Training Manual

Transcription

1

2 Training Manual

3 PULSE Overview

4 Grace Presbytery PULSE Youth Leadership Development Ministry PULSE is the Youth Leadership Development Ministry of Grace Presbytery. PULSE sponsors a series of workshops (September, October, November, January, February and March) that prepare youth to be leaders in their church, their youth groups, their schools and within the presbytery. PULSE members are called upon to share their skills by leading Youthquakes, serving on SHYC, Synod Youth Workshop and JHAMS planning teams and serving as leaders at other events sponsored by the Youth Ministry Committee of Grace Presbytery. PULSE is open to youth in grades Lunch will be served at all PULSE Training sessions. Training #1 - Presbyterian Mission Center, Irving Saturday, October 11, 2014; 9:30am 3:00pm Training #1 is a time for the new PULSE members to get to know the program and what will be asked of them throughout the year. Participants will begin to know each other, the Commissioned PULSE, and the adult leadership. They will accomplish this through energizers, games, music and small group time. They will also become familiar with the PULSE Youth leadership Development Ministry program and its goals. Training #1 Outline: 1) Welcome 2) Energizers, icebreakers, and music 3) Devotional 4) PULSE Commitment and Responsibilities 5) Small Group Training #2 Presbyterian Mission Center, Irving Saturday, November 8, 2014 Training #2 will center on leading a large group using energizers, games & music and the reason why we use them at conferences. PULSE members will be divided into Youthquake Ministry Teams & Weekends. Keynoters will be present to listen to theme ideas from Commissioned PULSE.! 1

5 Training #2 Outline: 1) Energizers: Why do we do Energizers? How to lead one properly. 2) Games and Mixers What is the purpose of games? What are the different types of games? Appropriate and inappropriate games. Dos and don ts. 3) Music Why s How to s 4) Spring 2015 Youthquake Theme Commissioned PULSE Discussion Training #3 Presbyterian Mission Center, Irving Saturday, January 17, 2015 Training #3 will center on leading a small group using the first three steps of the 5 E s; Engaging, Encountering and Exploring. Teaching each of these steps will help in the organizing, development and enrichment of the small group. Keynoters will meet with their Youthquake Leadership Teams and present keynote ideas. Training #3 Outline: 1) Youthquake 1 & 2 Leadership: Meet with Keynoters Meet as teams 2) Leading Small Groups Engaging Encountering Exploring! 2

6 3) Youthquake Ministry Team Meetings Training #4 Presbyterian Mission Center, Irving Saturday, February 7, 2015 Training #4 will again center on leading a small group using the last two steps of the 5 E s; Expressing and Empowering. Teaching these last steps will help in the debriefing of the games, activities and keynote presentations and enable the participants to express an opinion and empower them to go and be the person whom Christ calls them to be. Keynoters will work with their Youthquake Leadership Teams. Training #4 Outline: 1) Youthquake 1 & 2 Leadership: Meet with Keynoters Meat as teams 2) Leading Small Groups Expressing Empowering 3) Youthquake Ministry Team Meetings Training #5 Gilmont Camp, Gilmer Saturday & Sunday, February 28- March 1, 2015 Training #5 will be spent at Gilmont with the Youthquake 1 & 2 Leadership Teams working with the keynoters on their perspective Youthquake Weekend. Time also will be spent in group fellowship and group building. Training #5 Outline: 1) Youthquake Leadership Teams Meet with Keynoters Meet as teams! 3

7 2) Youthquake Team Reflections Finalize their responsibilities 3) Fellowship 4) Worship! 4

8 Training Schedules

9 PULSE Leadership Training #1 October 11, :30am - 3:00pm Presbyterian Mission Center, Irving 9:30-10:15am Registration: 10:15-10:45am Energizers: Commissioned PULSE 10:45-11:00am Welcome: Gary Holloman 11:00-11:45am Mixers/Icebreakers Commissioned PULSE 11:45-12:15pm Lunch Adult Leadership Meeting 12:15-1:00pm Music Commissioned PULSE 1:00-1:15pm Devotional 1:15-2:15pm PULSE Program for Adult Leadership and Responsibilities 2:15-2:45pm Small Groups 6 + groups Commissioned PULSE Get to know you games and theme discussion 2:45-3:00pm Closing: Prayer

10 PULSE Leadership Training #2 November 8, :30am - 3:00pm Presbyterian Mission Center, Irving 9:30-10:15am Registration: 10:15-10:30am Welcome: 10:30-11:30am Energizers: Why do we do Energizers? How to lead one properly. 11:30-12:00 noon Lunch Adult Leadership Meeting 12:15-1:15pm Games and Mixers What is the purpose of games? What are the different types of games? Appropriate and inappropriate games. Dos and don ts. 1:15-2:15pm Music Why s How to s 2:15-2:45pm Breakout groups (4-6 groups) Theme Discussion Keynoters present to listen to theme ideas from commissioned PULSE 2:45-3:00pm Final Updates & Closing: Prayer

11 PULSE Leadership Training #3 January 17, :30am - 3:00pm Presbyterian Mission Center, Irving 9:30-10:15am Registration: 10:15-10:30am Energizers: 10:30-12:00am Youthquake 1 & 2 Leadership: Meet with Keynoters Meet as teams 12:00-12:30pm Lunch Adult Leadership Meeting 12:30-1:45pm Leading Small Groups Engaging Encountering Exploring 1:45-2:45pm Youthquake Ministry Team Meetings 2:45-3:00pm Closing: Prayer

