"God put over a thousand nerves in a child to keep them moving and not one to keep them still." —Author unknown


In general, people expect children to behave like children: active, inquisitive, and a little misbehaved. Children show overactive tendencies as they’re growing up and learning to control themselves. But most children eventually respond to positive examples shown through their parents and teachers, which in turn shape their behavior. On the other hand, when children become continuously unruly and destructive, most people, even the most experienced teachers, become uncomfortable and find them difficult to be around. At some point, overactive children realize that their inattention and misbehavior get them noticed, and from that point on, misbehavior allows them to control the situation.

Ricky was one such child. Ricky’s parents kept telling his Sunday school teachers that he was a very sweet three-year-old boy, but his Sunday school teachers had few opportunities to see this side of him. There were moments when he would play quietly with the blocks until he got bored and began tearing down his and all the other children’s buildings. During large group time, he could sit still for about two seconds, them he was hitting the children sitting next to him on the heads, kicking out his feet, untucking other boys' shirts, and doing any other imaginable, and honestly annoying, thing he could do. His teacher tried everything she could think of to calm him down, but nothing worked. Finally, she asked him to help her as she told the Bible story. He came and sat by her, held the teaching picture, and, miraculously, sat still. He became an active participant, in essence, a teacher himself. Once Ricky had a goal and a way to actively participate, he was a well-behaved three-year-old.

Managing overly active children in Sunday school is often a challenge. As a Sunday school teacher, you want to provide a positive learning place so the unruly child can have a good feeling about church, but you also want to provide that for all the children in your class. When these overactive children misbehave, they interfere with other children learning about God. What should a teacher do to learn how to love and care for overly active children?

1. Learn about who overly active children are. Children with overactive personalities are excited and excitable individuals. They are deeply involved with everything around them but often find it difficult to express their emotions. The only way they know how to express anything is over the top. When they are sad, they are very sad, and when they are happy, they want everyone to be as happy as they are. Overactive children are often inattentive, have difficulty continuing an activity once it has begun, seem not to listen when spoken to directly, and therefore do not seem to follow through on instructions. Overactive children also are easily distracted. They may fidget or even leave the classroom when they should be seated. They have difficulty playing quietly or engaging in leisure activities. They are impulsive. They may blurt out answers or have difficulty awaiting a turn.

2. Provide a predictable routine. Overactive children love routine, and if their routine is altered even slightly, they have difficulty adjusting. Therefore, it is best to provide the child (or children) with exactly what is expected of them. Set a familiar routine that the children can expect to remain the same each week and, if necessary, expressly state the plan for the overactive child. Let the child know what is expected and when. Sometimes it even helps to be more strict with children like Ricky.

3. Provide opportunities for children to become engaged with the activity. Often the overactive children are visual and kinesthetic learners, not audio learners, thus large group activities are more difficult for them. They have to sit still and listen, activities they find very difficult. While they have to learn how to behave during quieter times, providing them with ways to be engaged gives them opportunities to see and feel what they are doing. Give the child a responsibility during large group. In addition, assure that he or she is not overstimulated during large group time. Remove anything (toys, pictures from last week’s Bible story, etc.) that might be distracting or does not pertain to the lesson.

4. Provide choices. Overactive children have short attention spans. Provide them with a number of learning centers that promote purposeful play and cater to different learning styles (or provide small group activities for the older children). Allowing only an average of ten minutes per center provides children with new learning experiences and few opportunities to get bored. Also, the teacher-directed activities may provide opportunities for the overactive child to regroup and redirect his or her attention.

5. Talk with the parents. Just as Ricky’s parents insisted that he was a delightful boy, they are not always aware of a situation. Invite the parents to attend a class and observe their child. Ask for their suggestions about how to provide a positive learning experience for their child.

When these ideas don’t work:

• Take a moment to pay special attention to the overactive child. Mention one or two things that you love about the child and especially why God thinks the child is special. Show affection by giving a hug.

• Children will misbehave, so set standards by which the child is expected to work. If the child misbehaves, give a warning. If the child continues to disobey you, suggest an alternative activity. If he or she further disobeys, provide a consequence for misbehavior (time out, removal of a toy, etc.)

• Provide rewards for times when the child shows good behavior without being told. Offer praise when the child behaves well and plays nicely with other children. This positive reinforcement encourages good behavior. However, if the child misbehaves, warn him that he might forfeit his treat. If he continues to behave badly, stay consistent with the consequences of his behavior.

• Maintain a positive attitude toward the child. Show the child that you have a positive attitude towards her and praise her whenever she is well behaved, or continue to show affection when she is misbehaving.

All things considered, overactive children are all unique and react differently to their environment and the people around them. Confer with the parents and decide together the best way to approach the overly active child.

Source:
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.


Karen Pennings is a graduate of Howard Payne University and George W. Truett Theological Seminary at Baylor University. A licensed minister, Karen’s ministry experience includes children and single adults. She has served on staff at several churches, as well as other ministry-oriented organizations.