Basic Training for Those Guiding Children Around the World to Follow Jesus Like the Twelve Disciples

Basic training for those guiding children around the world to follow Jesus like the twelve disciples

Part of the 1 for 50 family of training resources

Table of Contents

CORE LESSON OPTIONS (1 hour each)

1-0 Jesus’ Heart for Children 2-0 Jesus and the Children’s Leader 3-0 Characteristics of Children 4-0 Building Relationships with Children 5-0 Preparing to Teach Children 6-0 Building Bridges of Holistic Outreach to Children 7-0 Presenting the Gospel to Children 8-0 Talking with Children about Following Christ 9-0 Helping Children Grow as Disciples 10-0 Helping Children Experience God’s Word 11-0 Engaging Families 12-0 Building the Kingdom Together (networking/partnership)

ENRICHMENT/EXTRA LESSONS (30 minutes each) 3-1 Needs of A Child 3-2 Understanding Our Children’s World 3-3 Considering children in Crisis 4-1 Communicating with Children 4-2 Building Relationships with Children through Play 4-3 Conversation Starters 5-1 Managing Classroom Behavior 6-1 Outreach Ideas 6-2 Overcoming Outreach Obstacles 7-1 More Gospel Tools 8-1 Answering Children’s Difficult Questions 9-1 Prayer Experiences for Children 9-2 Worship Experiences for Children 9-3 Helping Children Share Jesus with others 9-4 Growing Attitudes of the Disciples 9-5 Involving Children in God’s Big Story 10-1 Object Lessons-Demonstrations 10-2 Preparing and Presenting a Bible Story 10-3 More Bible Verse Ideas 10-4 Drama Experiences 10-5 Classroom Games 11-1 Spiritual Growth for Families 11-2 Outreach Ideas for Families 12-1 Connecting with the Church in Your Community 12-2 Involving Children in the church

Instructor’s Guide LESSON 1-0 Jesus’ Heart for Children

Objectives Participants will need: To discover what scripture says about Jesus’ heart for children and the Bibles world. Participant notes To consider important elements to prepare leaders for work with Writing utensils children. To lead participants to commit to children’s work as an extension of Illustration Options: God’s heart for children and the Great Commission. Erasable board and writing supplies Three large cooking stones and a pot 100 cotton balls, or substitute; at least one Lesson Overview for each participant Welcome & Warm Up 5 minutes God’s heart objects: What do people say about children? 5 minutes cross, heart, friends- What did Jesus teach about children? 10 minutes links, candle, hands What is God’s heart for children? 15 minutes Car (or photo of one) How will we prepare for work with children? 10 minutes The Great Commission & Children 5 minutes Media Options: Wrap Up 5 minutes Power Point slides for this lesson

It’s Time to Wake Up

Before You Begin Pray. Ask God to open the hearts of participants and to help you to share from your heart about this important topic. Gather all materials (see right). Make substitutions as necessary. Read through the lesson to find places where you will be asked to give a personal story or thought. Plan ahead to choose powerful examples.

page 1 TWELVE Core Training

Instructor’s Guide LESSON 1-0 Jesus ‘ Heart for Children

Welcome & Warm Up (5 minutes) Play a game: Twelve Months Welcome participants to the training! Introduce yourself. Invite everyone to begin with a quick game of introduction to each other. This is TWELVE Core Training. So let’s begin with a game using 12. Ask each participant to think about the month in which they were born. On the count of three, people are to find others that were born in the same month. After groups form, instruct people to introduce themselves and share one interesting fact about their childhood.

Invite everyone to be seated and find their workbooks, Bible, pens, etc. Today’s lesson lays a very important foundation in our work with children. We will be exploring what Jesus’ heart is for children and the world. We will also be reminded about what this has to do with the 12 disciples. THE HAND: It fits with the “Heart of the Leader” focus

What do people say about children? (5 minutes) Discuss proverbs or sayings about children Share some common expressions from your community and some countries that you have visited. See the participant notes for a few examples. Ask participants to each write 1-2 local proverbs about children in their community. Ask several people to share these with the class.

How are these the same as (or different from) the way people think about or treat children within the Christian community or church?

What did Jesus teach about children? (10 minutes) What did Jesus say about children? People brought children to Jesus. The disciples tried to send them away. What did Jesus say? Read Matthew 19:14. Circle the important key words that Jesus aid about children. Discover words like “come”, kingdom”, “do not hinder”, etc. Jesus used this opportunity to correct the disciples’ notion that children should be kept away. He instructed his followers to do nothing to keep them away from the kingdom and from him. Children are important to God.

page 2 TWELVE Core Training

Instructor’s Guide LESSON 1-0 Jesus ‘ Heart for Children

What else did Jesus teach his disciples about children? Take a closer look by reading Matthew 18:1-14 Ask someone to read the passage slowly and clearly (in the local language, if possible. Ask participants to listen for the different things that Jesus was saying about children. Afterwards, work in pairs to list truths that Jesus was teaching the disciples about children. After a few minutes, share answers as a class, listing these on an erasable board.

These thoughts from Jesus are just the beginning of understanding what scripture says about children.

Find the Lost Sheep (Before class, hide one cotton ball “sheep” somewhere in classroom or nearby hallway) One of the most powerful parts of this passage is the story of the lost sheep. Review the story, asking participants to confirm the details of how many sheep, how many sheep were missing, etc. Explain that you have a lost sheep (a hidden cotton ball) and need to find it. What would we say if one were missing? On the count of three, ask everyone to search for this sheep. Offer a prize to the participant who finds it. Celebrate.

Show the one sheep joining the others. What would the story be like if we were to insert today’s statistics? Globally, about 1/3 would be “in the fold” and about 2/3 would be “lost sheep”. Move the cotton balls so people can see this visualized. Refer to worksheet. Invite people to work alone or in pairs to draw a quick picture showing how many “sheep” they believe are “lost” or “found” in their community.

