Berikut ini saya sajikan 14 halaman gambar dan cerita Alkitab sebagai bahan ajar rekan-rekan guru SHM yang diharapkan mampu menarik dan mengajak anak-anak kita mendalami Alkitab sebagai langkah emas bagi hidup yang dikenan Tuhan Yesus.
Cara menggunakannya sederhana. Setelah Anda unduh, cetak lembar yang dipilih sesuai topik kemudian difotokopi untuk dibagikan kepada anak-anak kita. Sementara anak-anak kita berkegiatan mewarnai, kita bacakan nats Alkitab yang tercantum di sebelah gambar. Sesibuk apapun mereka, bacakan yang lantang. Biar telinga mereka mendengarnya.
Setelah mereka selesai mewarnai, tunjuk beberapa anak untuk membaca sebagian nats hingga selesai.
Supaya lebih menarik, ajak beberapa anak untuk memperagakan gerak seperti yang tercantum pada gambar sembari kembali rekan guru SHM bercerita.
Berikut ini link untuk mengunduh file-nya: Buku Mewarna 2.
PENGANTAR DAN TUNTUNAN PENGGUNAAN “AQUA” (ANEKA QUIZ ALKITAB)
Aku menulis kepada kamu, hai anak-anak, karena kamu mengenal Bapa.
Aku menulis kepada kamu, hai bapa-bapa, karena kamu mengenal Dia, yang ada dari mulanya.
Aku menulis kepada kamu, hai orang-orang muda, karena kamu kuat dan firman Allah diam di dalam kamu dan kamu telah mengalahkan yang jahat. (I Yohanes 2:14)
Sungguh suatu hal yang indah bila kita dapat memperkenalkan pada setiap orang Firman Tuhan “Marilah anak-anak, dengarkanlah aku, takut akan TUHAN akan kuajarkan kepadamu!” (Mazmur 34:12), untuk itu perkenalkanlah Firman Allah pada setiap orang di setiap kesempatan.
Buku ini ditujukan bagi anak Sekolah Minggu tingkat usia 9 s/d 13 tahun, namun juga menarik bagi Remaja, Pemuda dan Orang Tua. Buku ini asyik dibahas bersama teman, orang tua dengan anak, atau pengisi waktu luang anda sendiri.Dalam Alkitab kita ada jawaban untuk semua persoalan.
Gunakanlah Alkitab Anda untuk menjawab dan mengerjakan Aqua, niscaya akhirnya akan Anda temukan bahwa bukan hanya Aqua yang dapat diselesaikan, namun seluruh persoalan dalam kehidupan Anda juga dapat diselesaikan dengan Firman Tuhan yang berkuasa.
SELAMAT BELAJAR DAN MELAYANI, TUHAN YESUS MEMBERKATI.
Silakan klik link berikut ini untuk mengunduh buku materi AQUA selengkapnya: 000 AQUA u blog
Salam! Rekan-rekan Guru Sekolah Minggu dan orang tua penyayang anak, kali ini disediakan 20 gambar permainan maze.
Mari bimbing anak-anak kita. Berikan petunjuk dan biarkan mereka menyelesaikan permainan secara mandiri.
Berikan penghargaan kala mereka melakukannya.
Mari mengenal Abraham Lincoln seorang negarawan ternama lewat permainan berikut ini.
Beberapa permainan mungkin baru, tapi jangan khawatir karena ada petunjuk untuk rekan-rekan Guru dan orang tua.
Setelah puluhan tahun menikmati pohon natal bermodel serupa, saya menginginkan pohon natal yang berbeda. Mungkin sesekali merayakan natal dengan dekorasi pohon gaya baru bisa memberi nuansa berbeda untuk anak-anak kita.
Ayo, bikin sendiri. Berikut ini beberapa ide pembuatannya.
Terimakasih Tuhan Yesus karena Kau memberikanku kesempatan merasakan kekurangan, sebab itulah aku mengerti makna bersyukur dalam kecukupan
Terimakasih Tuhan Yesus karena Kau memberikanku kesempatan berkelebihan, sebab itulah aku mengerti bahwa tak berbagi dalam kelebihan adalah kesalahan
Ampuni aku Tuhan karena menjauh dari Engkau dan terimakasih karena cobaan yang Kau ijinkan kuterima menyadarkanku…
Kini kumengerti betapa berharganya penyadaran dan betapa tak ternilainya sebuah kesadaran akan ketuhananMU!
Meski penyadaran itu berawal pahit dan kesesatan itu berawal manis, dengan kesadaran; pahit atau manis seharusnya senantiasa membuatku sadar, dan sadar membuatku senantiasa bersyukur.
