicating the Gospel to students to be astonishingly effective and impactful. Specifically, I teach Dare2Share’s acronym of  “gospel”.
 
            God created us to be with Him.
            Our sins separate us from God.
            Sins cannot be removed by good deeds.
            Paying the price for sin, Jesus died and rose again.
            Everyone who trusts in Him alone has eternal life.
            Life with Jesus starts now and lasts forever.
 
The purpose of this acronym is to use the word “gospel” to specifically lay out truths about creation, humanity, Jesus’ death and resurrection, and eternal life. Using the acronym as a framework, lesson plans can be created that walk through the points of the Gospel. For the purposes of our spiritual formation program during residential life at Shepherds, I teach this in six lessons over six weeks (one lesson for each letter).
 
At this point, the teacher can and should truly make the lessons their own to fit their teaching style and the group they have.  This is an example of how I teach, “God created us to be with Him.”
 
I start by having students write or draw what they think of when they hear the word “creation.” My particular group of students enjoys expressing themselves through words and art. In addition to some sort of creative opening, I try to ask at least one discussion question for each lesson. For this lesson, the question is “why do you think God created people?” After discussion we read some verses from Genesis as well as Psalm 100:3, which says, “Acknowledge that the Lord is God!  He made us, and we are his. We are his people, the sheep of his pasture.”  This verse directly correlates with the idea that God created us to be with Him. Between the creative aspect of the lesson, the discussion question, and the scriptures, the lessons tend to run about 20 minutes each. I find this length of time to be ideal for getting the information across while still maintaining student attention.
 
The Gospel of Jesus Christ is powerful, and life change comes through bearing witness to Christ. The Gospel acronym is simply a tool to help the teacher pinpoint key parts of the Gospel, and a helpful memory device for the students. At Shepherds College, I have found this tool be helpful in communicating the hope we have in Christ. There are helpful teacher resources and ideas for constructing lessons based on the Gospel on Dare2Share’s website and mobile app. My prayer is that effectively communicating the Gospel to students is what will springboard them having a lasting awareness of God’s plan for their lives.
​

Crossing the street, appropriate attitude, and riding a city bus are some of the many challenges for those with ASD (Autism Spectrum Disorder) and other intellectual/developmental disabilities. That’s why there is a need for Authors, people like you and me, to write social stories that will or may enhance these life skills.
 
Social stories, created by Carol Gray in the 1990’s, are a science and an art that describes a context, skills, and an achievement. Social stories may help children with ASD because of the hypothesis that individuals with Autism lack a “theory of mind” (Baron-Cohen, Leslie & Frith, 1985;Frith & Frith, 2003). A theory of mind is being able to understand your own beliefs, intentions, emotions and ‘put yourself in another person’s shoes’. The Salley Anne Test has been used to test the theory of mind of those with ASD. See example of the Salley Anne Test here: http://www.educateautism.com/infographics/sally-anne-test.html. Some individuals with ASD may pay attention to irrelevant details and fail to understand the whole meaning of those situations, also known as having a weak central coherence (Kokina & Kem, 2010, p. 813). The goal is not to change the behavior but to clarify the social/life expectations that lie before them. 
 
Now, a social story is not just like any other story. An author of a social story needs to follow specific directions for it to be a successful social story. They can be a fun learning experience, if done well. From my own experience and thanks to Carol Gray’s resources, I have compiled several pointers and the 7 types of sentences that can be used in a social story. At the end, you will be able to read my very own social story on how to cross the street.
 
How to write a Social Story?

• They need to have a title, introduction, body, conclusion, and positive language.  We as authors describe what should happen versus what should not.
• For young adults and older adults, authors use third person (they, he, she). Along with third person, I like to use the audience name for it to be more real to the user. Language and presentation (including pictures) should be adjusted accordingly to age.  One thing that I like to do is allow the student to draw the pictures out. This allows us to assess their understanding of the story. 
• Teach with the title! The title needs to display the most important concept of the story.
• Present it in a positive and calm way.

