Building Godly Character
Through Seatwork Activities

A Biblical Philosophy of Seatwork Activities.

"Seatwork activities" refers to student writing exercises such as workbook pages, spelling lessons, writing lessons, etc. The character-forming goal of seatwork activities is to train students to be committed disciples in how they perform their seatwork tasks as a pattern for every other area of life. The character of a committed disciple is to do what Christ did. Christ was under authority. He came to do the Father's will, and not His own (John 5:30).

What is the Father's will? Basically, it is as Christ said, ". . . I do always those things that please him" (John 8:29). The only way to know what pleases the Father is to study the whole counsel of God (Cf., 2 Tim 2:15). In the areas in which any of us depart from His standards, we cannot be pleasing to God. In Romans 8:8 God says that "they that are in the flesh cannot please God." If we don't train children to please Him, we are subtly training them by default to live "in the flesh" and thus displease our beloved Savior.

Training little ones to be doers of the Word, and not hearers only, is not legalism. It is a necessary part of biblical child training which teaches them to do all things "heartily as unto Christ." We should carefully teach Christ's lambs to please Him through obedience (i.e., the spirit of the law) while at the same time helping them to avoid legalism (i.e., the letter of the law). Apart from walking in obedience to our Lord and Savior, there can be no true spirituality.

Characteristics of Seatwork Performance that Please the Lord.

Quality work: "Whether therefore ye eat, or drink, or whatsoever ye do, do all to the glory of God" (1 Cor 10:31). This means that children should be trained to do their work with God's view and reputation in mind. Children should therefore be trained to follow instructions exactly C not the way they want to do things C or when they want to do them C or where they want to write something, etc. Remember: Letting a child ignore instructions is training to disobey.

Learning to follow instructions, whether they like them or not, is training children to submit their desires to any biblical authority over them (Heb 13:17, Eph 6:1). This gives practice denying self and taking up one's "cross" daily.

Children should be taught to work quickly. This trains them to "redeem the time" by using it wisely (Eph 5:15-16). God says, "Whatsoever thy hand findeth to do, do it with thy might . . ." (Eccl 9:10). Work should be completed as accurately as individual skills allow, even down to the little details because God is a God of detail, e.g., "But even the very hairs of your head are numbered," (Luke 12:7). Work should also be neat, thus applying the principle that "He that is faithful in that which is least is faithful also in much . . ." (Luke 16:10).

At Rocky Bayou Christian School, we had a saying: "Messy doesn't count." This means that if a child is done quickly, but his work is messy, it doesn't count and he has to do it over. The principle: If a job is worth doing, it's worth doing right. If we don't have time to do a job right, we surely don't have time to do it over.

Wise stewardship should be exercised over the use of supplies (e.g., pencils, crayons, workbooks, papers). We will all be held accountable one day for how we've used the resources God gives to us: "Moreover it is required in stewards, that a man be found faithful" (1 Cor 4:2). Use the principle of restitution for supplies damaged by accident (requires replacement) as well as on purpose (requires double replacement). Biblical restitution is rooted in the eighth commandment: "Thou shalt not steal" (Ex 20:15, Deut 5:19) C and the principle of stewardship. The principle passages pertaining to restitution are: Ex 21:34-22:17; Lev 5:15-16, 6:2-5, 24:17-23: Num 5:5-8; Deut 22:1-4.

Proper attitude is a must: Not only should children be trained to do their work with quality, but they should be taught to do it with a right attitude: ". . . man looketh on the outward appearance, but the LORD looketh on the heart" (1 Sam 16:7).

• Children should not be allowed to become braggarts about their work. (Be careful to not develop this in them by being overly prideful about their performance in comparison with others.) This principle applies: "Let another man praise thee, and not thine own mouth; a stranger, and not thine own lips" (Prov 27:2). Remember: "Pride goeth before destruction, and an haughty spirit before a fall" (Prov 16:18).
     
• A child should not be permitted to be critical of another child who may be having more trouble learning. The principle: "Put on therefore, as the elect of God, holy and beloved, bowels of mercies, kindness, humbleness of mind, meekness, longsuffering . . ." (Col 3:12).
     
• Children should be trained to not disturb others when their own work is completed. This principle is found in 1 Thessalonians 4:11: ". . . study to be quiet, and to do your own business, and to work with your own hands . . . ."

Curb cheating right from the beginning; train students not to let somebody else steal their answers. The principle is this: "Let him that stole steal no more: but rather let him labour, working with his hands the thing which is good . . ." (Eph 4:28). It is not loving to let someone cheat because it robs that person of the opportunity to learn personally. It is also deceitful, because it is lying to the teacher, making her think that that student did the work himself. Lying should be put away and truth spoken to every person for "we are members one of another" (Eph 4:25).

Be careful of claims like "I can't do it!" This is usually nothing more than laziness, and therefore an excuse. Don't let children form the habit of being a quitter because it seems too hard to think. Watch out for whining statements like "I don't know . . ." Often this is just an "I don't want to tell you . . ." attitude rather than a lack of knowledge.