If the shepherd was willing to go looking for just one sheep, what might he be willing to do for so many who need to be found? What might he want us to do?

Review Matthew 18:14. Let God’s Word touch your hearts.

What is God’s heart for children? (15 minutes) Discover God’s heart for children – from Scriptures From what Jesus taught his disciples, fill in the blanks in student notes as you explain each of these. (Assign each of the main scripture verses to a different person to read aloud as the corresponding word is discussed.)

page 3 TWELVE Core Training

Instructor’s Guide LESSON 1-0 Jesus ‘ Heart for Children

To KNOW Him (2 Peter 3:9) To help children make a decision to follow Christ as their Savior. Story of the Lost Sheep (Matthew 18:10-14; God is not willing that even one of these little ones should perish) Emphasize that this is all about the child understanding the gospel and coming to a place of personal decision to follow Christ. Does the word “all” in 2 Peter include children? Yes. To LOVE Him (Matthew 22:37-38) To help children grow a personal relationship with Christ, loving God with all their heart, soul, mind and strength. Story of David (a man after God’s own heart) Explain that this is all about helping children grow in friendship with Christ. This tenderness needs to grow in children through worship and prayer. David’s young life is a great example. To FELLOWSHIP Together (Romans 12:5) To invite children to belong and function in the Body of Christ, especially to love one another. Story of Timothy (He grew in faith as if he were Paul’s son) Children need to be included in the Church and in relationship with other believers. This is how they are mentored to grow. To HONOR Him (Matthew 5:16; 1 Timothy 4:12) To teach children to live lives of obedience, making choices that honor God. Story of Daniel (he chose to follow God’s ways, even in an ungodly nation) Around the world, people want good behavior from children. To honor God, is to do more than behave well because others are enforcing the behavior. It is doing right when others are not watching; making right choices from the heart. To SERVE Him (1 Peter 4:10) To help children learn how to serve and grow in gifts. Story of Joseph (he served faithfully at home, in captivity, in prison and finally in Pharaoh’s palace)

All of these dreams, together, become a focus on making disciples . All these pieces of discipleship represent what God wants to see filled up in the life of the child.

Share an inspiring story of a child who is growing to become a wholehearted follower of Jesus. (OPTION: Show a photo of child).

page 4 TWELVE Core Training

Instructor’s Guide LESSON 1-0 Jesus ‘ Heart for Children

How will we prepare for work with children? (10 minutes) What is important as we prepare to work with children? (Lay out items and dramatize with the group as you describe a three stone fire.) The three stone fire reminds us of important principles in preparing to work with children. In some communities, food is cooked over a 3-stone fire. Three fairly large stones are positioned around a fire making a triangle shape, with the fire in the center. These stones must be evenly matched, smooth and stable since they will hold the pot of food placed on them, over the fire.

In this example, the fire in the center represents God’s heart and passion for children (literally, everyone in the world). The pot of food represents the child and everything that goes into discipling them to be followers of Jesus. And the 3 stones? (Fill in blanks in lesson notes) SKILLS (creativity, principles, teaching skills, ideas, storytelling, etc.) Most people think THIS is what is required to prepare for ministry children. But this is only part. BIBLE KNOWLEDGE (knowing God’s Word, having it live in your heart; being able to teach accurately). Many people say that children’s workers are “only teaching children” so they do not need a lot of Bible training. But children must be taught well to build a strong foundation of truth for the future. SERVANT LEADERSHIP (being an example of Christ; being a person of compassion and integrity outside of class, not just with a children’s group.)

Each of these areas must be strong and balanced

Share a brief story of a time when you recognized the importance of a teacher’s servant-leader example, rather than just good teaching skills or Bible knowledge.

THE CIRCLE: Essentials of Ministry to Children As we put this whole lesson together, we see three very important players: GOD: The first is God (at the center) whose heart for children and heart for the world are the “fire” that drives it all. LEADERS: Next, are the leaders and workers, who need to prepare with skills, Biblical knowledge and a Christ-like example. CHILDREN: Finally, God’s heart for children is that they grow as disciples. Not just to be quiet and still in class, or to say memory verses. But to become followers of Jesus in this world (review the five elements of “making disciples”.)

So, how does this relate to the Great Commission? page 5 TWELVE Core Training

Instructor’s Guide LESSON 1-0 Jesus ‘ Heart for Children

The Great Commission & Children (5 minutes) The Great Commission So, what about Jesus’ Great Commission to the 12 disciples? Read Matthew 28:19-20. Underline words that apply to children. Discover: go, make disciples, all nations, baptizing, teaching, obey, “I am with you always” Notice that all words apply to both children and their leaders!

What impact can 6children’s leaders have on the fulfillment of the Great Commission?

The Church is like a car Working with children is like a wheel on a car. Just as each wheel is needed to make the car move forward effectively, ministry to children is needed for the Church to grow strong. Children’s ministry is not meant to be like a spare tire, and hidden away in the trunk until needed. Children are a very important “wheel” on the “car” of church growth. A focus on children can help churches Make more disciples Reach more people for Christ Grow a stronger church And more!

Wrap Up & Prayer (5 minutes) Your work with children is an essential part of the Great Commission. Is this how everyone sees your work with children?

Even if you are one of the few who understands, you now know, that this is Jesus’ heart for children.

What will you do about this? Pray for each other to grow an even deeper understanding of this heart for children. Pay that each person will understand what God wants them to do in response, and to have the courage to obey.