  
There are 7 types of sentences authors can use:
(Note: Authors are encouraged to use at least Descriptive, Perspective, Directive, and Affirmative in their social stories)

• Descriptive- Answers the ‘wh’ questions (where, who, what, when, and why) EX: She leaves for spring break on Friday, March 18.
• Perspective- The opinions, feelings, ideas, beliefs, or physical/mental well-being of others. EX: The Res Life staff likes it when students respect each other.
• Directive – Gently offers a response or range of responses for behavior in a situation. Avoid using “I must and “I have to”.  Authors should use statements such as “I can, “I will”, “I will try”, “I might like”. 
• Affirmative – Statements that enhance the meaning and importance of previous statements.  EX: This is very important.  This is okay.
• Co-operative – What can help me?  Sentences which identify how others may be assistance to the audience.  EX: Miss Schumacher can help me with my conflict resolution skills.
• Partial – Fill in the blank sentences which allow the audience to guess the next step in a situation (great use for an assessment) EX: My friends like it when I am _____ (talking to them in a calm voice).  

 
Carol Gray created a specific resource to help authors re-check and improve their social stories.  It’s found here: http://carolgraysocialstories.com/wp-content/uploads/2015/09/It-is-NOT-a-Social-Story-if....pdf
 
Now for my social story!  Drum roll please…
 
Bethany Crossing the Street
 
Bethany is going to Dollar General to buy a candy bar. She can get there by crossing the street. She will stop before the crosswalk. She will try to listen for cars and traffic. She will look left, right, and left. This is very important. She will wait for the road to be clear with cars from all directions. Sometimes, cars can be seen far, far, away. This is okay. Sometimes, cars like to stop for her. This is okay. When the cars are clear from all directions or stopped, she can walk with her eyes across the crosswalk. When she reaches the other side of the crosswalk, she will walk across the parking lot with her eyes so that she is aware of all cars. 
 
​
We'd love to hear your social story! Please feel free to share yours with us below.

​As a teacher, I believe in hands-on practical REAL teaching. It’s effective and fun! Of course I have my favorite “Top 10” teaching tools that I typically keep around my classroom for easy access. Because I teach hands on social and daily living skills, all of these things have an extremely practical application. In no particular order, here are my Top 10:

1. Rubber bands: Some of my students struggle with changes in schedules or having the flexibility to make a change or respond appropriately to a social situation. I use a rubber band to demonstrate flexibility. It can stretch and pull all over the place, but it always returns to the same circle. I use the phrase “be flexible like a ____” and students respond with “rubber band!”

1. Pile of clothes: It may sound silly, but I often keep a tub of clothes in my classroom, especially in the fall. I teach laundry skills and students practice with real clothes.  Keeping a tub of clothes in the classroom means that I can review with them any time we have a short break or need a quick change of pace.
   
   
2. Plastic gloves: I love getting messy, for the purpose of making a point. Some of my students have sensory issues and don’t like to touch what we are using, or they just don’t want to get messy, so they wear gloves. Lessons that require making a mess: germs (ketchup and mustard on the hands, shake hands, transfers the “germs,”), shaving the table, flossing (one partner must “floss” the hand of the other person).
   
   
3. Color-coded measuring cups: When teaching students about measuring tools in the kitchen, my students do well when pairing a color with a tool. For example, a 1 cup = blue, ½ cup = green, etc. Students can memorize the colors and then better find the appropriate tool in the kitchen. I like having these on hand because, just like the pile of clothes, it allows me to easily incorporate repetition and review during the small spaces of our day.
   
   
4. Classroom dollars: While I teach daily living and social skills in my classroom, I also teach basic work ethic and job skills. One of the most effective tools I’ve found has been the use of our “Classroom Bucks” system. Students earn “money” for “working” in my classroom. Completing specific activities, making appropriate choices, raising their hand, volunteering, etc. will earn them classroom money. The concept that “if I work, I get paid; if I don’t work, I don’t get paid,” is a strong motivator for my students.
   