Teringat akan puisi tahun 2008, dalam bebal tak berbatas, kemunafikan merajalela… sang pendusta kembali terhilang…
DOA ANAK HILANG
Dengan cara yang lembut dan tepat, Tuhan bertindak keras kepadaku.
Ia tahu persis apa yang kuperlukan.
Seperti dinding yang kokoh pagarnya tegas pada saat aku lemah dan lelah, bukan untuk menghimpit namun menjadi penopang yang mengendalikan jalan hidupku agar tak roboh dan tersesat.
Tersesatlah aku karena tidak menghasilkan buah-buah Roh melainkan buah-buah kedagingan yang menjerat leher dan menyesatkan.
Telah kupilih sendiri, hasilkan buah-buah dalam Roh dan kebenaran bukannya hasilkan buah-buah dosa namun tidakanku berlawanan dengan pilihanku, sebab aku lemah dan bodoh
Saat ini buah-buah dosa menjadi bebanku. Buah-buah itu mengejar dan tak rela melepaskanku.
Tamengku, Perisai yang baik telah kuretakkan dengan dosa-dosa tak terhingga, bahkan kubuang dan kutinggalkan
Sekarang saatnya aku menentukan tindakan
Menjadi seperti Kain yang mengobarkan amarah pada Tuhan dengan menyalahkan Habil serta orang benar lainnya
Menjadi seperti Saul yang mengandalkan kekuatan sendiri, mencari Tuhan dengan tidak layak dan tak berkenan
Menjadi seperti Simson yang menjadi tak taat setelah menerima berkat dan bertindak tanpa hikmat
Tidak Tuhan, jauhkan aku dari pilihan-pilihan itu, aku mau seperti Daniel yang menguduskan diri demi Allah yang hidup
Aku mau seperti Daud yang dengan hikmat menyesali perbuatannya, hidup benar, layak dan berkenan di hadapan Engkau Tuhan
Jika terlalu jauh dan berat untuk menjadi seperti Paulus, aku mau seperti Stefanus yang hidup dan mati dalam kebenaran
Tuhan, setiap kali berbuat dosa aku membukakan celah bisa dan racun mencelakakan jiwaku..
Tak terhitung kini dosa-dosaku
Tak terhitung pula racun di dalam jiwaku
Kini ya Bapaku, kuduskanlah kiranya aku dari segala macam racun itu
Dengan berperisaikan Engkau, hindarkanlah aku dari serangan Iblis.
Aku milikMu ya Tuhan
Engkau yang telah menebusku dari kesia-siaan dan membawaku kepada kemuliaan anak Raja, namun semua pernah kutinggalkan untuk hidup dalam penyiksaan dan mengarahkan hidupku pada api neraka dalam kekekalan
Ampuni aku… maafkan aku, Tuhan Yesus
Terimalah aku kembali, anak hilang yang tak tahu diri
Kini aku sadar dan mencari Engkau, ijinkan lagi aku menemukan Enkau dan menautkan diriku denganMu ya Allah.
Terimakasih Tuhan Yesus Kristus, Amin.
Ungaran, 7 Oktober 2008
IJINKAN AKU KEMBALI, BAPA…
BERI HAMBA KEKUATAN…
MESKI BERKALI-KALI TERHILANG,
TERIMALAH HAMBA KEMBALI…
Ungaran, 24 Januari 2011
Sebuah kategori bahan ajar sekolah minggu saya tambahkan, yaitu “Permainan Anak”. Kategori ini berisi ratusan pola permainan, lengkap dengan petunjuk memainkannya. Sajiannya diberikan dalam beberapa jenis permainan seperti permainan di dalam ruangan, permainan di luar ruangan, permainan untuk anak yang lebih besar, dan sebagainya.
Jika rekan-rekan pecinta anak-anak, orang tua, guru sekolah minggu, atau pelayan dan pembina anak menemukan bahwa tulisannya dalam bahasa Inggris dan kesulitan memahaminya, jangan buru-buru putus asa; ada cara mudah mengatasinya.
Begini cara menerjemahkannya ke dalam bahasa Indonesia:
- Arahkan kursor Anda ke menu “TRANSLATE TO YOUR LANGUAGE” di bagian kanan atas halaman ini. Silakan pilih bendera SELAIN bahasa Inggris dengan mengklik benderanya. Ingat, jangan pilih bendera untuk bahasa Inggris, pilih saja bahasa China, Jepang, Jerman atau apa saja asal bukan bahasa Inggris.