THE HAND: Review the 1 for 50 Hand. Remember how this lesson fits with a focus on the Heart of the Leader.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 2-0 Jesus & the Children’s Leader

Objectives Participants will need: To discover the importance of staying close to Christ in order to have Bibles fruitful influence in the life of a child. Participant notes To consider practical issues in “abiding in Christ”. Writing utensils To pray together as leaders commit to being examples of Christ to children. Illustration Options: Erasable board and writing supplies Plastic zipper bag for each Objects related to a Lesson Overview leader: nametag, map, Welcome & Warm Up 5 minutes bible, flashlight, towel, What’s Inside? 10 minutes binoculars The ministry of a children’s leader 15 minutes A large backpack and How will we carry this load? 5 minutes many heavy books The vine and the branches 15 minutes A vine with branches Lessons from the teapot 5 minutes A teapot Wrap Up 5 minutes Media Options: Power Point slides for

this lesson

page 1 TWELVE Core Training

Instructor’s Guide LESSON 2-0 Jesus & the Children’s Leaders

Welcome & Warm Up (5 minutes) Play a game: Are you like me? Play this icebreaker/energizer game. Arrange the group in a circle with one person in the middle. The person in the middle asks, “Are you like me?” and then shares one characteristic about themselves (I like candy, I wear glasses, I have visited Rome, etc.). Everyone who shares that same characteristic with the person in the middle gets up and switches chairs. The person in the middle tries to get one of the empty chairs. Whoever does not get a chair becomes the new person in the middle.

Invite everyone to be seated and find their workbooks, Bible, pens, etc.

Whe have many things in common. The greatest things include our love for Christ and our love for children.

Today’s lesson lays a very important foundation in our work with children. We will be exploring what the Bible says about teachers and leaders and their work with children. THE 1 FO 50 HAND: It is another lesson focusing on the Heart of the Leader.

What’s inside? (10 minutes) Examine the plastic bag Give each participant a plastic zipper bag. How is this like a child? Work in groups of 3-4 for several minutes to discover several answers. Then share a few answers with the class.

Discover some of these words: transparent, fragile, ready to be filled, can be filled with good or bad things, may need help to open up, fragile (easy to damage), etc.

God’s heart for children is that they be filled with love for him, that they grow as disciples. (Quickly review the 5 elements of discipleship from lesson 1-0: Know God, Love God, Fellowship, Honor God, Serve God.)

Then change the question. How is this plastic zipper bag like a teacher? Are we the same as children? What might be different? Listen to several answers from the class.

One truth we learned about the bag, is that it is ready to be filled. And it needs to be filled with the right things. Let’s look at more scripture to see what needs to be inside a children’s leader’s life.

page 2 TWELVE Core Training Instructor’s Guide LESSON 2-0 Jesus & the Children’s Leaders

The ministry of a children’s leader (15 minutes) Discover truths about teachers and leaders from the Bible Before class, write each verse reference on a slip of paper. Number the slips of paper so they correspond to the order of the verses below. Pass out slips of paper to participants who are willing to look up a Bible verse and read it as you call for it.

What does the Bible say about the ministry of teachers and leaders? Read the scriptures under each heading, then give participants the word needed to fill in the blank in their notes. Show the object related to each item. Briefly discuss each element, using the object to help make the important points as you work through the list.

1. It is a calling from God. Teaching is one of the spiritual gifts: EPHESIANS 4:11-12 Teaching is a serious responsibility: JAMES 3:1 2. A leader guides and directs students to learn obedience. The leader must live an example of obedience: DEUTERONOMY 4:9 The leader helps to train a child: PROVERBS 22:6 3. A leader is entrusted to share the words of God: We represent God, not ourselves, when we teach: 1 THESSALONIANS 2:4 We must be faithful to share the truth or children may not learn it: ROMANS 10:14 4. A leader helps illuminate Bible truth and apply it to students’ lives. Teachers explain the meaning: NEHEMIAH 8:8 Teachers bring out treasures of truth MATTHEW 13:52 5. A leader serves like Christ. Jesus loved and blessed the children: MARK 10: Jesus served and loved others: JOHN 13:13-14, 34 Jesus was a humble servant PHILIPPIANS 2:5-2 Jesus was patient with his students TIMOTHY 2:24 6. A leader imparts vision and hope for a student’s future in Christ. We see a child’s potential JEREMIAH 29:11 We have a vision for children PROVERBS 29:18 We wish the fullness of God for students EPHESIANS 3:17-18

Share briefly about how God called you to work with children. Were you anxious at the beginning? What have been the rewards?

page 3 TWELVE Core Training Instructor’s Guide LESSON 2-0 Jesus & the Children’s Leaders

How will we carry this load? (5 minutes) How can we carry all these responsibilities. Ask a volunteer to come forward. Review the list again. As you mention each characteristic and quality, give the volunteer a large book. Continue to place more and more books in the volunteer’s arms until he or she cannot bear any more.

Many times, this is how we feel as we look at the task of reaching and discipling children. It feels like too much responsibility. We do not think we can do it.

How can we carry this load? Bring out a suitcase or large backpack. With the volunteer, place all the books in this pack, then ask the volunteer to carry all the responsibilities. Is it doable now? Yes.

The Holy Spirit provides this kind of help in our lives. He enables us to carry these responsibilities. He is the one who teaches us, guides us, helps us and comforts us as we work with children. We cannot do it alone.

The vine and branches (15 minutes) Read about the vine and branches Jesus taught his disciples about the importance of this dependence on God. Read John 15:5 and John 15:16. Circle important words. Discover: remain or abide, bear much fruit, can do nothing, etc.

Jesus is the vine, his followers are the branches. We must remain in him – stay close to him. We cannot do anything without him. But if we do stay close to him, we will bear much fruit. And this will be fruit that lasts. Do you want this?

How do we “remain” in Christ? Divide into groups of 3-4. Instruct groups to discuss ideas about how we remain in Christ. What activities will help us stay close to Christ? What attitudes do we need? How do we keep this close relationship growing stronger all the time? What are the obstacles to staying close to “the vine”? Come back together and share several answers.

Share an example of a time when you realized the importance of staying close to God to remain fruitful in your ministry.

