Outreach focusing on Junior Youth and Children's Classes

Here is a refreshing and informative report from Northern Ireland:

“NORTHERN LIGHTS” SERVICE PROJECT

A service project in Northern Lights cluster over 15—16 November aimed to set up one children’s class and one junior youth group. It resulted in the establishment of one junior youth group, initially with 10 junior youth, and two children’s classes, one for 5 – 7 year olds initially with three children and one for 8 – 10 year olds initially with seven children.

“The plan was to have teams of two people go out in their respective assigned streets and offer a children’s class and a junior youth group. We would offer that same day a ‘’taster session’’ of about 45 minutes long to give people the chance to see what we would do in a children’s class or a junior youth group. On the first day eight of us met at 7.30 am for a spiritual mix of individual and collective prayers, deepening and consultation. After this four teams of two went out to their assigned streets and/or parks that were within walking distance of the local Community Centre. We knocked on doors as well as meeting people on the streets to inform them of the opportunity to join either a children's class or a junior youth group by inviting them to the taster session that was going to happen that day. Nine children and 10 junior youth attended the taster session.

Given the excellent turn out on Saturday the team after much reflection and consultation decided to forego outreach on Sunday and instead decided to visit the parents of the children and junior youth that came on Saturday. The main purpose of the visit was to inform the parents of the content of the course and child protection procedures. Also we knew there was a possibility that those whom we made contact with on Saturday who didn't come to the taster session may turn up at the taster session on Sunday.

There were seven of us on Sunday. We met at 8.00 am for a spiritual mix of individual and collective prayers, deepening and consultation. Following this, three teams revisited the homes of children and junior youth that had attended on Saturday. All but two homes were contacted with positive responses. The other two homes were followed up soon after. For the Sunday taster session we had five junior youth attended, of which three were newcomers. One child attended, but had also attended on Saturday. And on Sunday evening we reflected on a great weekend of learning through experience.”

AHZ

CommuNIqué - Newsletter of the Bahá'í Community in Northern Ireland
Issue 141 - 2 Sharaf 165 BE - 1 January 2009 CE

http://www.btinternet.com/~iain.s.palin/bc4ni/comm/ti.htm#project

Small teams easy to organize - report from teaching project in N. Ireland

Here is a report of a few interesting teaching encounters under a project in Northern Ireland recently. It concludes:

Because our team is small and organization is comparatively easy the Auxiliary Board Member encouraged us to engage in collective teaching at regular intervals.

OUTREACH IN NEWRY

The first outreach weekend in Newry took place on 22-23 November and proved an interesting and rewarding experience. After prayer, reflection and study on the Friday evening and Saturday morning the teaching began. A participant reports:

“It was bitterly cold, but we were amazed at how some people stood in their doorways and connected with us. There were of course those who did not wish to know what we had to say, but over the course of the two days there were a number of souls who showed some degree of receptivity, and three whom we felt were our priority in follow up. We found young people from Poland, Lithuania and Latvia to show receptivity, although language was often a barrier. We experimented the second day with trying not to use the word religion early in the presentation as we had found that this created an unfavourable reaction. During consultation we realized that two of the teams were expressing feelings around needing somehow to integrate the invitation to the study circle taster into Anna’s Presentation, so we decided to experiment in this area. We made some presentations beginning with the fact that we were inviting people to participate in a course about spiritual subjects such as the purpose of life.

We had a number of confirming experiences.

In one we met a Polish man whose English was not good but who seemed interested in the faith from the little he understood. We arranged to visit again the next day, this time bring Anna's Presentation in Polish. When we arrived at the arranged time, the man was still in bed following a party the previous night, but we told his friend why we had come and asked if he would be interested in hearing the presentation, and he said he would, brought us in and engaged with great interest in the presentation. We stayed for an hour. Then he had to leave for work but invited us back, saying he could talk to us for an entire week because he had so many questions and thoughts! All through the project we had met several Polish people but though many of them were receptive, we had difficulty teaching them because of the language barrier; but now we have found a Polish man with good English who we pray may be the key to teaching his fellow countrymen.

In the bitter cold a young girl (clad in her pyjamas) came to the door, and listened intently to what we had to say, the introduction was prefaced with a few words about the fact that we were offering a course about spiritual subjects and the purpose of life. Notable about this girl was her radiance and friendly demeanour. A few pages into the presentation it was apparent that she was very cold we paused and remarked on this, she agreed but asked us to continue. We told her about the taster that evening, she looked very interested and said that she was a catholic but was very open-minded and would like to attend.

