activities
story: The Boy Who Cried Wolf. There is an excellent retelling in Book 2 of Bahá’í Education for Children, aka the Furútan curriculum. Our children could relate to it a lot.
song: “Tell the Truth” or “Truthfulness”, from Ruhi Book 3.
craft: Nine-pointed stars—cut out three equilateral triangles for each child; help them put them together to form a regular nine-pointed star. They may either (1) place them on another piece of paper, trace them, and cut out the resulting nine-pointed star, or (2) glue the three triangles together to form a nine-pointed star. They can then decorate the star as they wish; they may also want to punch a hole in one point and run a string through to hang it somewhere when finished.

reading/prayer for study
Let truthfulness and courtesy be your adorning. (Bahá’u'lláh)

Truthfulness is the foundation of all human virtues. (‘Abdu’l-Bahá)

reference
O SON OF MAN! Neglect not My commandments if thou lovest My beauty, and forget not My counsels if thou wouldst attain My good pleasure. (Bahá’u'lláh, Arabic Hidden Word no.39)

experience
December 2, 2006: 2 hours, 10 children, average age 6-7. Pretty good class this afternoon; our only hang-up, lesson-wise, was that I didn’t prepare the craft in time, and we ended up cutting out the triangles at the last minute. Miraculously, the kids didn’t implode out of impatience. I was surprised to find such an amazing retelling of The Boy Who Cried Wolf, too. The kids weren’t looking forward to the story too much today—too much sitting quietly, I guess—but all of them got into it and could empathize with the main character. The story focused on the consequences of the boy’s actions (which were mainly along the lines of disappointing his family and his community and losing their trust) and wasn’t cheesy at all. I was afraid that telling that story would elicit groans from the kids—everyone’s heard that story way too many times, right? I was happily mistaken.

A quick word about our renewed focus on discipline: we have been taking certain steps to quiet the children down at the beginning of the class, and it seems to be paying off. While the children aren’t necessarily at their best every moment of each class, the class seems to be more manageable now. We haven’t yet had the need to apply a punishment (what Ruhi Book 3 refers to as “sanctions”—in our case, sitting apart from the class during the colouring period that now follows prayers); God willing, we won’t have to, but in the meantime all of us (the co-teachers) have to be ready to do so if disruptive behaviour arises.

August 17, 2007: 1 hours, 3 children, average age 7-8. Our calmest outreach class so far! Due to rain, we had to move the classes inside for the evening, at the home of a Baha’i who recently moved into the area. (more in a bit.)

December 5, 2007: 1 hour, 3 children, average age 8. Outreach class. wow. pretty interesting class. discipline went well even though we had some normally feisty kids in the class – things have gone better since we introduced the painting activity, which has given our more tactile/kinesthetic learners a stronger reason to engage themselves in the class. after reading prayers and singing two songs (“Tell the Truth” and “Blessed is the Spot”), we memorized the quotation (“Truthfulness is the foundation of all human virtues”), which brought us into a discussion about what a “foundation” means. I think we got the idea across well enough—we introduced the idea of the foundation of a house, and how a house would fall over if it didn’t have a good enough foundation; we then compared our souls to those houses, and explained that without truthfulness, our “soul houses” (as it were) would have nothing to stand on, just like a real house. We then launched into the story—which I hammed up a great deal, but which again seemed to have gotten the point across—and, to end off the class, we had about five or ten minutes to paint with the kids. usually we have more time to paint, but I guess I hammed up the story a little too much!