- Kemudian semua tulisan akan diterjemahkan ke bahasa yang Anda pilih. Perhatikan, di bagian teratas halaman akan muncul “Google Terjemahan”. Perhatikan bagian tengah kolom pilihan yang tersedia di baris kedua. Pada bagian itu terdapat kotak untuk menentukan pilihan “Terjemahan dari: …… ” dan “Terjemahan ke: …… “
- Pilih menu di kotak “Terjemahan dari: …… ” dan pilih menu bahasa yang tadinya Anda pilih, untuk diterjemahkan kembali ke Bahasa Indonesia dengan menentukan pilihan “Bahasa Indonesia” di kotak “Terjemahan ke: …… “, lalu klik kotak bertulisan “Terjemahkan”.
- Memang terjemahannya tidak sempurna, tapi biasanya sudah bisa dipahami. OK, sekarang mari kita lihat & nikmati saja sajian aneka permainan di bawah ini.
Pada bagian pertama, saya tampilkan aneka permainan yang dikumpulkan oleh:
GEORGE O. DRAPER
Secretary for Health and Recreation, County Work Department of the International Committee of Young Men’s Christian Associations.
For Primary Pupils
Cat and Mouse
One pupil is designated to play the role of cat, another that of mouse. The mouse can escape the cat by sitting in the seat with some other pupil. Thereupon that pupil becomes mouse. Should the cat tag a mouse before it sits in a seat, the mouse becomes cat and the cat becomes mouse, and the latter must get into a seat to avoid being tagged.
Three pupils constitute a team. Two are mechanicians, one the aviator. Each team is to have a piece of string about 25 feet long, free from knots. A small cornucopia of paper is placed upon each string. The mechanicians hold the ends of the string while the aviator, at the signal to go, blows the cornucopia along the string. The string must be held level by the mechanicians. The aviator first succeeding in doing this, wins for his team.
The pupils sit or stand in a circle with their hands in front of them, palms together. The one who has been selected to be “It” takes a position in the center of the circle, with his hands in a similar position. A button is held between his hands. He goes around the circle and places his hand over those of various individuals, dropping the button into the hands of one. He continues about the circle, still making the motions of dropping the button in the hands of others, so as to deceive those making up the ring. After he has taken his place in the center of the circle, those in the ring endeavor to guess into whose hands he has dropped the button, the one succeeding in doing this takes the button and continues the game.
Some object is determined upon for hiding, such as a coin, a button, a thimble, etc. A pupil is sent from the room. During his absence the object is hidden. Upon his return the children buzz vigorously when he is near to the object sought and very faintly when he is some distance away. The object is located by the intensity of the buzzing.
Hide in Sight
In this game all of the pupils except one are sent from the room. The one left in the room hides a coin, or some similar object, somewhere in plain sight. It must be visible without having to move any object. When hidden, the rest of the pupils are called back and start the search. When a pupil finds the coin, after attempting to mislead the others by continuing his search in different quarters, he returns to his seat without disclosing its whereabouts. As it is found by others, the group of seekers will gradually diminish until there is but one left. When he finds it, the coin is again hidden by the one first finding it.
A certain color is determined upon. Each pupil in turn must name some object which is of that color. Failing to do this he goes to the foot of the line, provided some one beyond him can think of any object of that color. If no more objects can be thought of, a new color is selected.
I See Red
One pupil is given the privilege of thinking of some object in the room, of which he discloses the color to the rest of the pupils. For example, if he sees a red apple he says, “I see red.” Thereupon the other pupils endeaver to guess what red object in the room is thought of. The one succeeding, next selects the object to be guessed.
Hide the Clock
This is a good quiet game for the schoolroom. A loud ticking clock is necessary for the game. All of the pupils are sent from the room. One of their number is selected to hide the clock. The others, upon coming back, try to locate it by its ticking. The one succeeding has the privilege of next hiding the clock.
The children all endeavor to shift seats at the clapping of the hands of the teacher. Have one less seat than pupils, so that one may be left without a seat. This can be arranged by placing a book on one seat and calling this “Poison Seat.” The child sitting on this seat is “poisoned” and out of the game. Add a book to a seat after each change, so as to eliminate one player each time. The one left after all have been eliminated, wins the game. Should the teacher clap her hands twice in succession, that is the signal for all of the pupils to return to their own seats.
Some object—a coin will do—is selected to be hidden. The children of one of the aisles leave the room, the others determine upon a hiding place and hide the coin in plain sight. Those out of the room are called back and look for the hidden object. As soon as it is found, the first one finding it goes to his seat and calls, “First.” He is not to call until he is actually in his seat. The second one to find it returns to his seat and calls, “Second,” and so on until it has been found by all in the aisle. If there are six aisles in the room, the occupants of the first six seats in the aisle seeking the hidden object determine which aisle leaves the room next. For illustration,—if the pupil in the second seat is the first one to find the object, then the second aisle of the room will be the one to leave the room for the next hunt. Likewise if the pupil of the third seat is the first to find the object, the third aisle will be the one which next has the privilege of enjoying the hunt. If there are more pupils in the aisle than there are aisles in the room, the pupils in the last seats do not count.