We can work with children in our own strength. But in doing so, we will miss out on the promises of Christ to his disciples: to bear fruit that will last.

page 4 TWELVE Core Training Instructor’s Guide LESSON 2-0 Jesus & the Children’s Leaders

Lessons from the Teapot (5 minutes) Our lives as children’s leaders are like a teapot We all enjoy a cup of tea (or coffee). Consider the important role of the teapot. It must be clean It must be empty It must be available, ready to receive It cannot fill itself Sometimes there is a season of waiting while the tea inside “brews” It cannot pour itself. The owner must determine when it is ready to be poured out. The teapot is totally dependent on the owner for everything that fills it up, and every act of usefulness. While we might come to believe that our intelligence, preparation, creative gifts are the things that are needed by God, we soon realize that these cannot be useful to God without the attitudes of dependence and humility. Philippians 2:17 – Paul said he was being poured out like a drink offering of sacrifice and service. He could do this because God was pouring his love (Romans 5:5), his grace (1 Timothy?), his Holy Spirit (Acts 10:45) into him to pour out to others.

Share an example of someone who has influenced your life (or many others) who has followed this principle. What would have happened if they had short cut on the activities that lead to being filled with God’s heart and attitudes?

Wrap Up & Prayer (5 minutes) What is in our hearts is more important than almost anything else as we begin our journey of preparing to work with children.

Divide into small groups of 2-3 people. Pray for each other to grow to love Jesus even more, to depend on him more and to be examples of wholehearted devotion to him as we work with children.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 3-0 Characteristics of Children

Objectives Participants will need: To discover basic characteristics of children. Bibles To specifically consider how to connect with a child’s spirit. Participant notes To consider important characteristics of children at different ages Writing utensils

and how to adapt activities to children of different ages. Illustration Options:

Clay dough (or pipe cleaners or paper) Large outline of a child on an erasable board Lesson Overview or flip chart paper Pictures of real children Welcome & Warm Up 5 minutes Seed pod Create a child 5 minutes Erasable board and Who created children? 5 minutes writing supplies Four parts of a child 15 minutes Connecting with a child’s spirit 10 minutes Media Options: Children at different ages 15 minutes Power Point slides for Wrap Up 5 minutes this lesson Young Engineers Train Video

page 1 TWELVE Core Training

Instructor’s Guide LESSON 3-0 Characteristics of Children

Welcome & Warm Up (5 minutes) Play a game: Go Bananas In this lesson, we will consider characteristics of children. One truth we know: children love to move! Invite participants to stand up for a game. The most commonly eaten fruit around the world is bananas. Kids love them. We love them. We will sing a rhyme about bananas. Sing several verses, adding others as needed for your group: pick bananas, peel bananas, slice bananas, eat bananas, mash bananas, share bananas, go bananas … sit. Invite everyone to be seated and find participant notes, Bible, pens, etc.

Video option: Show Young Engineers Train video

We all know children have potential to do amazing things. How can we help them grow to their full potential, both spiritually and in other areas of their lives? It helps if we understand how God created children to grow. THE 1 FOR 50 HAND: This lessons helps us begin to consider how to Nurture the Whole Child.

Create a Child (5 minutes) Try to create a child Hand out a pipe cleaner, piece of paper to participants. (If group is large, you can select 3-4 volunteers to do this activity in front of the class.) Explain that you are going to have a little competition. Using the material each has been given, instruct each person to create a child. Allow 3-4 minutes to work on their “child”. Then look at the finished products. (Usually there is much laughter at the interesting creations made!) Participants may choose the one they think is best if you think it is appropriate.

Do our creations really look like children? (Show child or picture of child, if possible from your own home, from different backgrounds and also from different parts of the world.) Can we really create a child? No. Only God can create children and he has done it in a wonderful way.

Who created children? (5 minutes) Read Psalm 139:13-16 together. What does this teach us about how God created children? Discover that he crafted them, even before birth. He was watching over them. He created their inner beings. God was planning their lives, even before birth.

page 2 TWELVE Core Training

Instructor’s Guide LESSON 3-0 Characteristics of Children

Four parts of a child (15 minutes) How God created children to grow We all know that children are not the same as adults and it is part of the way God has created us. He is not surprised that they wiggle, move, cry, get tired, etc. He is well aware of their characteristics.

Invite participants to turn to one neighbor. In pairs, invite them to take 2 minutes (no more) to think of several ways in which children and adults are different. Listen to a few ideas as a group. Write these down.

Even Jesus, as a child, was subject to growing in the ways of a typical child. Read Luke 2:52. In what ways did Jesus grow? Wisdom, stature, favor with God, favor with man

Our children grow in the same way Jesus grew. Let’s look at each of these 4 areas more closely. (Add funny personal stories as you talk about the four areas of growth.)

PHYSICAL: (Refer to the outline of the child’s body) Luke 2:52 says Jesus grew “in stature”, and that refers to his physical growth. Our children’s bodies are growing. We see how they change in size, in strength, in appetite! We watch them gain skills and learn to live in the world around them. They are taking in information through all parts of their bodies, including their 5 senses: seeing, hearing, smelling, tasting and touching. (On diagram, add eyes, ears, nose, mouth, and circle hands) Even their play time is an important part of their physical growth.

MENTAL: (If using a diagram, draw a squiggly brain in the head of a child) Luke 2:52 says Jesus grew “in wisdom”. Our children also are growing in what they know and how to make wise choices based on their knowledge. They ask questions because their minds are constantly at work. But as they grow in knowledge, they also must learn to weigh the information, choose what is good and reject what is harmful.