One of the children told me something interesting that made me think; I’ll share with you an abridged version. She said she had gotten into the habit of lying about little things, for example, making a mess in the house—and then blaming said mess on one of her younger sisters out of the fear of punishment. When guilt finally overtook her later on, she would confess the truth to her parents, at which point she would be punished—perhaps worse than if she had told the truth in the first place. We encouraged her to see that as a good reason to tell the truth up front, but instead she cited the inevitable punishments as being “why I don’t tell the truth anymore”. yikes. How do you go about helping a child to learn to love telling the truth when they come out with something like that? (comments welcome…)

July 3, 2010: Trying it yet again! Outreach again this time. A group of us have been doing outreach in Chinatown and met some families all living in one apartment building who showed interest in a children’s class. After meeting a few times and sharing Anna’s presentation with the families (through a significant language barrier), we finally had a class of sorts, with 4-6 boys (I’d say about 5-8 years old). We played a lot more games than usual for us, and they loved it. in fact the class was mostly games, proportion-wise. all the same, we worked on memorizing “O God, guide me” and the quote on truthfulness. The prayers were amazing, as the older children stayed in quiet meditation for a full minute after the prayers were done–I’ve never seen that in all my time doing children’s classes. My co-teacher suggested it might have been due to their Buddhist background… in any case, it was astounding and MOST welcome, and we’ll encourage them to continue doing this for sure. They loved the story about the Boy Who Cried Wolf, and they seemed to grasp all the concepts well. overall, a great summer class after a very uneventful spring season.

The three-hour class went remarkably well; I haven’t tried to go that long with a class in a while, and was pleasantly refreshed to see that we had enough material to keep the children engaged, having fun and learning through the whole time. After praying and singing a few of our favourite songs, we plunged straight into memorizing the well-known Baha’i quote, “Truthfulness is the foundation of all human virtues”. We tried explaining it in terms of the foundation of a building; I’m not sure whether the analogy helped them or confused them. I keep wondering about how good their command of English is, since most of them have only lived in Canada for a year, and I seem to end up explaining a lot of the words. Perhaps that’s actually normal for kids of their age (~6-7 years), and I’ve been coddled by only having gifted children to teach in the past. Well, whatever. This makes for great teaching experience.  The second half of the class, after a healthy snack, consisted of putting together a house out of wooden stir-sticks—illustrating how virtues can be a “foundation” for human spiritual life—and a dramatic presentation of the day’s story, which was a retelling of the Boy Who Cried Wolf. It was actually my first time successfully “doing” drama with the kids in a children’s class; we did it by eschewing a script and instead giving the children their roles and lines verbally, with extensive narration by one of the teachers. We had two children playing the mother and father, and one playing the titular character. The children took their cues from the narrator, acting out whatever the story said. The whole thing worked out well, I had my directorial debut, and they got a real kick from acting out the story.

The next two classes dealt with slightly more abstract themes, and I noticed that we had a tougher time getting the message across to all of the kids. During both the lesson on steadfastness and the lesson on humility, they seemed to have trouble understanding the theme, and I had to explain it a few times, leaving me wondering what they had come away with. I found that the description of Book 3 seemed to go a little over their heads, so I tried to explain humility to the children the following way: God is big and powerful, and we, on the other hand, are so small and weak by comparison. Humility is just remembering how big and powerful God is, and how small and weak we are. When we remember that we depend on God for everything, we stop thinking that we’re better than anyone else around us. It took us most of the class time to get to that point of understanding, though. I think we got it by the end, but of course, as suggested in Book 3 itself, we’ll have to repeat it later on to be sure.

Regarding steadfastness, I was pleased to see that nobody came away with nightmares from the story of Ruhu’llah and his father, which I decided to tell in its entirety, though as non-graphically as I could. I’ve heard Baha’is express misgivings about telling a story in which the main character, a young boy dedicated to teaching and spreading God’s message, watches his father die before him only to die himself after refusing to recant his faith—but, besides having to make certain disclaimers, I’ve never heard either parents or children object to the story. On one occasion, a child reacted with anxiety to think that children could be killed in such a way, at which point the parent on hand explained that, while such things may have happened in that place at that time (19th-century Persia), we don’t have to worry about it happening to us here in Canada, which seemed to bring the anxiety level down. I made sure to give the same disclaimer this time, and nobody even made a peep—which, again, made me wonder whether they had understood what I was saying… oh well.