   
5. Emotion pictures: Having emotion-based pictures on the wall helps students to self-identify their emotion daily, or even hourly. I chose to use Lego faces showing various emotions. As they enter the classroom, my students place their own pictures on the emotion they’re feeling. It helps me to know where each of my students are at emotionally, and I can more easily follow up with them if there’s a problem.
   
   
6. Play money: We spend a considerable amount of time practicing counting money and budgeting. Having play paper money and plastic coins is essential to my classroom.
   
   
7. Money counting chart: When practicing counting money, I have found it important to teach students how to skip count mixed currency by using a chart we created. Check out the chart in our blog from February!
   
   
8. Styrofoam cups and bowls: I love having access to Styrofoam or plastic cups and bowls, especially when teaching about social boundaries! Pairing in teams, I have students create walls and boarders with these cups and bowls. Working together, they use their imagination to create something fun and then we are able to have a visual “boundary” to apply to the abstract concept of “social boundaries.” Cups and bowls can also be used to teach about the Wall of Jericho and cooking skills.
   
   
9. Engagement and repetition: There is no substitute for personal engagement, energy, excitement, and repetition. One of my college math professors taught me one of the most important teaching lessons I have ever learned. She said, “I will make a fool of myself in order to teach you a math concept. If I need to do something ridiculous so that the idea will stick in your brain, I’ll do it.” That concept has enabled me to be silly, theatrical, energetic, or simply engaging when I need to be.

Runner up quick classroom tools:

• Oreos
• Sticky Notes
• Class Dojo app
• Improvement pictures
  
  

What are your Top 10 REAL Teaching Tools?

If you'd like more information about REAL Education, click here.

​Everyone wants to be heard. God has given each of us a voice, and people with disabilities are no different. This was especially true of one of my former students, Joe. As a student, Joe had a lot of strong opinions on how certain tasks should be accomplished, or how certain situations should be handled. While situations did not always warrant his desired type of response, it always came from a place of black and white, right or wrong.
 
There was one simple tool that would almost always help Joe to process and move forward: listening. Joe simply wanted to be heard. He had opinions that he thought were right, and he wanted someone to listen and acknowledge. His ideas always came from his perspective, and sometimes needed insight and a better understanding of others. When only told what to do or how to do something, it severely frustrated Joe. He needed to be heard and to have his viewpoint understood.
 
When meeting with Joe, whether to resolve an issue, or simply to work on goals, I would always take notes, write things down, and repeat them back to him for understanding. Simply knowing that I listened to his perspective and actually heard him offered him a level of peace, and a willingness to be more flexible with his attitude. Once heard, he was much more willing to see the situation from someone else’s perspective.
 
I am a futuristic thinker and ideas are free-flowing in my brain. Sometimes, it can be difficult to find contentment in current life circumstances simply because my mind is always racing to ideas of the future. I love to brainstorm and talk about ideas with others. Because my brain thinks so futuristically, it can be overwhelming to others or uninteresting. Much like Joe, when I feel that my thoughts and ideas have been dismissed, it can be extremely frustrating. While you don’t need to take notes when talking with me, I like to feel heard and have consideration given to my ideas, despite the reality of them being carried out. Dismissing the thoughts and ideas of others, despite their ability level, is one of the most deprecating things someone can do. Sometimes, we don’t even realize we have dismissed someone.
 
As teachers, parents, and those in ministry, remembering that everyone wants to be heard, and offering a listening ear to the thoughts and concerns of individuals – including those who have disabilities – will go a long way to building a better relationship with that individual, and you might just learn something too.

Introduction:
 
In the hiring process employers are largely dependent on the traditional paper resume and the formal interview process to determine an applicant's qualifications for a particular job. Most people already find the interview process intimidating and stressful, factor in additional challenges in verbal and non-verbal communication often faced by individuals with ID/D, and that pressure is intensified.
 