As we walked together to the estate in which we were teaching, we saw two youths coming towards us and decided to speak to them. We had a lively discussion with them about religion, amazed at their insights and perception and touched by how deeply they thought about and understood things. We really came to understand the extent to which that generation is lost and angry; and the extent to which they despise religion as it has been taught to them. Then one of the young men who had been silent for much of the time angrily expressed his inner torment. We spoke to him about his choices, about how he could use his passion to fuel self-harm and destruction, or use it as fuel to rescue his generation and those coming behind him; and we invited him and his friend to train to work with junior youth.

They offered us the advice that they both felt from their own experience that we needed to be working with eleven and twelve year olds, that it's already too late by the time youth reach 13 and 14! They took flyers from us advertising the taster session and giving a phone number, address and web address. We did not really expect them to show up at the taster, and sure enough they did not show up; but we both felt that one of the young men was in crisis that day, and that our meeting with them was fortuitous, gave him hope, and will bear undoubted fruit in the future.

The teaching team was very happy with the project and we look forward to following up with those receptive souls, whom we feel were sent to us by Baha’u’llah. Because our team is small and organization is comparatively easy the Auxiliary Board Member encouraged us to engage in collective teaching at regular intervals. We are planning another outreach at the end of January.”

LTO’M

http://www.btinternet.com/~iain.s.palin/bc4ni/comm/ti.htm

CommuNIqué - Newsletter of the Bahá'í Community in Northern Ireland
Issue 141 - 2 Sharaf 165 BE - 1 January 2009 CE

One starts the conversation, the other shares the presentation

(Bangkok, 16 November)

Here is an excerpt from two very interesting reports from a teaching project held at a university in Bangkok:

"What we learnt most from our experience from going teaching at the University is courage, because this time we had to teach people who we did not know..."

After many prayers and planning, we broke into teaching teams and went direct teaching at Ramkhamhaeng University . This site was decided upon for several reasons: a higher number of people are available to approach, the student population tends to be younger and more open to new ideas, and the university is closely located to many of those who would be available for consolidation.

Our group of three went straight to an area of study Salas where many people were sitting. We sat down looking for small groups of one or two individuals. We saw a group of two young women, and without hesitation, walked up and introduced ourselves. We asked if they were free to listen for about 20 minutes about the Baha'i Faith. They confirmed, and we broke out Anna's presentation. We went through the first part of the presentation until we came to the time to ask our "checkpoint" questions. We asked if "the teachings they heard about would be hard to follow?" They answered 'no'. We asked "Did they believe that Baha'u'llah was a prophet of God for today?" They answered 'yes'. Encouraged by their responses, we then collected contact information and chatted for a few minutes. One of the young women hadn't slept the whole night as she had worked the night shift at a local mini mart so we said our goodbyes.

- Aa.

Last Saturday, we had a chance to go teaching at the Ramkhamheng University which we had a chance to teach two people. First was Mr. Salit. Since this was the first time that our team (I and Jit) decided to go out and teach total strangers, we were so nervous and scared. It took us a while to finally build up the courage to go up to strangers but finally we decided to approach Khun Salit. We planed it in such a way that one of us would be the one who starts the conversation and the other would share the Anna’s presentation. This time Jit went in first to approach him and I was the one who shared the Anna’s presentation. The sharing part went smoothly; he did not ask many questions, probably because he was shy. Afterwards we gave him a pamphlet to keep for further information and asked for his contact number...

What we learnt most from our experience from going teaching at the University is courage, because this time we had to teach people who we did not know at all which is something we have never done before and is very difficult. There were times when we got rejected or perceived as weird, but after a few times it gets easier, even though that day no one we taught declared, our hearts we filled with joy and happiness.

- Ar.

(Reported from the Bangkok Cluster Growth Committee)

Learning about planning and human resources

(IL, 14 November)

Here are a couple of key learnings gained in the Chicago, IL (A-stage) cluster:

Study circles can be very effective when they are in small groups, for example a 2 or 3 people including the tutor. It helps respond directly to a seeker’s needs, there is no time wasted in waiting to put together a group, and after the study circle has started, there is more flexibility.