SOCIAL-EMOTIONAL: (Draw a swirly line around the outside of the body outline) Luke 2:52 says Jesus grew “in favor with men”. Our children also are growing to understand their emotions and how to interact with others around them in appropriate ways. God created every child with a unique personality, and they can be quite different. Some are outgoing, while others are quiet and shy. Some like to laugh, while others are serious. Their emotions and their personalities influence their social behavior with other children, with teachers, in groups.

page 3 TWELVE Core Training

Instructor’s Guide LESSON 3-0 Characteristics of Children

SPIRITUAL: (Draw a heart in the middle of a child’s body) Luke 2:52 says Jesus grew “in favor with God”. Our children are growing spiritually too, longing to know God and love him. A part of spiritual growth is inside the child, a part that only God can see. We want to help our children learn to experience God and respond to him.

Review these parts of a child: Jesus grew in wisdom, stature, and in favor with God and man. As our children seek to become all that God created them to be, they will grow in these different ways as well.

As our children seek to become all that God created them to be, they will grow in each of these areas.

Connecting with a child’s spirit (10 minutes) How can we connect with a child’s spirit? Which of these parts do we generally worry about most in a classroom setting? Mind – teaching Bible verses and stories so children remember them Emotional-Social – hoping children sit still and behave

We will find the most success in our work with children, if we connect with all the parts of a child. This means we plan activities that include their mind, but also their bodies (games, drama, etc.), their social parts (friendship activities, talking together, playing, etc.).

Our wish is that they will grow spiritually. But this is a deep inner part of a child. We cannot always tell what is happening inside, even thought it is so important.

What kinds of activities can you do in a teaching setting that will help you connect a child’s spirit to God? Spend several minutes, talking in groups of 3-5 to consider ideas. Discover things like: moments of quiet reflection or prayer, reflective music, personal reflective questions, space to draw or write about the lessons that have been learned, reflective spaces/environments (nature, outdoors, candles, low lights), playing or singing worship songs, etc.

Share a powerful example of a techer connecting with a child’s spirit.

page 4 TWELVE Core Training

Instructor’s Guide LESSON 3-0 Characteristics of Children

Children of different ages (15 minutes)

Tell a story to children of different ages (In advance, prepare a brief Bible story for children, like the story of Zacchaeus.) Divide the class into three broad groups. One will be very young children (2-4); one will be school age children (5-9) and another will be older school age children. Invite them to imagine that they all are in your Bible class and you are the teacher. Explain that you will tell a short Bible story to them and as you do, they must behave as children of that age would behave in a class setting. Tell the story. As the story comes to an end, invite the “children” to stop and become adults again. (Realize that the class may be slightly chaotic as people act as children.)

What did you notice about the differences in the way the children acted in the classroom? (get several responses) Can we expect our children to learn in the same way at different ages? No.

Review the chart of age characteristics Review the chart with basic characteristics of children at different ages. Realize that “normal” varies widely, depending on culture and other background issues. However, these broad groupings help notice the differences. Share 1-2 humorous example of teaching or leading children and having activities that were not age-appropriate.

Making adjustments Invite participants to work in “age groups”, with one group working on the youngest children, one on the school age children, and one on the older group. Within these three groups have people break into groups of 6-8. Have each group create a list of ideas for adapting activities to help children of their age group learn better in the class time. After 10 minutes allow groups to share some of their best ideas with all participants. Add a few ideas of your own if people seem stuck. Write these down on an erasable board.

We have changed so much from the time we were children! But we have to remember that the process of growing and developing is part of the way God created our children to grow.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 3-0 Characteristics of Children

Wrap Up & Prayer (5 minutes) We see that in order to help children grow as disciples of Jesus, we must be aware of their developmental needs and use that knowledge as we plan to teach them.

What will you do now? Our goal in our ministry with children is to make disciples of Jesus Christ, and to do that we must help our children grow in every way, just as Jesus grew. Have someone read Mark 12:30. If we let our children grow in every way, they will learn to respond in love to God with every part of who they are. That is the greatest gift we could ever give to God.

The seed pod: potential of children Show an ordinary unopened dried seed pod. Consider all the potential inside, but it has not been invested! Just think: what would have happened if all these seeds had been planted years ago? We might see children as ordinary, small, insignificant. But imagine what potential they have in Christ, if we only nurture the seeds of possibility they have inside.

What is God saying to you about the children in your ministry? Is there an area of development you need to consider that you have not thought of before? Are you teaching to the developmental level of your children? What will you do?

Have a time of prayer. Pray that the children of your ministry will grow as Jesus grew. Ask God to help you be aware of all parts of the children you serve. Pray that you will teach them wisely and appropriately. Pray that they will grow to love God with all their heart, soul, mind and strength.

THE 1 FOR 50 HAND: This lesson helps us begin to consider how to Nurture the Whole Child, by learning basic characteristics of children.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 4-0 Building Relationships with Children

Objectives Participants will need: To discover scriptural foundations for building positive loving Bibles relationships with children Participant notes To consider practical ideas for building positive relationships with Writing utensils

children. Illustration Options:

A table setting as if preparing to offer a meal to an important guest Lesson Overview Erasable board and writing supplies Welcome & Warm Up 10 minutes Preparing for an important guest 10 minutes Media Options: What is “decomai”? 10 minutes Power Point slides for How can we welcome children? 10 minutes this lesson Showing love in the classroom 15 minutes “Thumbs Up” video Wrap Up 5 minutes

page 1 TWELVE Core Training

Instructor’s Guide LESSON 4-0 Buidling Relationships with Children

Welcome & Warm Up (10 minutes) Play a game: Getting to know you Have participants get into groups of 8-10 and stand in a circle. In each group have them choose one person to be first. Explain that this is a game to get to know one another better. Each person must say their name and then something they like or enjoy doing. For example, “My name is John and I like to sing.” When they say what they like to do, they must create a hand motion to go with the word. Each person introduces themselves and the person before them. For example, “My name is Mary and I like to cook, and this is John and he likes to sing.” Continue around the circle adding names until the last person has to say the names and likes of everyone in the circle.