12 PULSE Leadership Training #4 February 7, :30am - 3:00pm Presbyterian Mission Center, Irving 9:30-10:15am Registration: 10:15-10:30am Energizers: 10:30-12:00am Youthquake 1 & 2 Leadership: Meet with Keynoters Meet as teams 12:00-12:30pm Lunch Adult Leadership Meeting 12:30-1:45pm Leading Small Groups Expressing Empowering 1:45-2:45pm Youthquake Ministry Team Meetings 2:45-3:00pm Closing: Prayer

13 PULSE Leadership Training #5 February 28 - March 1, 2015 Gilmont Camp SATURDAY Depart Dallas Area: 10:00am Arrive for Lunch: 12:00pm Gilmer Arrive at Gilmont: 1:30pm Overview of Weekend: 2:00pm Crain Center Break into Youthquake Team Weekends: 2:30pm Crain Center & Each Ministry Team would meet for Teams will 30 mins to finalize their responsibilities, change locations then come together for a run through of at 4pm. the weekend. Dinner in Town: 5:30pm TBD Free Time: 7:30pm Youthquake Team Reflections: 9:00pm Crain Center & Dining Hall Vespers by Worship Team: 10:00pm TBD SUNDAY Breakfast: 8:00am Dining Hall Energizers & Music: 9:00am Crain Center (Rec Teams & Music Teams) Personal Reflection Time: 9:30am Closing Worship: 10:00am TBD (Music Teams / Worship Teams) Load Up / Leave: 11:00am

14 Energizing and Building Community Through Song and Dance

15 ENERGIZERs also Known as HOLY MOTION In god we live, move and have our being! MISSION STATEMENT As God s redeemed creation in Christ, we believe that we are gifted with both work and play as a part of our worship. Believing that Christ came that we would have abundant life, this resource, through the Holy Spirit, is designed to encourage communities of faith to celebrate the freedom to love God and each other with our whole selves; hearts, minds and bodies is response to God s love for us. Energizers will do this by: Providing a variety of movements, music and styles of leadership Encouraging participation of all of God s children, regardless of ethnicity, ability and social context! Using Music, energy and motion to create a community where participants experience a sense of belonging and corporate worship! Offering a resource that provides practical and theological as well as visual helps for understanding, learning and leading energizers and movement pieces. Providing a resource for energizers which are easily adapted to a variety of settings, group sizes, age groups and abilities. Encouraging leaders to cultivate a safe environment that empowers participants to express themselves freely. 1

16 To understand themselves as leaders who EMPOWER the community by recognizing the tensions between empowerment vs. performance, community vs. individual and enabling vs. entertainment. Energizers: An introduction Welcome to the House of God. Welcome to the place where YOU can be the person God has created you to be. Join the great parade of those gathered to celebrate our life in Christ! Understand what it means to rejoice and understand what it means to be holy. The most important thing that the church does is gather together the community of faith, to pull together fractured, busy and broken people for the purpose of remembering whose they are, who they are and whose name they proclaim. Energizers are a tool in which to gather. In its simplest form---it is a suggested way of healing the fracture, slowing down the busyness and bringing beauty to broken-ness. For young people paring movement and music provides this gathering with a purpose, the purpose of being in motion under the umbrella of the church of Jesus Christ. This church does not require hymn singing, bulletins, Sunday clothing, or other traditional forms of worship and liturgy. This church requires laughter, risk of looking odd, music and a sense of adventure. The proclamation is the life, the energy and the unity of a body of faith in motion. The confession is the recognition that, as a body, we do not take the opportunities offered us to laugh and to be child-like. The prayer of the people is the breath, the release of air and oxygen that comes with physical movement. This church offers young people a liturgy of participation and action. This church offers young people a place to be young. This church offers the Not so young a place to be young! Our prayer is that you, a member of the church of Jesus Christ, a person seeking life and holiness will find such somewhere in the energizers. Be ready to move, be ready to see a new picture of the church! Gina Yeager-Buckley Associate, Ministries with Youth at Presbyterian Church (USA) 2

17 Leadership Tips Leading Energizers: By Carl Horton, Presbyterian Youth Connection, Gina Yeager-Buckley, editor. Louisville, KY: Congregational Ministries Division of the General Assembly Council-Presbyterian Church (U.S.A.) 1. Leadership is usually done facing a group. Keep in mind that verbal left/right directional instructions need to be the opposite of what you are doing as a leader. Think through your instructions. For example, when you tell the group to move to the right, you will be moving to the left. 2. Be clear and concise in your instructions. It helps to review the instructions and practice beforehand. 3. Limit the words you use to teach. Less is more. Be careful not to over-talk. Get the energizer going as quickly as possible. 4. When introducing an energizer, teach the motions in the order in which they will happen. Demonstrate each motion and allow participants to give it a try. 5. While introducing an energizer, avoid asking who Knows the song? Teach the motions and let the music play! 6. Always assume that there is one person who has never done the movement. Even when it is familiar, run through the motions quickly so all people can participate. 7. Adapt the energizer so that it matches the abilities of the group and corrects for any limitations presented by the meeting space. 8. As you introduce the motions, suggest possible adaptations for those who may be unable to do all of the motions. For instance, have a low impact version for the moves that are high impact. 9. Be natural and enjoy yourself. As a leader you have an opportunity to model the fun and joy of this special form of recreation. 3