But what if an employer didn't have to rely solely on a resume or the interview? What if employers could actually see an applicant in action? During the interview! Generally speaking, when provided the opportunity, people are more inclined to rely on visual information over written; we've all heard that "seeing is believing" or "I'll believe it when I see it". What those common sayings are suggesting is that it's easy to communicate one thing, but execution is what's in question. For example I could tell you Kathryn possesses relevant skills for adding value in a quick serve restaurant environment, or I could show you - watch this.
 
In the application process it's important to leverage every strategic advantage in the pursuit of employment in order to leave a lasting and positive impression with an employer. A video resumes is one such advantage. A video resume has the potential to provide a uniquely powerful visual of the applicant demonstrating his/her ability while completing relevant tasks. The video resume is not intended to replace a strong paper resume, job-training, social skill development, or interview preparation; instead it should complement them. So let's get started.
 
A couple years ago I was first introduced to this concept at a special education conference and had no previous experience doing anything like this before. If I can do it, so can you. In Part 1 of this blog series I will provide the basic tools necessary for capturing, editing and uploading your first video resume. In Part 2 I will share some practical tips that I've learned along the way that will help you further develop and execute a plan. Whether you are a self-advocate, special educator, parent or transition coordinator, you likely already have the ability and the technology necessary to create a spectacular video resume...in the palm of your hand!
 
So let's begin.
 
To make a visual resume you need three things: a camera, editing software and an account on a video hosting site.  If you own an iPhone, iPad, or an Android phone/tablet, you already have all the technology you need.
 
Camera:
 
You can capture the video with your phone or tablet. Though it isn't necessary, tripods often help improve the quality of a video by enhancing the stability of the shot. There are tripod mounts for a range of phones and tablets. To find suitable options simply google "tripod mounts for __________" and include the make and model of your device.

Once you've exported and saved important files, you can delete them from the original device. Certain Android devices also allow you to expand a device's storage through an SD or micro-SD card. You can also check the settings in the camera app and see if you can reduce the size of video you are shooting which will enable you to store additional footage. One tip for managing storage is to shoot videos until you reach your capacity and then move them onto a laptop or desktop by exporting and saving the files; you can then delete them on the original device and go back to videoing. I've had to do this on multiple occasions. In those instances I brought my laptop to the video shoot with me and would complete this process between shots.
 
For iPhone or iPad find directions for creating additional space on your device here. For Android devices click here. 
 
You may even have access through your school to an even higher quality camera such as a DSLR. Such a camera may increase the quality of the video, but a phone or tablet will do the job just fine.
​

  Editing Software:
 
There are many choices for editing videos ranging from free to expensive. I've included some recommendations based on software/apps I have used.
 
For iOS:
 
iMovie is great for editing videos on an iPhone, iPad or a MacBook. I found it to be intuitive and user-friendly; it is a great option for a beginner. Here's the very first video resume I created. The entire thing was shot and edited on a first generation iPad mini using iMovie. In a matter of three hours I had captured the video, edited the footage, created transitions between shots, added music, and uploaded the video to a host site, all on the same device.

​Android:
I found We Video and Kinemaster as two relatively user-friendly, entry level options for Android. Though free options for each of those apps exist, you'll often have to pay a few bucks to upgrade to the paid version to get rid of the watermark on the videos.
 
Laptop/Desktop:
I've now transitioned to using Adobe Premiere Pro, Creative Cloud and while it's a fantastic product it's less user-friendly and comes with a monthly subscription cost. Unless you are significantly enhancing and expanding your use of video, you won't need it.
 
If you are looking for a higher end option that doesn't require a monthly subscription cost, I recommend Sony Studio 13 and Adobe Premiere Elements.
 
Video Hosting Site:
I recommend Vimeo or YouTube to upload your videos. Both options provide a free, entry-level membership and additional paid subscription options if you want to increase storage capacity.  So long as your videos aren't too long (we'll talk about tips for length in the Part 2), these free accounts will work just fine. In Part 2 I'll also share how to manage the privacy of these videos in the user settings, how to customize the video links and suggested ideas for placing the link on a paper resume.
 