How are you feeling after playing the game? What did you notice about what happened in the group as we played? (laughter, cooperation, friendliness, silliness, etc.)

Playing a game helped us to build relationships with one another. It is even more true for building relationships with children. Invite everyone to be seated and find their workbooks, Bible, pens, etc.

Video option: Show “Thumbs up” video

God invites children to grow a relationship with him. The doorway to this often comes through first relationships with parents and other teachers and leaders. Today’s lesson will help us learn important principles in building positive relationships with children. THE 1 for 50 HAND: This lesson helps us focus on Nurturing the Whole Child

Preparing for an important guest (10 minutes) How would you prepare for an important guest? Give thanks to any who have welcomed the training group. Imagine that a really famous person was coming to your home. Ask who that might be in the local setting.

How would you prepare for this guest? Get specific ideas from the group. Discover things like: clean the house, prepare special food, wear special clothes, make sure all work or interruptions were taken care of, etc. Dramatize your own preparation for a guest by setting a table and telling how you might prepare for a very important visitor.

page 2 TWELVE Core Training

Instructor’s Guide LESSON 4-0 Buidling Relationships with Children

Tell a special or funny story about preparing for a guest at your home or share what people in your home community might do.

What would you do if Jesus himself, were coming to your home for a visit tonight?

Read Matthew 18:5. This verse encourages us to welcome “the little ones” as we would welcome Jesus. This is a very powerful admonition. What does it mean?

What is “decomai?” (10 minutes) What does it mean to “receive” a child? This list of verses all use the word “dechomai”. It is a Greek word used in the original Bible language. These verses are a word study. They are not verses about children. They will help us to understand the verse we read from Matthew 18:5. Look up verses, read aloud. Discover different ways the same word is used in each passage. Matthew 10:14* welcome

Matthew 10:40 to receive like Christ Luke 9:53 welcome someone into home John 4:45 welcome Acts 7:38 receive as a word from God Galatians 4:14 receive as an angel from heaven

Again, read Matthew 18:5. What does it mean to “welcome” a child? It means to receive the child as if he or she were Jesus himself.

Share a story of a time you knew you needed to be more like Jesus in the way you welcomed a child.

How can we welcome children? (5 minutes) What might this look like to “decomai” children in your home or church? Does “decomai” describe how you prepare for children to come to church? Or to your home? Or to your classroom? Or into your presence? What kinds of things would a child notice, that could help them feel more welcome when they come to your church or group setting?

page 3 TWELVE Core Training

Instructor’s Guide LESSON 4-0 Buidling Relationships with Children

Spend time in pairs. Think of some specific ways to communicate “welcome” to children. Think of ways to do this over time, not just on a first meeting, as well. Listen to several ideas from participants.

Share several extremely different examples of ways (good or bad) you have heard of people communicating welcome in their churches to children (child sized toilets, game park, greeters, no children allowed, etc.)

Children are open to build relationships with people who show care and acceptance of them. We can easily stop new relationships from forming by being “unwelcoming” to children.

Showing love in the classroom (15 minutes) Ideas contest Play a game to identify as many ways as possible to show personal attention to children. Consider that many people will work with a very large group of children, and just 1-2 teachers. The list needs to include ideas they can do as well. Working alone, invite each person to try to write 12. Is th is hard to do alone?

Work together to come up with a lot more ideas. Arrange the group in two long lines, facing each other. Each person should be facing one partner. On your signal, every person on one side of the line lists or names as many different ideas as possible to their partner. After 2 minutes, switch roles, giving the second partner a turn to list as many ideas as possible.

After two minutes, ask one line of people to take a step to the left so they have a new partner. The person on the end comes to the beginning of the line. Play another round of idea sharing.

Did you hear 12 ideas? Did you hear 100? What were some of the highlight ideas? (Smile, greet with handshake, use their name, touch, laugh, ask a question, listen to a story, eye contact, play, compliment, notice something new or different, etc).

Ask each person to think about 1-2 ideas they can implement the next time they are working with chidlren.

Showing love to children, even in simple ways, helps to build relationships with them. It opens the doors of their hearts to hear even more about Jesus from their teachers and leaders. This can help them grow as disciples.

page 4 TWELVE Core Training

Instructor’s Guide LESSON 4-0 Buidling Relationships with Children

Wrap Up & Prayer (5 minutes)

Read Mark 10:13-16 Did Jesus welcome children into his presence? What do you think he did that made them feel they could come close to him?

Love, kindness and acceptance are the first things children need to experience from us, so they are free to learn more about Christ as we teach and lead them.

THE 1 FOR 50 HAND: This lesson helps us to focus on Nurturing the Whole Child.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 5-0 Preparing to Teach Children

Objectives Participants will need: To consider principles for creating a classroom environment where Bibles children can learn and grow as disciples. Participant notes To consider the learning process and practice a creative way to Writing utensils

present-discuss-apply a small lesson. Illustration Options:

Erasable board and writing supplies or paper for each

Media Options: Lesson Overview Power Point slides for this lesson Welcome & Warm Up 5 minutes Funny photo of children Are you Teacher 1 or Teacher 2? 10 minutes getting into mischief Creating a Learning Environment 20 minutes The Learning Process 20 minutes Wrap Up 5 minutes

page 1 TWELVE Core Training

Instructor’s Guide LESSON 5-0 Preparing to Teach Children

Welcome & Warm Up (5 minutes) Play a game: Let me tell you about my day Play a game to get acquainted, and to introduce this lesson’s theme. Invite everyone to stand up. Think about the day they had yesterday (or today) before they came to the training. Specifically, they must focus on the emotions. On the count of three, each person turns to the person beside them and shows them the emotion of how their day has been. NO WORDS! Enjoy. Allow each to briefly share with one other person about their emotion.