Planning in the last few cycles has been first strategy based and second resource based. A key learning has been that planning should be resource based first and then strategy based as well. This is related to learning gained about teaching and the institute process. We have learned that if the friends participate in the institute process without being involved in teaching, it slows down the teaching work, just as we have learned that if people participate in teaching without also being involved in the institute process it creates challenges for follow-up activities with new believers. A balance of both is needed for growth, so the cluster institute coordinators are working with the tutors to strengthen the friends’ understanding of—and participation in—the institute process.

http://teaching.bahai.us/2008/11/learning-about-planning-and-human.html

No development without emotional stirring, no achievements without sacrifice

Here is an anecdote about our role as individuals from a talk held by a prominent Bahá'í recently:

No development and spiritual transformation can take place without our emotions being stirred, and no achievements can be accomplished without sacrifice. The goal ahead of us is, to

1) prepare ourselves spiritually

2) do what is our own unique part with a pure motive

3) ask the Concourse on High for guidance and leave the rest to the Almighty

4) prepare ourselves to receive the answer when it comes.

Also be aware that time is short.
Try to make some time so that you can do more of the things that make your heart leap in your chest with the feeling of being part of something BIG - something much bigger than both little you and I, and six billion other souls can comprehend.

If it doesn't come to anything, you can safely suppose that it was not meant to be and perhaps does not fit into God's Greater Plan.

In general, what will benefit us most is to center our energies in whatever concerns the well-being of mankind.


(Some relevant passages from the writings:)

"Let your vision be world-embracing, rather than confined to your own self."

Bahá’u’lláh, Tablets of Bahá’u’lláh Revealed After the Kitáb-i-Aqdas, p. 87

"Forget your own selves, and turn your eyes towards your neighbor. Bend your energies to whatever may foster the education of men."

Bahá’u’lláh, Gleanings, p. 9

Book review: ATTAINING THE DYNAMICS OF GROWTH

Here is a concise book review of the recent important publication from the International Teaching Center, with a Foreword by the Universal House of Justice.

The book is for sale through Baha'i booksellers/Publishing Trusts. Pasted at the end of this blog is the text of the book's introduction.

http://www.btinternet.com/~iain.s.palin/bc4ni/comm/bookrev.htm

CommuNIqué - Newsletter of the Bahá'í Community in Northern Ireland, 1 September 2008

BOOK REVIEW

ATTAINING THE DYNAMICS OF GROWTH (GLIMPSES FROM FIVE CONTINENTS)

A DOCUMENT PREPARED BY THE INTERNATIONAL TEACHING CENTRE

What a very moving document indeed, seeing the friends in different continents engaged in the same activities as ourselves, striving to present Baha’u’llah’s Message ‘’in a manner both forthcoming and inviting’’ (message dated 27 December 2005 written by the Universal House of Justice to the Conference of the Continental Boards of Counsellors). This document picks one advanced cluster from each continent, gives us an account of their activities as they advance the process of entry by troops and finishes with an inspiring closing analysis.

For anyone who usually doesn’t read the introduction to a document or book or other, I would highly encourage you to read this introduction ( by the Universal House of Justice) as it puts you in the right frame of mind. A glimpse of the introduction; at the beginning the Universal House of Justice tells us ‘’you will, we hope, not be content only to read the narrative but will try to identify the principles, qualities, and approaches that have made possible the progress achieved.’’

First is London. We learn about their Intensive Programmes of Growth, how the teaching teams played a pivotal role in moving the process, utilising study circles as environments for teaching, their challenges and glimpses of their growth. I very much enjoyed the stories too.

Next up was Norte del Cauca (Colombia). This is where the Ruhi Institute was born. We read about the mobilisation of the friends to teach, the multiplication of core activities, being more systematic in their Intensive Programmes of Growth. As their human resources were increasing one of their challenges identified was to empower the friends to acquire a greater consciousness of their responsibility to contribute to community life. Joyfully at the end of this case study we are once again reminded that all of theirs activities were spiritual enterprises.

Bihar Sharif (India). An amazing story of how the Bahá’í community transformed from the grass roots up through the acts of individuals, how they manage large-scale expansion and consolidation and in building capacity in the next generation (children and junior youth).

Tiriki West (Kenya). We read about how the local population was very receptive to the Faith but consolidation was a major hurdle and how it was then addressed. We learn about community life, teaching teams and the rapid expansion of children’s classes and junior youth groups.

