generosity (take 2)

Today’s lesson: generosity.

December 13, 2015: 1.5 hours, 3 children, ages 6–9. Good follow-up to last week’s class. With the work on the prayer books out of the way this week, we were able to focus more closely on the lesson. After welcoming the children, we started in the usual way with prayers. They weren’t so eager to recite prayers by heart today, so we invited them read the prayer they were working on from the whiteboard. Once they were done, we worked on memorizing it. The children seemed to be having some trouble memorizing the words alone, so we had them come up with actions to go along with the words. They seemed a lot more enthusiastic once we started doing that. I often forget how powerful gestures can be as a memorization tool, since I tend to memorize things just by repeating them! In this case, it really seemed to help the children to get into the prayer and enjoy learning it by heart.

After singing the song, we moved on to learning the quote from the lesson: “To give and be generous are attributes of mine…” We had them memorize the quote using a quote jumble, as before, by hiding the words from the quote around the room and having the children collect them all and put them together in order. It’s a pretty popular activity, and they always seem to enjoy it. This week, though, the youngest child in the group wasn’t too happy that the older kids seemed to keep picking up all the hidden words before he had the chance to find any. We ended up letting him look for the remaining two or three words on his own as the older children worked on putting the rest of the words in the right order, and that seemed to satisfy everyone. It reminded me of the age gap that exists in our class, though, and of the need for us to eventually split the class into multiple grades. We’ve already talked about doing some outreach in the neighbourhood around the class in the new year; hopefully we can make some good connections with local families, bringing in new children and junior youth—and maybe another willing teacher to help out, as well?

After we were done with the quote, we sat down again to listen to the story of ‘Abdu’l-Baha visiting the shepherds, and his generosity in giving them the sheep they were guarding. Thankfully, this story is one we study carefully when we get trained up with Ruhi Book 3, so I was familiar enough with it to tell it from memory, a little differently than usual in case the older children remembered it. (I’ve had some practice making up bedtime stories for my two-year-old son lately, so it went pretty smoothly.)

cards-afterAt the end of the story, we segued neatly into the game, a card game we call Giving, which is all about sharing what we have with others who are in need. First, we got the children to think about some of the things they need the most in life. From there, we introduced the seven different “needs” highlighted in the game: clean food and water, clean clothes, safety and shelter, friends and family, education, work or occupation, and spirituality. We explained the game in relation to “Go Fish”, where players ask for cards that they need; here, players can give a card they have several of in order to receive a card they need. In the end, everyone ends up with one of each card. And we all win!

They children really seemed to love the game, so I think we can say it was a success. We would’ve played a few more times, too, but we moved on to our country presentation afterwards, all about Australia. We heard all about kangaroos and koalas, and we sampled Milo and Vegemite. Yes, Vegemite. The verdict on that one? Only three of us—me, my wife, and one of the children—were able to stomach it. I went home with the jar.

generosity (take 1)

Today’s lesson: generosity.

prayerbooks-dec2015December 6, 2015: 1.5 hours, 3 children, ages 6–9. Pretty good class with some good teamwork this week. One of our families was away, so we had fewer children in attendance, but it was fun all the same. Instead of having them work in their workbooks, we had the children create their own personal prayer books, for storing prayers and quotes that they learn throughout the year. The point of these is to give the children something to read from when it’s time to say prayers. We picked up a book of craft paper, folded it around ten pages or so of lined paper, and punched holes in the side to allow us to bind the whole thing together with ribbon. They enjoyed the craft; let’s see how much use they get out of the books now that they’re done!

The rest of the class went pretty well. The children were a little less eager to say prayers this week, but hey, there are on and off days. Studying the prayer and practicing the song were easy; the prayer was the same as last time, and the song was easier to learn than the previous one. We included a story and a game in the day’s schedule, but as the class progressed we realized that we were running out of time; we also needed ten minutes at the end of the class for a country presentation. So after we were done preparing the lesson, we ended up moving back over to the craft table to give them time to finish up their work on their prayer books. It’s a bummer, because we didn’t spend a lot of time on activities that directly supported the lesson—only the song was directly related, really. Hopefully we can do “part two” of this lesson next week, though, and make a little more time for the extra activities.

The country presentation was about the Democratic Republic of the Congo, as told by one of our Bahá’í friends who had grown up there. The older children studiously took notes as she was presenting(!), writing things like where it is, the fact that it has not only lots of jungle but also big cities (For instance, the capital Kinshasa has ten million people in it), what kinds of special foods people eat there, what language they speak, and what kinds of endangered animals live there. All in all, it was an engaging presentation that gave a good overview of the country.

I must admit that I was skeptical about adding the country presentations to the class at first, but they all turn out to be pretty interesting, even if they’re not directly related to the topic of the lesson. It’s nice to have that extra element of cultural discovery in our classes, since it helps the children discover what’s outside the bubble of their own culture. I just hope we can make sure to focus enough on the topic during the rest of the class, which I feel like we didn’t do this week—that is, we spent a lot of time talking about things other than generosity. Maybe we can work on that next week; we’ll have someone in to do a presentation on Australia, so we’ll see how that goes.