Play the game again, considering their emotion after the first day of teaching children. Briefly share experiences with one other person. Video option: Show a funny video or photo of children misbehaving

It can be a challenge to think about teaching a classroom full of children. There are important principles that can help create a teaching environment where children can learn and grow. THE 1 FOR 50 HAND: This lesson helps us consider important skills to help us Make Disciples.

Teacher 1 or Teacher 2? (10 minutes) Present a skit: Teacher 1 Begin with a drama depicting an unprepared, disorganized teacher. Rush into the classroom as if late, looking at watch. Put down books, look around for supplies, ignore the class. Drop things on the floor. Look for a pen, chalk. Shuffle papers. Stop and shout at the class to sit down or be quiet. Look for a Bible, then borrow one from a student. Start paging through, mumbling about what to teach today. Shout at class again. Finally give up looking for a story. Tell the class that we’re just going to sing some songs today instead.

What do you observe about this teacher? What differences might you notice in the classroom of a ‘good teacher’ and a ‘not-so-good’ teacher? List these on notes. Share a humorous story about a favorite teacher. How were they unique and interesting? What was special and influential?

Why is this important? Ask a participant to read Psalm 78:1-7 aloud. God has called us to pass along his truth to the next generation. If we do it well, according to verse 7 they will put their trust in God, and not follow his commands.

To do our part we must be prepared so that the time we have with children in a group will help them to grow as disciples of Christ.

page 2 TWELVE Core Training

Instructor’s Guide LESSON 5-0 Preparing to Teach Children

Creating a learning environment (15 minutes) Materials: candies/sweets (a variety of colors/flavors) Basket or bag 7 key words written on papers, large enough for all to see

One of the ways to prepare to make disciples of children is by creating a learning environment which will help children learn and grow.

Description of Activity: Begin by giving candy to participants. Allow each to choose their color/flavor. Instruct them that they can take one (or two) and they can eat it now. As they eat, ask them if they enjoy the candy.

Sometimes we think children learn the best when we give them sweets and prizes, but people who have researched and worked with children have learned key principles that help children learn and grow best. This candy will help us remember these key principles.

Have volunteers come one at a time and draw a paper from the basket or bag. Read it and add the label to pages. Principles can be presented in any order. 1. LOVE (value, acceptance, personal attention, time) Participants were shown love when given candy. Of all the things we do in the classroom, showing love, God’s love, is the most important. Paul said in 1 Corinthians 13 that if I do not have love we are a noisy gong or clanging symbol. Love helps children open up to receive what we have to say. Share a 2. STRUCTURE (order) Participants received instructions when given the humorous candy: How many, when to eat them. This was creating structure. When story about children have order in their class time, it helps them to feel safe and your favorite ready to receive what will be taught. They know the schedule—what teacher. How comes first, next, last. They know the rules and expectations. were they unique and

3. MEANINGFUL INFORMATION (relevance) Participants received candy interesting? rather than a stone. A stone might not have been meaningful. We What was received something we enjoy. Is the information you are sharing special that meaningful to children? Can they apply this to their walk with God? led to their 4. VARIETY (different types of learning activities) There were a variety of influence in different colors/flavors of candy. Did we all choose the same one? No, your life? because we like different things. We want to provide a variety of different activities to help children learn and remember the truths of following God. What are some examples of different activities we can do in the classroom? (Brainstorm briefly) That is how we provide variety. 5. REPETITION (review, review, review) As we eat the candy, we can notice we are repeating motions over and over (lick, lick, lick or suck, suck, suck or chew, chew, chew). Repeating allows you to enjoy the candy more. In our learning environment we want to give time for repeating and reviewing what children have learned to firmly set it into their mind and hearts so they can apply it to their lives. page 3 TWELVE Core Training

Instructor’s Guide LESSON 5-0 Preparing to Teach Children

6. DIALOGUE (discussion, feedback, talking about it, reflection) As we ate our candy, we asked questions. Our children also like opportunities to respond to the things they are learning. A learning environment is more than just presenting the material to the children. Do we allow them to ask questions? To think about what God is saying to them? To talk about what they are learning? 7. PERMISSION TO BE THEMSELVES (let them be children). Some of us ate the candy. Some of us put it away for later. As teachers we must remember that we are teaching children, not adults, and allow them to be more active and creative because that is how God made them!

Review the list with participants. Which of these is easiest for you? Which of these is hardest for you?

Everything we have been talking about was demonstrated by Jesus as he was helping his disciples grow.

Divide into seven groups or pairs. Give groups one of the above points. In groups discuss how Jesus demonstrated that principle as he helped his disciples, thinking of 3-4 examples. After a few minutes, let groups briefly share ideas.

Jesus was the perfect disciple-maker. If he practiced doing all these things, we can learn from his example as we seek to create a good learning environment to make disciples of our children.

It is important to create a good learning environment, but we also want to be sure we are guiding our children through the entire process of learning.

The Learning Process (15 minutes) Materials: piece of paper per person (optional)

Be prepared to share the paper airplane evangelism tool (see http://crazytieguy.com/airplane.htm for instructions). Then ask if the participants would like to learn how to make it themselves.

If you are teaching the group to make something, the first time just describe it with words, making it as you go along. Ask participants “Have you learned?” No. This has just been a demonstration.

Do it again, allowing for questions. Clarify. Have you learned to do it? Not yet. Why not? Even though we have discussed it now, you have to do it yourselves.

page 4 TWELVE Core Training

Instructor’s Guide LESSON 5-0 Preparing to Teach Children

Give everyone the supplies to try it themselves. Celebrate the successes. Have you learned to make it? Yes. You have applied what you learned.

We have not really learned until we can do it ourselves. But the same principle is true of everything we learn, including learning to be a disciple of Jesus Christ. Why do we think that we can just talk to children and expect them to change and become disciples? They must go through the same learning process.

The learning process There are three main parts of the Learning process. Refer participants to the chart in participant notes.

