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Lori writes, "I wanted to share something I've discovered in teaching reverence to my class of 10-13, 5 and 6 year olds.  The first week I taught, I counted heads. Only enough chairs for my children were set up. The gap between the teacher and students was shortened, in a partial circle, I pulled the children close to me for an immediate intimate setting.

Then, I introduced something called a reverence box, a totally inspired idea. John and David has beautiful boxes with rich ripe pears--and again the spirit taught. After the opening prayer I pull out the box, at first I held the box and introduced it. Now, the children do. Any box with fruit on it will work.

What is this?  (Our reverence Box)

What do we see on the box? Pears (or fruit)

How did this fruit begin?  (As a seed)

What did the seed need in order to grow to become such full, strong fruit?  (soil, sun, water)

We are like seeds. We need to grow to become full and strong.

What do we need in order to be fed so we can grow to be full and strong in spirit?  (Church, lessons, We need to feel the spirit)

How do we feel the spirit in our Primary Class?  (We are reverent so we can listen to the lesson)

And what happens if we're reverent at the end of class?  (We get what's inside the reverence box)

Then I thank my helper and the lesson begins.

You have to be consistent. In the box is something having to do with the lesson, a fun reminder of some kind. It's not always edible, but is unpredictable and thought out, and simple. 

If the children are not reverent, and the lesson is disrupted, the children are reminded they can have another chance the following week. They are left to wonder what was inside the box and to think about being more reverent the following week. Reverence is learned when teachers are honest. If children show reverence a helper is chosen to open the box and pass out what is inside. 

It's important to teach children to be receptive to the spirit. If that means, chairs are folded and a child has to sit on the floor for being purposely testing, that happens, and children learn quickly--so the lesson flows and those listening can learn. The teacher does not accept unacceptable behavior at the cost of other's learning. They teach correct behavior through patience and love for classroom improvement. It helps also to compliment challenging children on clothing, smiles, raising a hand, anything small, catch all children doing what's right and emphasize that good behavior. Conditions do improve."

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