The pupils of the room are divided into two groups. One side decides upon some action it will represent, such as sawing wood, washing clothes, etc., and thereupon represents the action. The other group has five chances to guess what the first group is trying to represent. Failing to do this, they must forfeit one of their players to the second group and the same side again represents an action.
When a group presents an action to the others, the following dialogue takes place:
Second Group: Where from?
First Group: New Orleans.
Second Group: What’s your trade?
First Group: Lemonade.
Second Group: How is it made?
The first group then represents the action.
This is an attention game. The teacher stands before the class and instructs them that if she mentions some bird or object which flies and raises her arms sideward, imitating the flapping of the wings of a bird, the pupils are to follow her example. But if she mentions some animal or some object which does not fly, she may raise her arms sideward and upward, imitating the flying position, but the pupils are not to follow her example. If they are caught doing so, they must take their seats. For example,—the teacher says, “Owls fly”. Thereupon she and all the children raise their arms sideward and upward. She says, “Bats fly” and raises her arms. She next says, “Lions fly” and raises her arms, thereupon the pupils are supposed to keep their arms at their sides.
A march is played on the piano and the children march from their seats in single file around the room. As soon as the music stops, all rush to get into their seats. The last one in, must remain in his seat during the second trial. If there is no piano in the room, drumming on the top of a desk will do as well.
Change Seat Relay
The teacher claps her hands. This is the signal for all to shift one seat back. The one in the rear seat runs forward and sits in the front seat. The first aisle to become properly seated wins one point. Again the hands are clapped and the pupils shift one seat back, and the one then at the rear runs forward and takes the front seat and so the game continues until all have run forward from the back seat to the front. The aisle scoring the largest number of points wins.
Charlie over the Water
This is an old game and is always popular. The children form a ring, joining hands. One is selected to be “It” and takes his place in the center. Those in the ring then dance around, singing,
Charlie, over the sea,
Charlie, catch a blackbird,
But can’t catch me.”
Having completed these lines, they all assume a stooping position before “Charlie,” who is “It,” can tag them. If he succeeds in tagging one, that one takes his place in the circle and the game continues.
The pupils of each aisle constitute a team. All bend their heads forward, placing their faces in the palms of their hands on the top of the desk. At the signal to go, given by the teacher, the one in the last seat in each aisle sits up, claps his hands and taps the back of the one in front of him, which is the signal for the one in front to sit up, clap, and tap the one next in front of him, and so the tap is passed until it reaches the one in the front seat of the aisle, who, upon being tapped, stands up, clapping his hands above his head. The first to stand and clap hands above head wins the race.
Similar to the preceding race with the exception that upon the signal to go the one in the back seat knocks with the knuckles of his right hand on the top of the desk a “rat-tat, rat-tat-tat,” as in a drum beat, and then taps with the knuckles the back of the one next in front of him, who repeats the performance, tapping off the one in front, and so on. The race ends when the individual in the front seat of an aisle taps the “rat-tat, rat-tat-tat” and stands up.
A book is handed to the pupil in the last seat of each aisle. At the signal to go the pupils holding the book step into the aisle at the right hand side of their desks, holding the books on the tops of their heads with both hands, and make a bow. Then returning to their seats, hit the book on the top of the desk and pass it on to the next one in front, who repeats the performance, as does every one else in the aisle. The one in the front seat of the aisle finishes the race by bowing with the book upon his head, then running forward, and placing the book upon the teacher’s desk.
Spin Around Race
A boy is selected from each aisle to take his place at least six feet in front of the aisle. Upon the signal to go, the last boy in each aisle runs forward to the right of his desk and links his left arm in the right arm of the boy standing in front of his aisle, and in this position spins around twice, returning to his seat, and tagging off the boy next in front of him, who repeats the performance. The last boy in the aisle to spin around ends the race when he has returned to a sitting position in his seat.
For Intermediate Pupils
A pupil who is “It” is sent to the board. He writes thereupon the initial of some other pupil in the room. That pupil is to try to tag “It” before he can return to his seat. If successful, he becomes “It” and continues the game by writing some one else’s initial on the board.
One pupil is sent from the room. Thereupon the remaining pupils hide some object agreed upon. The pupil sent from the room is recalled. The teacher or one of the pupils plays the piano loudly when the seeker approaches the hidden article and softly when some distance from it. The seeker determines the location by the volume of the music.