Finally we visit South Tarawa, Kiribati (located in the South Pacific Ocean). This case study focuses heavily on the involvement of youth in the process of expansion and consolidation. There is also a lovely piece on reflection meetings.

After the five case studies we come to the closing analysis. The closing analysis is like the ‘ending of a good book’ and so I shall not spoil it for you. Needless to say, reading each case study carefully will enhance your appreciation of the ending.

AHZ

If you are a US-Baha'i, the whole book is available (with a password) through the national website (www.usbnc.org) in PDF-format (a pretty large file, about 60 MB).

Attaining the dynamics of growth

Glimpses from five continents

Prepared by the International Teaching Centre

Bahá’í World Centre

April 2008

Contents

To the delegates attending the Tenth International Bahá’í Convention . 2

London, United Kingdom . 5

Norte del Cauca, Colombia . 15

Bihar Sharif, India . 25

Tiriki West, Kenya . 35

South Tarawa, Kiribati . 45

Acceleration of Learning . 55

To the delegates attending the Tenth International Bahá’í Convention

In just a few years, the intensive programme of growth has emerged as a powerful means for the expansion and consolidation of the Faith on a large scale. Leading the process of learning that impels progress are scores of clusters where the friends have, through painstaking, systematic effort, come to understand how best to implement the cycles of activity that constitute such a programme. So instructive is the experience of these clusters, we asked the International Teaching Centre to choose one example from each continent and prepare a document that would demonstrate at once the diversity of conditions in which the believers everywhere are labouring and the coherent vision that unites them as they advance the process of entry by troops. The document consists of five case studies and a closing analysis. It is inspiring indeed, and we commend it to your study.

While the case studies offer an impressive account of the activity in each cluster, you will, we hope, not be content only to read the narrative but will try to identify the principles, qualities, and approaches that have made possible the progress achieved. What should become clear to you is how aptly the friends and institutions in the clusters have managed to exploit the framework for action referred to in our 27 December 2005 message to breathe the spirit of Bahá’u’lláh’s Revelation into places as diverse as the crowded city of London and the tiny island group of Kiribati.

Immediately apparent from the description of all five clusters is the degree to which the friends have relied on the power of divine assistance; this has fortified them in the field of action and enabled them to persevere in the face of inevitable difficulties. Equally evident is the sense of purpose that animates their endeavours—a purpose complemented by the attitude of learning they have espoused. Even more striking, however, is the way these attributes are perpetuated in the body of believers as it grows in size, for in all cases they have come to characterize not only individual action but also the community’s as a whole. So focused is the collective energy of the friends as they carry out the central tasks of the Five Year Plan, whether in taking individual initiative or participating in organized campaigns, that they are catching the first glimpses of what it means for their powers to be multiplied in unified action.

In reading the case studies, you will note how the approaches adopted and the system of administration employed serve as means for facilitating the dynamics of such unified action. In every cluster, fellowship and support are the watchwords in this respect. Whether they are paying a visit to a family’s home to draw them into a conversation about the Faith or helping one another to perform acts of service as part of their study of the institute courses, it is the joy of accompanying other souls on their spiritual journey that motivates the believers.

This same motivating force guides the institutions and agencies operating in the cluster in their efforts to administer the intensive programme of growth. Clearly the complexity of the coordination schemes in the five clusters varies to some extent. Yet, irrespective of the level of complexity, the administrative mechanisms in place represent a response to the desire of an increasing number of friends who are eager to express the ardour of their faith in action; these provide them with the support needed to participate in teaching teams, to host devotional meetings, to conduct children’s classes, to form junior youth groups, and to establish study circles. That the institutions and agencies involved are able to maintain such a responsive form of administration testifies to the high degree of organizational skill and flexibility they have attained.