Develop Each Child According to His Own God-Given Capabilities.

We should be careful to apply the principle of the talents (Matt 25:14-29). Each person has been given one or more talents, for which God will hold accountable. This truth is evidenced by the fact that when the Master returned, He asked each servant to give an account of how he used any talents given unto him.

Servants were not compared with each other, but were only held accountable for what was given to them in particular. This is also pointed out in the fact that the Master gave the wise-user of the five talents the same praise as the wise-user of the two talents (Matt 25:21,23). However, the servant who hid his talent was rebuked and lost his totally. You might say that's the "use it or lose it" principle.

In verse 29, we see the principle of multiplying talents: "For unto every one that hath shall be given, and he shall have abundance . . . ." It is our responsibility to identify the talents which God has given each child, then to help them multiply their talents C regardless of the number given to them by their Creator. Whether one or ten, God has a very special plan and purpose for each of His children. Therefore, every one of us is held accountable by Almighty God for how we use what we've been given.

Applying this to seatwork, it means that what we require of students should fit their capabilities. If a child is only able to do one-half an assignment well, we should only require that amount. As skills increase, we should then gradually assign more until a full assignment can be completed with ease.

Teacher Preparation is Important.

As much as possible, prepare ahead of time for seatwork assignments. Prior to class, review the spiritual/academic concepts for any scheduled workbook pages. Be prepared to apply the spiritual at every opportunity. Don't skip the verses to get on with the "how to." If verses are skipped, we subtly train children, by default, that the Word of God does not have priority.

The spiritual applications and instructions for the Christ-centered workbook pages are where the richness of seeing Christ in subjects comes to the forefront. God says that the Word of Christ is to dwell in us richly. It is also a real joy to exhort students to excellence through singing of psalms and hymns at opportune moments (Col 3:16)! While turning to assignments, or getting out other papers, sing. Should a verse be presented on a worksheet which reminds of a song, sing! Singing with grace in our hearts to the Lord is as important as preaching the Word in season C and out!

Prior study and preparation creates an orderly atmosphere (1 Cor 14:40). Interruptions will come, but they should not come because we're ill-prepared. Christ's mind is best taught in an atmosphere in which the teacher is in control, not the students.

Set biblical standards for conduct and lovingly hold students accountable. Keep in mind that even Christ's littlest believers are all being changed into Christ's image (2 Cor 3:18). Just as the Father "pitieth his children" because He remembers that our frame is "dust" (Psa 103:13), so we should have hearts of patience and compassion toward His still-developing heritage. Therefore, be sweetly reasonable in expectations; challenge to excellence, without undue pressure. God has given us a precious calling to teach His lambs. Beloved, "Let us not be weary in well-doing: for in due season we shall reap, if we faint not" (Gal 6:9).

Focus on the Primary Purpose for Building Skills.

The primary purpose for building skills is to equip children to fulfill God's calling and live for His glory. In principle, we can apply: "Labour not for the meat which perisheth, but for that meat which endureth unto everlasting life, which the Son of man shall give unto you . . ." (John 6:27). This principle teaches that laboring for the kingdom of God takes precedence over labors for personal benefits. All talents and skills should be used to serve Christ and others, and not ourselves. Faithfully encourage Christ's lambs to labor for God, "not with eye-service, as men-pleasers; but in singleness of heart, fearing God." The motivation behind our labors should be to work "heartily, as to the Lord, and not unto men . . ." (Col 3:22-24). This is having a single-eye unto the Lord.

Children ought to be in submission to their authorities, performing all seatwork responsibilities with excellence, because this is pleasing unto the Lord.

GENERAL SEATWORK INFORMATION.

Habit Training Techniques: Use your voice for instructions; use hand signals for student control. "Eyes on the teacher" is the first instruction to begin a seatwork activity. If no immediate response, ring a bell one time; repeat the word "eyes," pointing as appropriate to one eye.

Faithfully follow the "decently and in order" principle (1 Cor 14:40). This also teaches obedience and respect. Train to carefully listen to instructions as a pattern for listening to God. This applies the principle that we can't obey One whom we can't see until we first learn to obey those we can see. Being attentive prepares students to be more sensitive to hearing God's "still, small voice" when He speaks through His Holy Scriptures.

Seatwork Terminology: The use of consistent terminology promotes better understanding of expectations. Here are a few helpful terms frequently used in the RBCS Kindergarten:

• "Busy pencil": As a positive reinforcement, use this term to refer to a student who is not only working steadily, but quickly as well. Teach that having a "busy pencil" is obedience to: "And whatsoever ye do, do it heartily, as to the Lord, and not unto men . . ." (Col 3:23). Occasionally say something like, "The Lord is so pleased when you work hard for Him C and I am too!" When another child is praised for having a "busy pencil," others will normally follow suit.
     