Conclusion:
That was a lot wasn't it? That's ok, you don't have to remember it all right now and you can print this out or return to the blog as needed. Ultimately, it's very simple, if you have a phone or tablet, you have the tools you need to begin!
 
Coming soon! In Part 2 I'll share some practical tips I've learned along the way about HOW TO create a video resume using the tools you have. I'll provide some practical tips I've learned along the way to help you develop and execute a plan for capturing, editing and uploading a video resume.
 
For additional examples of the video resumes I've created with the tools listed above check out the links below:
 
https://vimeo.com/129822086
 
https://vimeo.com/129692363
 

Cooking is one area where many students struggle to gain independence. The kitchen has so many moving parts that preparing a meal can be a challenge. There’s the menu, grocery shopping, meal prep, cooking, measuring, recipes, using the stove/oven/microwave (correctly), proper portion size, food groups, and food storage! I’m overwhelmed just thinking about how many things our students need to be able to do in order to be fully independent in this area. In all honesty, this is one of the most challenging things to teach because of all the details and small nuances that pop up.

While it may be a challenge for every student to master every skill listed above, they can master certain steps in the process, building up to greater independence. I am a firm believer in teaching practical steps and tools. If it’s not practical – I don’t teach it.

To keep learning about the kitchen from being overwhelming for both you and your students, break up the content into small “bite size” sections. This allows students to build knowledge upon knowledge - like one block on another - ultimately gaining a deep understanding of the kitchen and basic cooking skills. I choose to begin my training with kitchen tools, specifically measuring tools.

Identifying the correct measurement tool is vital to the success of any meal prep or recipe. If you mistake a teaspoon of salt for a tablespoon of salt, yuck! After teaching this topic for several years, it became evident to me that I needed to teach a “system” so my students could better identify the kitchen tool they need. Taking ideas and concepts from several sources, I morphed my instruction to include a colorful memorization technique.

Each kitchen is equipped with matching, color coded kitchen tools. Students learn to associate colors with tools. For instance, 1 cup = blue, ½ cup = green, etc. Before being allowed to work in the kitchen, my students have to learn the color association. A goal of mine is to transform picture recipes by including a small color-coded sticker next to each measurement. If the recipe calls for a cup of milk, there will be a small blue dot next to the “1 cup” measurement. That way, my students can see recipe, see the color, and match the measurement tool.

Teaching basic cooking skills still requires repetition, practice, and patience. But it also provides an opportunity for student growth in a wide range of skills. Get creative and have fun!
​

We’ve learned over the past few weeks that people who have disabilities are just like us, designed by God on and for a specific purpose. We’ve also learned how to make friends with someone who has a disability and how to communicate with people who might communicate in a different way than we are used to or comfortable with.
 
So, now that you’re friends, how do you share Jesus with someone who has a disability? Do they need to know Jesus loves them too? Yes! Everyone needs to know that Jesus loves them. Telling anyone about Jesus is easiest when you already have a relationship with that person. If you want to share your faith with someone and help them know Jesus as their friend, they must first see Jesus in you and the way you act with them before they will listen to what you have to say about Jesus.
 
In order to have a good relationship with someone, we need to be a good friend. How do you do that? Let’s review what we learned about being a friend to someone who has a disability:
            Spend time with them.
            Talk with them and listen to what they have to say, and
            Love them for who they are.
 
As your friendship grows, try to think of ways that you can intentionally (that means on purpose) share Jesus with them. Here are some ideas:
 
 
DO WHAT JESUS DID
Do you remember the stories of Jesus’ ministry to people when He was here on earth? These stories are written in the Bible – in Matthew, Mark, Luke and John. If you read the passages carefully, you will find that Jesus didn’t spend time preaching at people, but rather, He spent time with people – serving them, healing the sick, listening to their problems, praying for them, teaching them and sharing God’s words of love. We should follow Jesus’ example and do the same things with our friends to help them know Jesus too.
 