18 10.Be flexible with participants. There is no one way to do an energizer. Allow participants to enjoy what they are doing without needing to get it exactly right. 11.Allow mistakes to happen. You don t have to be perfect. Your good-spirited imperfection gives participants permission to make their own mistakes. Creating Energizers: By Carl Horton, Presbyterian Youth Connection, Gina Yeager-Buckley, editor. Louisville, KY: Congregational Ministries Division of the General Assembly Council-Presbyterian Church (U.S.A.) 1. Limit the amount of moves in an energizer. Too many moves will be difficult to remember and overwhelm the participants. 2. Whenever possible, repeat a sequence of moves. This comes in handy with music energizers that repeat a chorus or have several verses. 3. When sequencing the moves, make sure that each move gets enough time. Try 4 or 8 counts instead of 2 counts to give the moves enough time to be done comfortably and not rushed. 4. Create moves that are memorable. A great move is one that is unique and can be done by everyone. 5. Often an energizer is a combination of several familiar, easy moves with at least one move that will be the trademark for the energizer. 6. Give names to the motions in energizers so they can be called out quickly. This also helps participants easily recognize motions by name. 7. Listen to the music to help you determine themes for energizers. Often music contains the ideas for a theme: beach party, underwater, picnic etc. 8. When using music, listen carefully to the lyrics. Not all music has words that are appropriate for recreational ministry. Consider the content and the message of the music. 9. When creating motions to music energizers, make sure that all actions and gestures are appropriate and cannot be misconstrued. 10.Plan for adaptations to the motions. Imagine what could be done when leading the energizer with constraints of space. Keep in mind people with limitations and plan ways 4

19 to adapt for their participation. A good exercise is to translate standing energizers into seated energizers. 5

20 RECREATION & Play The Art of Playing

21 1 - Value of Recreation/Play Recreation / Games Jesus said Truly I tell you, unless you change and become more like children, you will never enter the kingdom of heaven. Whoever becomes humble like this child is the greatest in the kingdom of heaven. (Matt. 18:3-4) Recreation and play, no matter how the terms are defined, have had a profound influence on human nature and well-being throughout the ages. The primitive art found in the caves of prehistoric cultures, the sketches in the burial chambers of the Egyptian pyramids, the hieroglyphics of the Indians left on the rocks in the southwestern United States, the remains of the Mayan civilization on the Yucatan Peninsula, and the ruins of the Incas in the mountains of Peru indicate a propensity for play early in the life of humankind that has continued to our time. And people of all ages play today. Most of us perform some kind of playful activity or engage in a recreational pursuit. Children play their traditional games on sidewalks, streets and playgrounds. Young people dance, play musical instruments, rap on the street corner, engage in athletics and much more. Adults delight in travel, visiting friends, engaging in arts and other cultural activities. And so it goes. Play is apparently inherent in the human makeup. Evidence from research indicates a future in which recreation will remain important in people s lives. Leisure is increasingly becoming a large part of contemporary life and the threat of boredom and idleness must be associated with it. It is hoped that people will be enabled to use leisure wisely, reaching toward an abundant life. The word recreation can have different meanings for different people. In this manual recreation means an engagement in those activities that give balance to life, provide for meaningful relationships with others, promote opportunities for creative experiences and enhance self-understanding. Likewise, the word play can have different meanings for different people. Here, play means an attitude of freedom, exploration and joy found in everything we are doing. Games are creative and mindful expression of the human spirit which comes out through the creation of activity that has an entertaining, flexible, instructive and competing element. It explores and test people s skills, efforts and invites them to develop new ways in managing! 1

22 the obstacles which stops them for attaining the games goal. Games are the positive experience which helps in the strengthening of our body and mind. Recreation Benefits the Individual 1) It maintains a balance in life: The major portion of most of our lives is consumed by our vocations, which may not provide all the experiences for a well-balanced and abundant life. The child who pursues an intellectual and academic discipline in school may require free and creative experiences during leisure hours to give balance to his or her life. Those who work at hard labor may need more intellectual pursuits and artistic outlets for balance. 2) It keeps fantasy and creativity alive: Leisure provides opportunity for daydreaming and problem-solving. Participants can explore their potentials in recreation as they interact with others and learn new skills. New insights about one s self emerge. New vistas for one s selffulfillment are opened to the imagination. 3) It is good just for fun: There really needs to be no other purpose. The exhilaration and zest from the doing may be sufficient. 4) It maintains openness to new ideas and new friendships: The interaction with others through recreation and conversation opens the way to new meanings and new relationships. 5) It opens ways to a better understanding of the self: Only as others respond to a person s words and behavior can that person understand what his or her nature and personality actually are. Recreation provides opportunities for these kinds of responses which will encourage the evaluation and redirection of one s own life. 6) If offers a blending of all of life: The attitude of play acquired in recreational activities may carry over in to all of life, including work and worship, and provide a person with a sense of completeness and purpose. Recreation Benefits Groups 1) It enhances group spirit: The involvement in common endeavors with friends and neighbors encourages contagious enthusiasm. 2) It helps an individual accept a meaningful role in the group: Through relationships with the group, a person can discover how best to contribute to that group-whether it be as leader, follower, clown or some other role and in turn will help provide oneness and completeness for the group. 3) It enhances group unity: The enjoyment with friends and the common acceptance of goals through play activities encourages a collection of individuals to become a group. 4) It frees for other experiences: When people have played together, such times may further enable them to work, worship, study and engage in other efforts as a group.! 2