• "Poky pencil": A child who is dawdling over his work is said to have a "poky pencil." Some students are basically lazy, and thus dawdle over any required effort. Besides applying Proverbs 18:9 and Ecclesiastes 9:10, teach the principle of Ephesians 4:28: "Let him that stole steal no more: but rather let him labour, working with his hands the thing which is good . . ." Overseeing a poky student can be time consuming. If we allow this to continue, we're training, by default, to steal our time as well as that of others who also need our help. Stealing the time of others is a violation of God's law of love. A gentle reminder of "Busy pencil, please!" often inspires a dawdler to work more quickly.

  How to Help "Poky Pencils"

  Some children will dawdle when instructions have been misunderstood; reword instructions as necessary. To speed up overall completion times, try these suggestions:

  • Have a contest to see if the student(s) can "beat you" by finishing a particular portion of work (e.g., printing a letter neatly, writing a spelling word, finishing a math problem) before you count to 10, 5, etc. Count slowly at first, giving every opportunity to finish; gradually increase the counting speed as abilities improve.
       
  • Remind that "messy doesn't count." Explain that racing to get a job done, but doing a job poorly, means having to do the job over. The ultimate goal is to develop godly character which thinks: "Quantity C with quality."

   

  Some students are poky because their general make-up is slower by nature. We can do this type child a great service by helping him to gradually improve his time factors. (Slow adults were probably never helped in this area during their formative years.)

  Habitually poky students may be slow because of wanting to be very meticulous. To motivate this type child to work more quickly, while keeping the quality, try the following:

  • Set a timer as a visual reminder of how many minutes are being spent. (A 15 minute stove timer works well.)
       
  • Set agreed upon time goals to finish an assignment. Gradually set the goal just a few minutes below present time accomplishments; lessen the allotted times until working within a reasonable period.

   

  A few dawdlers just don't want to do what is asked. Make sure that what has been asked is within a student's abilities. If an assignment is reasonable, and a child still balks, lovingly explain that failure to do the assignment is considered rebellion. Set a reasonable time for completion. If dawdling continues, and the time deadline expires, apply the rod in love. Require that the assignment be completed.

  Immature children often dawdle in reaction to feeling overwhelmed; they just can't "face it." If all else fails, cut an assignment in half; require that it be done within a reasonable period. Once a half-assignment is regularly completed, increase what is asked until a full assignment can be accomplished.

  It's natural for a child to dawdle when having an off day. We can help develop godly character by gently requiring him to do the work anyhow, rather than permit him to give in to feelings. Far too many of us have been reared with the habit of giving in to every little ache and pain. Perseverance then lacks when tougher times come. However, we shouldn't operate by the letter of the law (e.g., "Do it, or else!"). Rather, we should demonstrate the spirit of the law (e.g., "I'm sorry you're not feeling well, but let's ask the Lord to help you do your work nicely anyhow."). Be compassionate by allowing a little extra time to complete the work. If a child is actually too sick to do his work, he should be dismissed to rest as needed.

Use of rewards: This can be a legitimate means of encouragement, but we should be wise in our use of tangible rewards. Use tangible rewards (e.g., stickers, stars, smiley faces, nutritious treats) sparingly. Otherwise, we can subtly train children to work only for what they can get out of something rather than doing what's right because it's right. The overuse of tangible rewards can also dull children's minds to these things being special. Balance challenges to excellence "as to the Lord" with "Well, done!" encouragement. Some examples:

• "Busy beaver": A student who displays diligent work habits is considered a "busy beaver." (If you can find a beaver badge, beaver stamp, etc., use this as a visual reward.)
     
• Positive marking: Use of positive marking is another technique to reinforce desired standards. Beginning students usually do not have good fine motor skills. This takes time to develop. Rather than pointing out areas where a child "misses the mark," place a smiley face by the portion which comes closest to expectations. Emphasize that which has been done correctly,not incorrectly. As needed, work on correcting errors together.

Use of erasers: Permitting preschoolers to use erasers is a matter of preference. However, for some children, erasers are usually too much fun. Many will purposefully make mistakes just to get to use an eraser. The best technique is to have children proof mistakes by circling any errors. Then have them write the correction above (or beside) errors, as appropriate.

The above method is effective because circling errors does not remove the mistake. Most children will strive to work more carefully to avoid having such a reminder on their papers. For young children, when using an eraser makes sense (e.g., erasing a string of incorrect math answers), you should do the erasing. This preserves neatness and prevents possible tearing of the paper. It also takes away the thrill of getting to use the eraser.

In conclusion,

keep focused on the goal of training children for Christ. It's far more important to work on their character than to accomplish a certain number of pages per day. Some days, everything will go smoothly. Other days, it may seem like "pulling eye teeth." Trust God to order your days. When you feel discouraged, run to the Lord for wisdom, and peace. By His grace, keep a smile on your face and in your heart that you might be a channel of Christ's love to His lambs.