Hunt the Rattler
All of the players in the room are blindfolded, except one, who is given a tin can in which is placed a loose pebble. He is known as the “rattler.” The blindfolded players attempt to locate and tag the rattler by the rattle. The one successful takes the place of the rattler.
The pupils stand in a circle in the center of which is “It” blindfolded, holding in his hand a blunt stick about 12 or 15 inches long. Those in the circle dance around two or three times, so that the blindfolded player may not know their position. At the command “Stand,” given by the one blindfolded, all must stand still. Thereupon, by feeling with his stick, “It” tries to discern an individual in the ring. “It” is forbidden to use his hands, in trying to discover who the individual is. If he succeeds in guessing, the individual guessed must take his place. Otherwise he proceeds to some other individual in the circle whom he tries to identify.
The pupils of each aisle constitute a team. A slip is handed to the one in the first seat in each row. At the signal to go, he writes his full name thereupon and passes it immediately to the one next behind him, who writes his name and passes it on. When the one in the last seat in the row has added his name to the slip, he rushes forward and places the slip upon the teacher’s desk. The aisle first succeeding in accomplishing this task, wins.
Frogs in Sea
One pupil sits in tailor fashion in the center of the playing space. The others try to tease him by approaching as closely as they dare, calling him “Frog in the sea, Can’t catch me.” If the frog succeeds in tagging any of the other players, that player must take his place. The frog is not allowed to change from his sitting position in his effort to tag the other players.
The pupils in the room are divided into four equal teams. Each team is assigned to a different corner. A leader stands in front of each team with a bean bag, cap, or ball. At the signal to start the leader tosses to and receives from each member of his team in turn the bean bag. Having received the bag from the last one in his line, he takes his place at the foot of the line, and the one at the head of the line becomes leader and proceeds to toss the ball to each member as did the preceding leader. The group, in which all have served as leaders and which successfully completes the game first, wins.
The pupils of each aisle constitute a team. Flags are given to the pupils in each front seat. On the signal to go, each pupil holding a flag steps out on the right hand side of the seat, runs around the front of his own aisle, back on the left hand side, around the rear seat, returning to his own seat up the right hand aisle, and hands the flag on to the one next behind him, who continues the race. When all the pupils in the aisle have circled their row of seats with the flag, the last one, instead of returning to his seat, runs forward and holds the flag above his head in front of his aisle. The one first succeeding in reaching the front, wins the race.
In this race it is often better to run two aisles at a time and thus avoid the possibility of pupils bumping into each other in their attempt to race through the aisles. In this way the various winners can race against each other, making an interesting contest.
Seat Vaulting Tag
A pupil is selected to be “It.” He attempts to tag any other pupil in the same aisle in which he stands. The pupils avoid being tagged by vaulting over the seats. No one is allowed to run around either end. “It” cannot reach across the desk in his effort to tag another. He must be in the same aisle or tag as one is vaulting a seat. A pupil becomes “It” as soon as tagged.
Jerusalem, Jericho, Jemima
This is a simple game of attention. The three words in the title are near enough alike to require close attention on the part of the pupil to distinguish between them and to act accordingly. Have the pupils turn in their seats facing the aisle. If the teacher says “Jerusalem”, the pupils stand. If she says, “Jericho”, they raise their arms momentarily forward and upward. If she says, “Jemima”, they sit down. Any child making a mistake sits in her seat and faces to the front.
An attention game. The pupils stand in the aisle beside their seats. In starting the game, the teacher asks them to face to the north, then to the south, then to the east, and to the west, so that they have the directions fixed in their minds. She then proceeds to tell a story or to make statements such as the following, “I came from the north.” At the mention of the word “north” all the pupils must turn and face towards the north. “But since I have arrived in the south,”—at the mention of the word “south” they all turn and face the south, etc. If the teacher should say “wind,” the pupils imitate the whistling of the wind; if “whirlwind” is mentioned, all must spin about on their heels a complete turn. Failing to do any of the required turns, the pupil takes his seat.
The pupils of each aisle constitute a team. Those in the front seats are Number 1, those next behind them, Number 2, and so on back. The teacher calls some number. The pupils having that number race to the board and write thereupon the name of some river, returning to their seats. The first one back wins one point for his team. The game continues until all the numbers have been called, the team having the most points wins.