23 5) It is a safety valve to maintain group integrity: Recreation may be used to relieve friction between cliques and persons within the group. For instance, ill feelings may well dissipate in the teamwork involved in a volleyball game. 2 Guidelines for Leaders Role of the Leader The leader of a particular recreational event understands the purpose of the event and provides the activities and instruction for achieving that purpose. An effective leader will have done their homework before the event to determine the nature and experience of the group; reach possible activities; plan the order of the activities and have alternatives ready in case some may be needed. Qualities of the Leader 1) Has confidence in their own ability, confidence that is derived from experience and knowledge about materials and methods. A self-confident leader stimulates the confidence of the participants. 2) Is tactful in responding to comments and actions of participants in a way that does not belittle or embarrass. 3) Can see the humor in expected situations and can respond with humor. The leader can laugh at their mistakes and help others laugh at theirs. 4) Will encourage the beginner by being friendly, by demonstrating the activities and by giving clear and concise instruction. There are times when the same activity may need to be explained in several different ways in order to be understood by different participants. 5) Is always evaluating and reevaluating their own leadership abilities. An effective leader relies on their own experience and is free to try different approaches and activities when needed. 6) Enjoys what they are doing and exhibits enthusiasm that is contagious. Relationships of the Leader The leader has a variety of relationships with the group. Some of these are as follows: 1) Enabler: One who provides and directs the activities appropriate for the occasion. 2) Example: One who respects the dignity of others and expects the same from them. 3) Responder to Needs: One who is sensitive to the needs, interests and moods of the group and whose leadership changes accordingly. If a certain type of activity is going well, the leader may stay with it. If a group is not responding to a certain type of activity they may want to try something different.! 3

24 4) Participant: One who participates in activities with the group where possible, injecting enthusiasm and enjoying being one of the group. They participate fully either as leader or as one of the group.! 4

25 Music The Meaning and Purpose

26 The Role of Music at PULSE 1. Purpose of Music a. To worship God through music. Psalm 27:6 And I will offer in His tent sacrifices with shouts of joy; I will sing and make melody to the Lord. b. To praise God through music. Psalm 150:3-4 Praise Him with the trumpet sound; praise Him with the lute and harp. Praise Him with tambourine and dance; praise Him with strings and pipe. c. To lift the emotions of the heart. James 5:13 Are any among you suffering? They should pray. Are any cheerful? They Should sing songs of praise. d. To learn Scripture and spiritual truths by singing. Psalm 32:7-8 You are a hiding place for me; you preserve me from trouble; you surround me with glad cries of deliverance. I will instruct you and teach you the way you should go; I will counsel you with my eye upon you. e. To encourage one another with biblical truth through music. Ephesians 5:18-19 Be filled with the Spirit, as you sing psalms and hymns and spiritual songs among yourselves, singing and making melody to the Lord in your hearts... f. To instruct and guide by the spiritual texts of the songs. Isaiah 55:11 So shall my word be that goes out from my mouth; it shall not return to me empty, but it shall accomplish that which I purpose, and succeed in the thing for which I sent it. g. To have fun praising and worshipping God. Psalm 98:4 Make a joyful noise to the Lord, all the earth; break forth into joyous song and sing praises.

27 2. Essential Qualities in Leading Music a. To be aware of the Holy Spirit s involvement in the work you are doing and to be sensitive to the stage of life that the music team members are in with regards to their faith. b. Driven by biblical content and the message/keynote. This will be evident by the lyrics, as well as the musicians attitudes, and conduct. c. Enhancing, but never overshadowing, the message/keynote, always mindful that the teaching of the Word of God is central in the church. d. Providing a wide range of musical content and style designed to speak to a diverse group of people. e. Practice. Consistency in a high quality so that the Lord is glorified, the heart is blessed, and the message is reinforced, not diminished, by the art that conveys it. f. Offering a broad range of opportunities for those the Lord has gifted with musical ability, using any kind of instrument as well as vocals. 3. Guidelines for Leaders Essential to the mechanics of developing a music team is that someone must be in charge. Role of the Leader The leader of a music team understands the purpose of the event and provides the resources and instruction for achieving that purpose. An effective leader must be prepared before the event by determining the song selection, the space and staging; the equipment needs; the rehearsal times prior and during the event; and also the preparedness of their music team.