 
PRAY FOR THEM
Another way to share your faith is to pray for your friend. Jesus spent a lot of time in prayer for his disciples (that’s you and me if we love Jesus!) and for the people who didn’t understand His words and know Him as their Savior and Friend. Look for times when you can pray with your friend for a specific problem or situation. Ask them if it’s okay that you pray for them. Let them know you are praying for them. This tells them how much you care and that Jesus can help them.
 
 
SERVE THEM
You can also share your love for Jesus by serving your friend – like Jesus served people. Look for opportunities to help them out and do something kind for them. This will mean a lot, especially if it’s something that you don’t like to do normally. It’s always easy to do something we like. It’s much harder to give up a day of play to do something helpful for someone else.
 
 
TELL THEM
The last thing you can do to share Jesus’ love with your friend is to tell them what God has done for you. Don’t get scared by this. You don’t have to be a pastor or know lots about the Bible. When your friend asks “why?” you are doing something kind for him/her, simply tell them. Let them know how much Jesus loves you – and them – and that you are living the way Jesus wants you to live. That’s what He would do!
 
If they want to know more about Jesus, you can share John 3:16 with them –
 
“For God so loved the world that He gave His one and only Son, that whoever believes in Him should not perish but have eternal life.”
 
Tell them what this verse means to you. You might say something like, “God loves each of us – you, me and everyone in the whole world – so much that He sent His only Son, Jesus, from heaven to earth just so He could grow up and die to take our punishment for all of the bad things that we have done. You see, because we have done bad things, believing in Jesus is the only way to go to heaven someday.” I also like to use the Gospel Bracelet to share the story of Jesus’ love. That way it doesn’t matter if someone can read, and it helps me remember what to say. If you aren’t familiar with this, a Gospel Bracelet is a bracelet with different color beads. Each bead represents something that helps us tell people about Jesus’ love. Here is what the different color beads on the bracelet mean:

What’s the most awkward thing you’ve ever taught, whether it be in the classroom or at home? If you’re like me, one of the items on your list is probably hygiene. Isn’t this an innate skill set, something people just know how to do? Actually, no, it isn’t. Like many of the basic “life skills,” hygiene often needs to become a learned skill, learning not only what and the why, but also the how.

Students come to class with a variety of ability levels in this area. Some are fully capable of caring for their hygiene without any prompts, others benefit from reminders, and some need in depth training, practice, and repetition.

While I have a few fun and silly activities I enjoy using to lighten the mood, there are really no tricks to teaching hygiene. It is simply showing, teaching, and doing. Because this can be an awkward topic for students, I typically break the ice by light-heartedly acknowledging that we will be learning about an uncomfortable topic but we will make it through and move on.

Here are a few things I teach and some simple ways to teach them:

• Germs – Students smear their hands in messy things like ketchup, mustard, etc. and then walk around the room asking others to shake their hands. The messiness on their hands provides a good visual for germs and how they spread. Every time you shake someone’s hand, you spread the germs.
• Brushing teeth – We play the Oreo to the mouth game. Individually, students sit in a chair with their head back and an Oreo placed on their forehead. They have to wiggle the muscles in their face to get the Oreo from their forehead to their mouth. What a fun way to get messy teeth! When they’re done, we brush our teeth and I can assess quality of work.
• Flossing teeth – In partners, one student will glove their hands and smear peanut butter on their hands and in between their fingers. The partner will then take a piece of yarn and “floss” in between their fingers.
• Washing – Pin the Soap on the Body. Students are given small pieces of white paper cut into “soap bubbles,” and then instructed to tape or glue those pieces onto the appropriate locations they should wash on a gender-neutral paper doll.
• Showering – While individual training may need to occur through clothed practice, I’ve also found laminated picture charts very helpful for students who need a few extra reminders. Making a list of the shower steps, assigning pictures for the non-readers (Google is a great resource when it comes to finding pictures, but be careful what you search!), laminating to waterproof, and then hanging in the shower is a great resource for students who need to be reminded of each step.

While you can (and should) get creative teaching hygiene skills, the most important thing a teacher can do is to get over the awkwardness. If a teacher is uncomfortable, the students will be uncomfortable. If the teacher is confident, the students will be confident.