Have the pupils in aisle 1 face those in aisle 2, those in aisle 3 face 4, those in aisle 5 face 6. Appoint a captain for each aisle. The captain of one team starts spelling a word containing more than three letters. The captain of the team facing his, adds the second letter, not knowing what word the captain of the other team had in mind. The second man of the first team adds a third letter; the second man of the second team adds a fourth, each team trying to avoid completing the word. The team completing the word loses one point to the other team. For example, the first man of team A says “g,” the first man of team B says “o,” thinking of “gold.” The second man on team A says “o,” thinking of “goose.” The second man on team B can only think of “good” and contributes “d,” ending the word. Team A thereupon scores a point. The third man of team A continues the game by starting another word. When the ends of the aisles are reached the word, if uncompleted, is passed to the head of the line and continued.
If there are four aisles in the room, there will be two groups playing at the same time; six aisles, three groups; eight aisles, four groups. The captains of opposing teams keep a record of the score.
This game stimulates quick thinking. Some one is selected by the teacher to start the game, and thereupon gives some word to which the first pupil in the aisle must give a rhyming word before the former can count ten. Failing to do this, the leader continues and gives a word to the second one in the aisle. The rhyming words are to be given before the leader has completed his count of ten. Then the one succeeding in giving the word replaces the leader.
A pupil is selected by the teacher to clap the rhythm of some familiar air. The rest of the children in the room endeavor to guess the song clapped. The pupil succeeding in doing this is given an opportunity to clap another song.
A pupil is blindfolded and placed in the front of the room. Other pupils, one or two at a time, are given the opportunity to stealthily approach the one blindfolded, in an endeavor to take some object, from before his feet, such as a flower pot and saucer, or a tin can with a loose pebble in it, without being detected by the one blindfolded. If a pupil succeeds in taking back the object to his seat without having been heard, he wins a point for his aisle. Where two pupils are sent forward at the same time, two similar objects must be placed at the foot of the one blindfolded. The aisle scoring the largest number of points in this way wins the game.
The pupils of each aisle constitute a team. They are numbered, beginning with the one in the first seat. The teacher describes some mathematical problem she desires done and calls certain numbers. All the pupils having those numbers rush to the board and compute the problem. The first back to his seat wins a point for his team, the aisle gaining the largest number of points wins the game.
The pupils of each aisle constitute a team. The teacher decides on a multiplication table which is to be placed upon the board. A piece of chalk is handed to the first pupil in each aisle. At the signal to go Number 1 goes to the board and writes the first example in the multiplication table thereupon. Returning to his seat, he hands the chalk to the one next behind him, who puts the next step in the multiplication table on the board, and so the race continues until the one in the last seat has returned to his seat, after adding his part to the table. The one first back to his seat wins for his aisle.
The pupils having learned some poem may use it in a game in the following way:
The pupils of each aisle constitute a team. At the signal to go the last pupil in each aisle stands up and recites the first line of the poem, returns to his seat and taps the one next in front of him, who stands up and repeats the second line of the poem, sits down and taps off the third pupil, who repeats the third line, and so the game continues. If the poem has not been completed after the one in the front seat has said his line, he taps the one next behind him, and that one is supposed to give the next line and so on back. The aisle first completing a poem wins the race.
If the poem be a very small one, words of the poem instead of lines may be used. If it be a long one, verses instead of lines may be used.
This is a good active game thoroughly enjoyed by the children. The teacher selects one pupil to be “It,” and another to be chased. The one chased can stand at the rear of any aisle and say, “Last man.” Thereupon the front pupil in that aisle is subject to being tagged by “It” and leaves his seat. All the other pupils in that aisle advance one seat and the first man chased sits down in the last seat in the aisle. “It” tries to tag the man who left the front seat before he can go to the rear of any of the aisles. Should he succeed in doing so, he can immediately be tagged back if he does not hurry to the rear of some aisle and say “Last man.”
(Caution: Should any child appear fatigued when “It,” substitute another child in his place).
This is a good relaxation game. The teacher says, “Change seats left.” Thereupon all the pupils shift to the seats to their left. The children who are in the last aisle on the left must run around the room and occupy the vacant seats on the right hand side. Should the teacher say, “Change seats right,” the reverse of the proceeding is necessary. The teacher can also say, “Change seats front,” or “Change seats rear,” and the pupils are expected to obey the commands. Those left without seats must run to the other end of the room and take any seat found vacant there.
Relay Run Around
The pupils of each aisle constitute a team. The pupil in the last seat in each row, upon the signal to go, steps out in the right hand aisle, runs forward around the front of his row of seats, back on the left hand side, circling the rear seat, and sits down, touching off the next pupil in front of him, who repeats the performance. The aisle first accomplishing the run, wins.