28 Qualities of the Leader 1) Has confidence in their own ability, confidence that is derived from experience and knowledge about materials and methods. A self-confident leader stimulates the confidence of the participants. 2) Is tactful in responding to comments and actions of participants in a way that does not belittle or embarrass. 3) Can see the humor in expected situations and can respond with humor. The leader can laugh at their mistakes and help others laugh at theirs. 4) Will encourage their team by being friendly, by demonstrating the songs and by giving clear and concise instruction. There are several ways to play the same song, and being able to instruct their team on how each song will be played in the context of the event. 5) Is always evaluating and reevaluating their own leadership abilities. An effective leader relies on their own experience and is free to try different approaches when needed. 6) Enjoys what they are doing and exhibits enthusiasm that is contagious. Relationships of the Leader The leader has a variety of relationships with their music team. Some of these are as follows: 1) Enabler: One who provides and directs their team appropriately for the occasion. 2) Example: One who respects the dignity of others and expects the same from them. 3) Responder to Needs: One who is sensitive to the needs, interests, and moods of the group and whose leadership changes accordingly. 4) Participant: One who participates in rehearsals and decision making with the group where possible, injecting enthusiasm and enjoying being one of the group. They participate fully either as leader or as one of the group. 4. Mechanics

29 a. Audiovisual and Visual Aide: Have a clear understand of what is needed, and what is available. If it is necessary to run audio through the sound system, make sure all necessary arrangements are made ahead of time. If power point is used with a projector, make sure it works and has a knowledgeable operator. Also make sure that the power point and music correspond to each other. b. Sound system: Let the leaders/coordinators know ahead of time what will be needed. For musical portions, have at least one rehearsal before the keynote with the person running sound. People involved in running the sound system should have a good musical ear. c. CCLI: Licenses many thousands of churches with copyright privileges to many thousands of Christian songs. It needs to be made clear that the music team is to only use song selections that are under Grace Presbytery s CCLI licensing privileges.

30 Small Groups How to Lead a Small Group

31 Leading Discussions with Youth Know your material The number one rule for leading discussions is to know your material inside and out. While you need not memorize it, know the key concepts and be able to find those quickly. Nothing will derail conversation more than the leader having to go through several books to find material. If you re going to be referring to quotes and other important sections of text, post them on newsprint. Remember, the vast majority of young people are visual learners. You will hold their attention longer if they have something to see even more if they have something to do! Be aware of physical space Another important factor is the physical layout of your meeting area. Try to have everyone in a circle on the same level. It is important that everyone see each other. As the leader, you should sit with your back to a wall and face the group room door. This will cut down on distractions and enable you to be the first person to see and be seen by whoever is at the door. Young people also tend to talk more openly if they have something to keep their hands busy. You might want to have toys or coloring books and crayons available to give them something to do while talking. Relating with the group As a SGL, you will want to be open, honest and upfront with the group about the week s goals and direction. As a SGL, you do not want to be a dictator, controller or Mr. or Mrs. Fix-it. If the group faces a problem or struggle, allow the group (including yourself) to work together towards a solution. One very important thing we have learned is that the SGL should participate in all group activities. When possible, participate in games, group building activities, discussions, and decisions. The group wants to get to know you too! Whether it is a name game, affirmations or the spider web, be involved right along with the group! Most of all be FLEXIBLE!!! Ask open-ended questions: Avoid asking questions that can be answered with a Yes or a No. When you ask these, you will get a single word response that will not lead the group into discussion. Instead, ask open-ended questions. Good words to start with are how and why. Instead of asking Do you feel all right? ask How are you feeling? Another good trick to draw people into talking is to use the phrase tell me more about that. This phrase not only encourages people to talk more but also assures them that you are listening and interested. It takes a while to get the hang of saying this, but it helps bring people into the mix of the conversation. Also, learn and use group members names! Your enthusiasm is contagious! If you are excited about the stuff you are discussing, then it will be easier for your group to get into the swing of things. Don t worry, God is in charge! Always remember that, while you may be the facilitator of the group, God is ultimately in charge and there is no telling where your discussion may lead. Be faithful to your small group and trust the Holy Spirit. Adapted from: John Ryan, Presbyterian Youth Connection: Program Designs for Middle School Youth Groups, Rodger Nishioka, editor. Louisville, KY: Congregational Ministries Division of the General Assembly Council Presbyterian Church (U.S.A.), What is our GOAL when we lead young people? 1

32 Our goal is that ALL actions and interactions will be God-centered and done to and for the glory of God. Self must be put aside; we must function as vessels & instruments for God. We do this for God s glory, not our own. Leading is not about being in the spotlight. Leading is about being unselfish and giving of your gifts and self to God s work and glory. What kind of leader do we want to be? We want to exhibit a Christ-like servant leadership in our small groups. Through bible study, devotion and a faith-based approach, we hope to be leaders who are: humble loving kind hearted well prepared committed responsible strong faith generous compassionate witnesses as well as examples Instruments of God s love, grace and work. Why Small Groups Why Small Groups? Small groups are a natural way to build significant relationships between youth and adults. It s in a small group that we can learn more about who we really are, and what our relationships with God are like. They provide a healthy community where we can learn more about God and where we can form meaningful relationships that will shape us for the rest of our lives. Small groups worked for the early church and they continue to work today. The Fellowship of the Believers (Acts 2: 42-47) They devoted themselves to the apostles teaching and to fellowship, to the breaking of bread and to prayer. Everyone was filled with awe at the many wonders and signs performed by the apostles. All the believers were together and had everything in common. They sold property and possessions to give to anyone who had need. Every day they continued to meet together in the temple courts. They broke bread in their homes and ate together with glad and sincere hearts, praising God and enjoying the favor of all the people. And the Lord added to their number daily those who were being saved. Notes How Not to Lead a Small Group 2