In the closing analysis, the International Teaching Centre examines the strategies being employed to transfer the experience gained in advanced clusters, such as the five described here, to those in earlier stages of growth. The effect of such transference has been remarkable. What sometimes required several years for the friends in one cluster to accomplish can now be learned in another in a relatively short span of time. Often within a matter of months, as pointed out by the Teaching Centre, a dynamic pattern of activity, reflecting the equal emphasis placed on the twin processes of expansion and consolidation, can be established. Invariably, the believers take immediate ownership for the programme of growth, and unity of thought is soon reached. As they begin to put into practice what they have learned through the study of institute courses, especially related to direct teaching methods, they see their efforts confirmed and preconceived notions about the lack of receptivity fall away. Their commitment to the process of growth is raised to higher and higher levels as they are drawn into decision making at the reflection meeting. Plans laid down by the institutions and agencies serving the cluster become increasingly effective as their ability to interpret the experience acquired by the friends is gradually sharpened. They are able to think strategically, to set priorities, and to use resources judiciously. Moreover, they identify believers capable of shouldering added responsibilities in pursuit of plans and channel the energies of growing numbers in service to the Cause. The community thrives as it lovingly embraces new believers. In short, the process of capacity building in the three protagonists of the Plan accelerates at a tremendous rate. It is this development that heartens us most and which gives us confidence that the potential of the Five Year Plan will be realized.

The Universal House of Justice

Ridván 2008

"I become better friends with people when I have spiritual conversations with them"

Here are some inspiring and helpful stories about teaching methods and observations (red color added).

Alex

http://www.btinternet.com/~iain.s.palin/bc4ni/comm/ti.htm

CommuNIqué - Newsletter of the Bahá'í Community in Northern Ireland
1 September 2008 CE

"MOMENTUM" - TRAINING INSTITUTE NEWS

LEARNING FROM “NORTHERN LIGHTSs”

These are actual quotes from people involved in activities in the “Northern Lights” Cluster. They are shared with us by the Area Teaching Committee. These aren’t “Dear Friends, We must….” exhortations—these are the real thing, in “handy bite-size chunks”!

1. How did a new believer come to recognize Bahá'u'lláh?

“We met someone at a social occasion who seemed very interested in the Faith so we arranged to visit her the following week to tell her more.

We went to her house and used ‘Anna’s presentation’ to explain the Faith and covered up to the story of the Báb stopping along the way for discussion.

Soon after she came to our place and we continued the presentation with her. After the presentation we asked her what she thought about it. She said she was deeply affected by it. We asked her if she believed in Bahá'u'lláh and she said yes. We then explained that as Bahá'ís there are laws we all follow and an administration that we must obey. She accepted and declared.

We learned the power of ‘Anna’s presentation’ to help seekers recognize the station of Bahá'u'lláh.”

2. Accompaniment

“I was asked to join a study circle and assist in the accompaniment of the study circle participants.

All the participants naturally become friends during the study circle and with one new friend we would meet up and talk about spiritual things, study a prayer, go to the cinema and other social events.

This new friend had many questions about the Faith and was investigating it, so naturally I offered to share a presentation of the Faith which he was very happy with. I shared ‘Anna’s presentation’ in my own words and with a booklet beside me for prompting.

Importantly I believe I made it clear to him that Bahá'ís believe in Bahá'u'lláh as the Manifestation of God for today and that if he wished to join us in building a new world he was very welcome.

I learned during and after the presentation that he knew the Faith was global and was for everyone.

He said he was still investigating the Faith. Being direct and clear with people gives them the opportunity to make informed decisions. I will accompany him in his investigation of the Faith.”

3. Making lists to help me be more systematic

“My teaching team met prior to the expansion phase. At that meeting and after I made a list of people I wanted to share the Faith with and what I needed to do with each individual.

I decided to visit a new friend with the intention of raising our conversations to a spiritual nature. It was excellent. We talked about the importance of work, family, building healthy relationships and much more. Time flew by as we both really enjoyed sharing our thoughts. I explained that many of my thoughts and views are inspired from the Writings of the Bahá'í Faith.

He was impressed to hear that as Bahá’í we try to serve mankind. This led into me sharing about the core activities. I explained and gave him the vision of what study circles are for and invited him to join one.

He said he would like to. I am learning that I become better friends with people when you have spiritual conversations as you then begin to understand better their thoughts and views on life. People are more than happy to hear about the Faith. I wonder if I am sometimes hesitant!

He is my new friend and naturally I plan to home visit him and meet up at social events. I’m sure also that sometime soon I will share ‘Anna’s presentation with him’. He is on my list of people who want to do a book 1 and as a trained tutor I am working on inviting others to form a study circle.”

There are many more examples of progress and learning in the Area Teaching Committee’s newsletter. The Bahá'í Council recently asked the ATC to make it available to the Friends throughout NI—please read it, you’ll enjoy and learn!