For Advanced and High School Pupils
The group is divided into two equal teams. A leader is chosen for each. The leader of Team A begins the game by giving the name of a country beginning with the letter “A” (Austria). The leader of Team B gives another country beginning with “A”. The second member of Team A, another; the second member of Team B, another; until one of the teams cannot think of any more countries beginning with “A”. That team last thinking of a country wins one point. The other members of the team can help their team mate, whose turn it is, by suggesting other countries. The member of the team failing to name a country beginning with “A”, starts with the letter “B” and the game continues, until one team has won ten points. The names of rivers, mountains, states, cities, etc., can be substituted for the names of countries.
Seeing and Remembering
Fifteen or twenty articles are placed upon a table under a sheet, in front of the pupils. The sheet is removed for a space of 10 seconds and the pupils are given a good chance to study the articles on the table. After the sheet has again covered the articles, each pupil is requested to write as many of the articles as can be remembered, on a sheet of paper. The one remembering the largest number wins.
The teacher selects some word from the dictionary, which is written upon the blackboard. Each pupil then writes the definition of that word on a slip of paper. After this is done, the teacher compares the definition with that in the dictionary. The one giving the definition nearest like that in the dictionary wins, and gives the next word to be defined.
The pupils of each aisle constitute a team. Each pupil in the aisle is given a number. The one in each front seat is Number 1, the one behind him Number 2, and so on back. The teacher has prepared a different sentence for each aisle with just as many words in it as there are pupils in the aisle. One of these slips is handed to Number 1 of each team. Number 1 takes the first word of the sentence as his word, Number 2 the second, Number 3 the third, and so on. When the last one in the aisle has learned the last word in the sentence, the slips are returned to the teacher. Competition can be added to this phase of the game by seeing which aisle can return the slip to the teacher first.
When the slips have all been turned in, the teacher calls any number. Thereupon the pupils in each aisle having that number, go to the blackboard and write distinctly their word from the sentence. For example, the teacher calls Number 3. Number 3 of aisle 1 had the word “money”; Number 3 of aisle 2 “can,” etc.
Next the teacher calls Number 5. All the Number 5’s go to the blackboard and write their words directly after those written by their previous team mate. When all the numbers have been called there is a jumbled sentence on the board for each aisle. The pupils of the various aisles then try to guess what the sentences of the other aisles are. Each one guessed, counts 5 points.
An historical personage is selected, such as Columbus, George Washington, etc. The first pupil called upon must describe the subject with a descriptive adjective beginning with “A”. The second, third, and fourth, etc., adding to this description by using adjectives beginning with the letter “A”. This continues until the adjectives beginning with the letter “A” have been exhausted. Then the letter “B” is used and the game continues. It is well to change the subject after every fourth or fifth letter. This is a good game for adding to the vocabulary of the pupil. A little fun can be had by using, instead of an historical subject, one of the pupils of the room for description.
The pupils of each aisle constitute a team. The one in the front seat in each aisle is Number 1, the one behind him, Number 2, etc.
The teacher has a number of cards upon each of which appears a letter of the alphabet. The teacher holds up one of these letters so that it can be distinctly seen by the pupils. Number 1 of each aisle must name some article sold in a grocery store, beginning with the letter held up by the teacher. (For example,—the teacher holds up the letter “F”; Number 1 of the second aisle calls, “Flour”). The pupil first naming an article of that letter is given the card containing the letter. The next card held up, the number 2’s of each team are to name the article, and likewise the winner to be awarded the card. The aisle having the most cards at the end of the game wins.
The letters can be written on the blackboard if the cards are not available for the game and points awarded to each winner. The game can also be used with birds, animals, and other subjects in place of articles sold in a store. This is a good game to stimulate quick thinking.
This game is good training for the ear. Various noises, such as the shaking of a pebble in a tin can, in a wooden box, in a pasteboard box, in a large envelope; knocking on wood, on tin, on coin (as silver dollar), on stone, on brass, on lead,—are made. The pupils are allowed to guess just what the noise is caused by.
This is a good relaxing game and one in which the practice of self control is a factor. An open handkerchief is tossed into the air. While it is in the air the pupils are to laugh as heartily as they can, but the instant the handkerchief touches the floor, all laughing is to stop.
The ability to measure with the eye is well worth cultivating. Each pupil is to guess the distance between various points indicated on the blackboard, the height of a door, the width and the height of a school desk, the height of the schoolroom, the thickness of a book, etc. Each of the guesses is written on a slip of paper. The pupil with the best guesses wins.
An article is concealed under a cloth on the table. Each pupil is given an opportunity to feel the article through the cloth and guess what it is, educating the sense of touch.
Distinguishing by Smell
Various articles invisible to the eye, with distinctive odors, such as vinegar, rose, mustard, vanilla, ginger, clove, tea, coffee, chocolate, soap, etc., are placed before the pupil. The one able to distinguish the largest number of articles by the smell, wins the game.