33 1.Too Talkative: This leader is usually earnest and well-meaning in their efforts to provide good leadership but they don t give the participants enough chances to talk. They typically begin the small group with a long introduction, and then proceed to tell lots of personal illustrations. When they finally ask a question they do not wait long enough for a response. Or if participants do begin to get a first word in edgewise they will interrupt and answer the question themselves. This so-called discussion quickly turns into a lecture and the participants end up listening to their leaders thoughts rather than sharing their own. 2.Insecure: They want so badly to be liked by their youth they have a hard time asserting leadership. They are always asking the youth if they are doing a good job to get their approval but ultimately are disrespected. 3.Unprepared: They walk in late and once they begin it is obvious that they are winging it. The unprepared leader is often very relational and charismatic so they are able to get away with the lack of preparation. At first they will get away with it but eventually the casual approach to preparation will spill over to the group. 4.Inflexible: They prepare their group time and will not veer away from the plan. The youth may want or need to talk about something else but the inflexible leader has an agenda and a schedule to keep. This leader is good about following directions but is not clued in the group s wants and needs. 5.Walked On: This leader has good intentions but little control. The group interrupts each other, pays very little attention and do not follow directions. When the group pushes an issue the group leader will cave in because they know that they can get away with it. Notes: 1.The Talker: Working with Difficult Personalities 3

34 This is the student in your group who never stops talking, who always has a comment for everything. You re tempted to apply duct tape.but before you go that far there are more productive ways to try. First, set by them when you begin your group. This will reduce eye contact with this person when you ask a question. Chances are they have some natural leadership ability so let them lead the group. This might help them appreciate what it takes to be a leader. If you have a number of talkers then you might want to try setting up a rule where in the group they have to take turns before speaking. This will give others the chance to talk. If the problem continues you might have to pull them to the side and ask them to give others a chance to answer. 2.The Thinker: Usually quiet and shy with a tendency to keep to themselves. You can spend one-on-one time with them to get to know them better. You can find out what they are interested in and help make them more comfortable with you and the group. Use positive reinforcement by affirming them when they do respond. Some also just have little to say and they learn by listening and watching. 3.The Church Kid: This kid has already spent more hours in church than probably anyone else and they have all the right answers. They have been a part of the church all their lives and they know more about the bible than the rest of us. They can be the hardest to reach because they have heard it all and they feel they have nothing to learn. Challenge them by asking questions that do not have a right answer but make them think more deeply about their answers. You can also use their help by asking them to create questions for the discussion or maybe even ask their help in leading the group. 4.The Distracter: This is the youth who can t sit still and ends up distracting everyone in the group including you. Give them some responsibility or put them to work gathering supplies. You might even take the group outside and work on group building activities instead of just sitting in the room. 5.The Debater: They irritate you by challenge every point you and /or the others try to make. They intimidate the others by making them feel too threatened to voice an opinion. You can help this situation from the beginning by setting up a group covenant and suggesting that it is okay to disagree with the opinions of the others in the group but it is not okay to attack or put down those whose opinion differs from yours. One can also suggest that only one person talks at a time. You only want to direct, not shut down, their participation. 6.The Drama Maker: This person is all about DRAMA and lets your group know it. They are self-absorbed and only connected when the discussion is focused on them. They always have a personal story about 4

35 everything and it will take your breath away. Don t let their story be the dominate topic of the group. You might even have to speak with this person outside of the group to walk through their problems instead of continuing bringing them up to the group. Adapted from, Laurie Polich, Help! I m a Small Group Leader Zondervan Publishing House, 1998 Notes: THE 5 E S Flow is everything in leading a small group. Youth need to know that they are prepared for and welcomed from the moment they walk in the door. The flow of the planned activities and the flow within the small group can help determine how engaged the youth will be during the event and help set the tone for what they get out of the event. One way to accomplish this is by using The 5 E s -- Engaging, Encountering, Exploring, Expressing and Empowering to help plan and lead your small group. 5

36 1.Engaging: What happens with the youth when they enter the room? How are they engaged/received? Ask about their day, week or what is happening in their life. You engage the members by engaging yourself as the leader in the activities. Name Games. Remember to love them ALL. 2.Encountering: Ice breakers & physical games to help break down the barriers that exist between strangers. Remember why we play games. Pick the right games to fit the group. Keep the instructions simple. Encourage all the participants.to help build up their self-esteem. 3.Exploring: The activities move from just games and activities to meaning and guidance for our lives. Together, as a group, we experience something in common and share our own thoughts, feelings, struggles and insights about the experience. How will you explore the key points of the theme? Group discussions. RECALL (Debriefing) IDENTIFY (Debriefing) Open Ended Questions. 4. Expressing: a) Why did we play this game or activity? b) What happened? c) What were your likes, dislikes and joys? d) What difference did it make? 6

