Today’s lesson: prayer,
September 5, 2012: Week 2 of this lesson! Our first weekday evening class, and it seems to have gone off brilliantly, all told. We’re starting to get a better sense of the needs in the neighbourhood—and the evidence points to the need for a junior youth group to complement the children’s class. We had more older children than last time; out of eight children attending, five were 11 years and older. Some of the older girls said they intended to invite friends and siblings who were of their age. The two teachers present today discussed the situation and agreed that a junior youth group was needed urgently; the question, of course, is always about resources—who will teach it? Fortunately, there’s currently a big push in our city for Baha’is to complete Ruhi Book 5, which should provide a number of able-bodied animators who may be able to help out. We’ll see how things go, and in the meantime we’ll do our best to provide the junior youth with a program that adapts more to their needs, as well as meeting the needs of the younger children.
I think evening hours are more challenging for us as teachers, to be sure. Not having a car, and working 9 to 5 at a fair distance from the neighbourhood, I’m dependent on public transit to get to the class on time, and today it really failed to deliver. There are new schedules for the fall season that just came into effect, so I guess I should have taken that into account and left work earlier so that I could manage the delays in connecting between stops. Not having a car is a wonderful choice financially and ecologically, but it really seems to limit your ability to work through the logistics of a children’s class. We started late, but my co-teacher was able to spend some leisure time with the children and JYs; most of the parents were still coming home from work at that point.
Briefly, we started with prayers, and continued memorizing the quote we had started learning last time, this time reading through it in its entirety: “Intone, O My servant, the verses of God that have been received by thee, as intoned by them who have drawn nigh unto Him, that the sweetness of thy melody may kindle thine own soul, and attract the hearts of all men.” We wrote it out onto a sheet of bristol board so that we could practice it together and explain difficult words, and then we tried a new strategy: using pictures to help represent words. For example, the word “intone” was represented by a picture of a person reading out loud from a book, “melody” by musical notes, and so on. We gave everyone cards with pictures printed onto them, explaining what each one represented, and asked them to glue the picture onto the bristol board.
Once this was done, we read the quote again, reading the associated words whenever one of the pictures came up. Afterwards, we went through the dramatic exercises given with the original lesson in Ruhi Book 3, Grade 2: first working out and stretching inside our invisible boxes, acting out certain movements, and then pretending we were plants in a dry field praying for rain. They really seemed to enjoy this, drooping sadly when we asked them to express the desperation of plants praying for rain, waving their arms broadly and energetically as they expressed the joy of a watered plant with their bodies.
At the end of the class—which ended up lasting about an hour, by which time the sun had already started to set—we joined our friends outside, set a time for the next class (next Wednesday at 6:00) and spent time together, playing games and talking to their parents, who had arrived home by then. One of our goals this year was to get to know the families in the neighbourhood better, so that we can build stronger bonds of friendship. The time we spend with them before and after the class, and during home visits on the side, should help us move forward with this goal, and help us gain a better understanding on how a strong neighbourhood based on ties of universal love and fellowship is built.