Pictures of a number of famous paintings by the masters are placed on exhibition. The pupil guessing the largest number of masters and titles, of the various pictures, wins.
The teacher whispers in the ear of each pupil the name of some animal, whereupon the pupil proceeds to draw that animal, each pupil being given the name of a different animal. Drawings are made and put on exhibition. All try to guess as many as possible of the animals represented in the drawings. The drawing securing the largest number of correct guesses wins for the artist.
A long sheet of paper is given to each pupil, with instructions to draw thereupon a picture representing some historical event. After completing the drawing, each paper is passed about the room. Each pupil writes underneath the picture what he thinks the picture represents. His subject is folded under, so that the next pupil to receive the picture cannot see what his guess has been. At the end of the game, the picture having the largest number of correct guesses wins.
Train of Thoughts
A word is suggested by the teacher. This is written at the top of a sheet of paper by each pupil. The pupil then writes beneath that word various thoughts that are suggested to him by the word. For instance, the word suggested by the teacher is “aeroplane”. Pupil A has suggested to him by the word “aeroplane”, humming. He writes that on his list. Humming suggests bees. Bees suggest honey; honey, clover, clover summer, summer swimming hole, etc. When all of the pupils have written fifteen or twenty thoughts which have suggested themselves to them, each is called upon to read his train of thoughts to the rest of the class.
The pupils of each aisle constitute a team. A piece of string is given to each pupil in the front seat. At a signal to start each pupil with the string runs forward and ties it in a bowknot on some article placed in front of each aisle. After tying the bow, he returns to his seat and touches the one in the seat next behind him. Thereupon the second member of the team runs, unties the bowknot, returns with the string; and hands it to the third, who runs forward, and ties it in a bowknot, as did the first, and returning touches off the fourth, etc. The aisle in which each pupil has accomplished the required task first, wins the race.
This is a good game for the class in domestic science. The pupils of each aisle constitute a team. A piece of chalk is handed to the one in each front seat. At the signal to go, the chalk is passed back until it reaches the one in the last seat in the row. Every one in the aisle must have handled the chalk in passing it back. Upon receiving it, the last one in the row runs forward to the board and writes thereupon an ingredient necessary in the making of cake. Returning, the chalk is handed to the one in the front seat and again passed back until it gets to the one in the next to the last seat, who rushes to the board and writes another ingredient necessary in cake making. And so the race continues. When the last pupil at the board, namely the one from the front seat, has written upon the board and returned to her seat, the race is ended. The race is won by the aisle first completing this task.
The group, if numbering 40 or more pupils, is divided into two teams. The contestants of each team are given a different letter of the alphabet. The teacher gives a word. Thereupon the pupils in both teams whose letter occurs in the word named, run one to the front and one to the rear of the room, as assigned by the teacher, and take their places in the order in which their letter occurs in the word. When the pupils have taken their proper position, they call out the letters they represent, spelling the word. The group first accomplishing this, wins one point for their team. If the letter occurs twice in the same word, that pupil representing that letter takes his place where the letter first occurs in the word and shifts to the second position, so as to help complete the word.
If the group be too small for two alphabets the game can be played by having but one and seeing which of the various words given is formed in the quickest time by the single group.
The pupils of each aisle constitute a team. A piece of chalk is given to the one in each front seat. At the signal to go, the one with the chalk rushes to the board and writes the first word of a sentence on the board and returns to his seat, passing the chalk on to the second one, who writes the second word for a sentence. The third writes the third, and so on until a complete sentence has been written upon the board. The one in the last seat must complete the sentence and return to his seat, ending the race.
Twenty-five points is awarded the team finishing first; twenty-five points to each team with correct spelling; twenty-five points for the team with the best writing; twenty-five points for the best composition of the sentence.
A three foot circle is made with a piece of chalk in the front of the room. Each pupil in the room is given a different number. The teacher selects one to be “It,” who must stand at least ten feet from the circle and be touching a side wall. “It” calls a number. The pupil whose number is called tries to run through the circle in the front of the room and get back to his seat without being tagged by “It”. The one who is “It” must run through the circle before he can tag the one whose number he called. If the pupil is tagged he becomes “It”.
An attention game. Taking for granted that the pupils have a general knowledge of the directions of various towns or cities in their state or the surrounding states, the following game can be played.
All are requested to stand in the aisle beside their seats. The teacher then proceeds to make statements or tell some story, mentioning the names of various cities and towns. At the mention of these the pupils face in the direction in which said cities or towns are located. Failing to turn correctly when a city is mentioned the pupil is required to take his seat.