37 How can each group member feel accepted and able to express what they need? By creating a safe and caring environment youth can express their feelings on the activity, making it their own and identifying with it. Here are some more open-ended questions to help the youth express what they learned and how they were affected. CLAIM (Debriefing) RESTATE (Debriefing) RELATE (Debriefing) What did you learn about yourself? Why did things happen as they did? How is this game or activity like your relationship with God? How does this impact or influence your relationship with God? How does this impact or influence your faith? 5. Empowering: How will you bring closer to your group time? How can what we learned make a difference in our everyday lives. To further small group discussions, here are some deeper questions to consider. CONNECT (Debriefing) What did you learn about yourself? About God? How does this theme or activity apply to my life today? Closings Adapted from: Lynn Turnage,, Surveying the Land, Louisville: Bridge Resources, 1997 Debriefing Debriefing is important if you want to turn any recreation event or activity into a Bible study or to ensure that the participants know that there is theology in what you have been doing. You cannot assume that people today see and understand the connection between games or recreation and faith or God or the community. Debriefing helps the participants be aware of and own the activity and their interactions (or lack of interactions) during the activity. It is important to stop and examine what was done, how and why. The first step in debriefing is to remember, as individuals and as a group. 7

38 1.Recall: State the facts about what happened, what you did or saw. Recount what happened. What happened? When? How? What were your frustrations? What likes, dislikes or joys? 2.Identify: Where do you fit in? Name the roles you played. Who played what roles, as individuals in the group? Who did you identify with? 3.Claim: Share your thoughts and feelings about what you saw and experienced. What did you think about the game, activity, film, etc.? How did you feel about interactions? About others? About yourself? What did you think or feel about what you did or what happened to you? 4.Restate: What are you learning from these activities? What did you learn from this game? What did you learn about yourself? Others? Interactions? Why did things happen as they did? 5.Relate: How does this relate to Scripture or theology? How is this game, activity, etc. like your relationship with God and the church? How does the Scripture passage relate to the game or activity? How does this impact or influence your relationship with God? How does this impact or influence your faith? 8

39 6.Connect: How do these learnings connect to today, right now? What did you learn about yourself? Others? God? Now what are we to do? Act? Respond? How does this apply to my life today? Adapted from: Lynn Turnage,, Growing a Group, Louisville: Bridge Resources, 1998 Notes: 9

40 Closings Having a prayer or other similar ritual as closure for the group s time together is critical. Simple closures can help pull together the experience of the group building. If the debriefing or any other aspect of the group building has been difficult in any way, it is important to bring all the issues to God in prayer. In doing this, we not only ask for God s help, but we model for young people what is important in relating to God. Closing is Simple touch Healthy ritual Intentional connecting with each other Intentional connecting with God Prayer Cinnamon Roll Hug Stand in a circle, shoulder-to-shoulder, holding hands. Say a short prayer, thanking God for the group and for any experiences and blessings for that day. Then, break two hands apart. One person on the end begins turning around into the center of the group and will become the center of the cinnamon roll. The rest of the line follows and wraps around the center person until all are wrapped up like a cinnamon roll or snail. Give a giant group hug squeeze, let go and step away. Hopes & Prayers Open the prayer in this way: Loving and Faithful God, we have many hopes for our time together this week Hear us now as we share them aloud and silently.(youth and adults can share aloud their hopes; they can write down their hopes and then go tape them to the wall.) Then say: We also lift others up in to your presence, trusting that You will care for them Hear us as we share aloud and in silence (youth and adults can share aloud their prayers; they can write down their prayers and then go tape them to the wall.) Close the prayer by saying: and all God s children say, AMEN. 10

41 One-Word Thank You Prayer Do a one-word thank-you prayer. Have someone begin the prayer by saying, God, today we thank you for and then invite people to popcorn (say at random) one word of something they are thankful for. Close with And All God s Children Say. AMEN. Open Circle Formation: Circle with participants standing side by side Directions: Have the group hold hands in a circle. Have two people let go of their hands as if there is a space for one other person. Choose one of the following and tell the group this space is for those who could not come for the new people who might come into this group next time a symbol of the space that Jesus Christ occupies in our midst Value: Provides a meaningful visual learning and symbol. Pass-Along Blessing and Prayer Ask for a volunteer to close your group with prayer. After the prayer has been shared, pass this blessing along to the person on your right. (name), You are blessed. God loves you and you are a part of God s family God s space. (Have every person in the group say that blessing to the person on their right.) When it has come full-circle say, Go in peace. Popcorn Prayer During this prayer, group members are invited to share at random (like popcorn kernels popping). The leader will begin the prayer by saying something like, God we thank you for bringing us together this day. We have a lot of blessings in our lives and we are grateful. But we know that there are those that are not as fortunate as us. Please be with those that we lift up to you at this time that need your healing touch, gentle comfort, and graciously love Then the leader pauses and allows group members to randomly share their prayers. Close with And all God s children say, AMEN. Squeeze Prayer Have everyone sit (or stand) in a circle holding hands. Invite someone to begin the prayer. They can pray a prayer out loud or silently in their heart. Once they are done praying, they are to squeeze the hand of the person next to them (going clockwise) to let them know it s their turn. That person will pray and when they are done, they will squeeze their neighbor. The prayer continues until it gets back to the first person. At the close of the prayer, say And All God s children say. AMEN. Thumbs Right Formation: Circle everyone standing side by side Directions: Tell the members of the group to hold their arms out and turn their thumbs to the right. If everyone turns their thumbs to the right they can slide their hands into the hands of the people 11

42 beside them. Point out that everyone is holding someone s hand and is being held by someone. Close with prayer. Value: Permits visual learning; is a simple circle activity. 12

43 Games, Ice Breakers

44 Ice Breakers, Games and Group Building Icebreakers / Get to Know You Games: PASS THE SLAP Stand in a circle. Each person puts their left hand out with their palm facing the center of the circle. They place their right hand in front of their neighbor s left hand. Pass the slap around the circle. When passing the slap each person should say their name. People can also pass the names of their neighbors. So you could pass the slap around the circle 3 times. For example: own name, left neighbor s name, right neighbor s name. See how fast you can accurately complete this task. NAME TOSS Instructions: Have your group make a circle and establish one person to be the leader. This person begins by calling out another person's name and tossing the ball to him or her. Now, the person who caught the ball tosses the ball to another group member, first calling out this person's name. Continue calling and tossing the ball until everyone has had the ball once and the last person calls out the leader's name and tosses it back to the leader. Repeat the game using the SAME pattern just established. Always call out the other person's name first and then toss the ball. Begin with one ball and slowly add additional balls. Also try throwing one ball in reverse order while others are going forward. Leader's Hints: Be sure your group introduces themselves to each other before playing this game or wears nametags. If you have the players raise their hands over their heads to begin with except the leader then lower their arms to catch the ball, you can see quickly who has not had the ball yet. Only do this to get the pattern set up. This is a great name game because you only have to remember one name, but you hear lots of names! Variation: Name Signs After you have played Name Toss, add motions. Have everyone stay standing in a circle. The leader begins by saying his/her name with an accompanying motion. Then everyone repeats that person's name and motion. The next person does the same, with everyone repeating that person's name and motion, and the first person's name and motion. Repeat the process until everyone in the circle has given their name and sign. After you've gone all the way around the circle, try to speed up faster and faster. ALLITERATION NAME GAME Sitting in a circle, one person says their name accompanied by an alliterative adjective. For example, Loving Laura. The group repeats the name. The second person also says a name alliteration for themselves. The group repeats the second alliteration and then first. This continues until everyone has gone. SHARE & SHARE ALIKE Create small groups of 3 to 4 youth. Give each group five minutes to make a written list of things ALL the group members share in common. They should ask each other questions to formulate the list, Do you listen to Jonas Brothers? or Do you like fries from McDonald s? After time is called, have the groups tally the number of commonalities. The group with the longest list should be the first to read their list aloud to the group. Then have the other groups read their lists aloud. Then, in the same small groups, have them make a written list of things that are unique to the group members. For example, Josh plays trumpet, but nobody else in the group does. Therefore, Josh playing trumpet is unique. Give the groups five minutes and proceed as before.! 1

45 TALL STORIES The leader starts a story with a sentence that ends in SUDDENLY. The next person then has to add to the story with his own sentence that ends in SUDDENLY. Continue the story until everyone has contributed. The story becomes crazier as each young person adds their sentence. Here is your prompt: Yesterday I got a letter in the mail that said I had just inherited 2.5 million dollars and then SUDDENLY DRAW SELF Give everyone a piece of paper and a pencil. Allow students 5 minutes to draw a picture that conveys who they are without writing any words or numbers. At the end of 5 minutes the leader collects the pictures. Show the pictures to the group, one at a time, and have the group try to guess who drew it. Each artist can then explain how their work expresses who they are. WARHEAD FACE Buy a bag of Warheads candies (a super-sour candy). Pick three or four contestants to come up front. Have them all put three candies in their mouths and see who can go the longest without showing ANY expression of making any noise. BALLOON FIESTA Supplies: CD player & CDs One balloon per person At least 5 dark permanent markers (more if you ve got them!) How to Play: Each person blows up a balloon and writes his/her name on it with a permanent marker. Then everyone stands in a clump and tosses the balloons up in the air to music. The idea is to try and keep all balloons off the ground while the music is playing. When the music stops (because you pause it!), each person grabs the closest balloon and listens to you for what question to ask (**See below). Then, each person finds the person whose name is on the balloon they grabbed and asks that person the question you gave them. Then, using the permanent marker, each person writes the answer anywhere on the balloon- might be one word, might be a phrase whatever. Youth can walk around with the permanent markers and share when it is time to write. When everyone is done, start the music again. Do this for about 6-8 rounds. Then, if time permits, have everyone sit in a circle and introduce the person whose name is on the last balloon they catch by telling a story about him/her using what is written on the balloon. It can be ANY story about the person, the more make-believe the better Offer an example of a story one might tell. Example (numbers correspond to instructions below): Megan likes purple (2) clouds (6) when she is camping out (7). She makes sure to go to the bathroom 15 (1) times before she sleeps on the rocks with all the turtles (4). Her favorite turtle is named Bob Dylan (3), and he loves to eat liver (5). Allow at least 20 minutes for the interviewing (tossing balloons and asking questions) or 30 minutes if you want to do the story-telling also. Encourage the youth to be creative with the stories, and since they won t necessarily know what the original, corresponding question was, the story can use the words and phrases in any manner. **Questions to ask include: What is your?? 1. age 2. favorite color 3. favorite singer/band 4. favorite animal 5. least favorite food 6. favorite part of nature 7. favorite hobby 8. wish for the week (what they want to do or are looking forward to) 9. other summer activities 10. hero 11. number of years to attend Mo Ranch When you are done, decorate your meeting space with the balloons! The info. about each person can be displayed the rest of the week!! 2