PRESENT: In our activity we began by presenting the information to. We explained what to do. When we are in a classroom situation we will present Bible stories or truths to our children. DISCUSS: In our activity we took time to ask and answer questions, to work together, processing the information we had. Our children need opportunities to process the information we give theme thinking, talking, asking questions and discussing to help them discover what the information means. APPLY: In our activity we finally let everyone try it and see if they could do it themselves.

Review by saying Present-Discuss-Apply, pointing to their own heads, hearts and hands as they are saying them.

Give a personal example of a time when you only PRESENTED information. How did you begin to change and recognize the importance of application?

A lesson in the learning process (10 minutes) A lesson in the learning process If we really want to learn the skill of using the entire learning process, we need to apply it.

Work in groups of 4. Choose one area of discipleship (prayer, worship, sharing/giving). Have groups decide how they might PRESENT important truths to children (creative ways) What might they do to DISCUSS it (key questions, conversations)? What will they do to APPLY this and help children try it? Give 5 minutes to work together. Hear several brief examples.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 5-0 Preparing to Teach Children

Wrap Up & Prayer (5 minutes)

Wrap up We must never forget that our goal is to make disciples of children. We want to move them to the point of life change, not just walk away knowing a little bit more about the Bible. Therefore we intentionally need to go through the entire learning process over and over again: Present-discuss-apply.

Let’s look at how Jesus followed this process. Look up John 13:1-17. Have participants work in pairs and talk about how Jesus went through the present, discuss, apply process of learning with his disciples. Can you think of other examples from Jesus ministry with his disciples? Share a few responses with the whole group.

Read Mark 4:33-34. Jesus spent time in relationship with his disciples. It was a key to the whole learning process.

What will you do now? In this lesson we have talked about creating a learning environment and understanding the learning process for our children, laying the foundation for making disciples in our classroom time.

What is God speaking to you about the learning environment and process?

Pray that God would help us all to prepare our best to make disciples of the children he brings into our classrooms.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 6-0 Building Bridges of Outreach

Objectives Participants will need: To consider needs of children in the community. Bibles To consider specific ways to build bridges of outreach to children in Participant notes participant’s communities, especially those who do not yet follow Writing utensils

Christ. Illustration Options: To begin to pray about next steps to begin reaching children more Erasable board and children in the community. supplies Large paper, colored pencils or crayons or markers Flat block of wood with Lesson Overview one nail hammered World in a Minibus 10 minutes into it and six nails Mapping a Child’s world 20 minutes What is outreach? 5 minutes Media Options: Outreach brainstorm 10 minutes Power Point slides for Impossibilities 5 minutes this lesson Wrap Up (Joshua Principle) 10 minutes Unreached People’s Video

page 1 TWELVE Core Training

Instructor’s Guide LESSON 6-0 Building Bridges of Outreach

Welcome & Warm Up (10 minutes) Play a game: World in a minibus Choose ten volunteers to imagine that they are in a small bus. Ask them to stand in a line across the front of the classroom. Imagine that these people represent all the people of the world over seven billion. Move them into groupings to represent each of the following statistics as you read them. What are the people of this world like? 3 are under the age of 15 7 are older 1 lives in Africa 1 lives in South America 1 lives in North America 1 lives in Europe And 6 live in … Asia! 5 are able to read 6 have mobile phones. 4 do not have mobile phones 2 have access to the internet 1 receives 40% of all income 9 share the remaining income 7 do not know Jesus 3 do know Jesus All 10 would be loved by Jesus and invited to know him

Invite everyone to be seated and find their notes, Bible, pens, etc.

Video option: Show Unreached People video With all the effort to reach our world for Christ, we often think the task is finished. However, seven out of ten still need to know Christ. The statistic is true of children, also. This lesson helps us focus on building bridges of outreach to these children. THE 1 for 50 HAND: This lesson helps us consider how to Reach the Unreached.

Mapping a Child’s World (20 minutes) Mapping Activity Materials: blank paper, crayons or markers

Before we brainstorm about outreach activities that will work to reach the children you care about, we need to prepare ourselves with some perspective. We are going to consider some questions used by church planting groups as they reach out into new areas. We have simplified this for our experience.

page 2 TWELVE Core Training

Instructor’s Guide LESSON 6-0 Building Bridges of Outreach

It involves asking four big questions: Who are these people (what are they like?) What are their needs? What are the barriers that need to be considered? What can be done to reach them?

Divide the class into groups of 4. Give each group a blank paper and crayons or markers. Each group will draw a “map of a child’s world”. Ask each to choose ONE community to focus on (there may be several communities represented by the leaders in each group.) The map should have simple drawings that illustrate answers to the detailed questions in #1 and #2 and #3 on the Community Mapping Guide. (NOTE: If handouts are not available, write these questions on a board or read them for the group to remember.) important truth about the children in this area. DO NOT add ideas in answer to #4 until later. Also, refrain from drawing fancy pictures; this will take too long.

Discuss and draw for about 10-12 minutes. Gather the attention of all the groups. Ask 2-3 groups to share their maps showing the needs and realities of children in their community.

Notice some of the needs that are also common – and difficult.

Share some truths about children in your community that really challenge you, but also motivate you to reach out to them with the love of Christ.

Only after we have an understanding of the local community, can we begin to plan outreach programs that are fitting for building bridges of relationship with them. Let’s consider some outreach ideas.

What is Outreach? (5 minutes) Some define outreach as anything that occurs outside the church building. Others define outreach as events that invite people inside the church walls. How do you define outreach to children?

True or False Quiz: Ask everyone to stand. As you read the list of statements, participants turn to the right if they think it is true and to the LEFT if they believe it is FALSE. If they are facing someone, explain why they feel this is important. Listen to each other’s thoughts. Enjoy the dialogue. There are no right or wrong answers.

1. Sunday School and outreach are the same. 2. You can do outreach even if you have very little money. page 3 TWELVE Core Training

Instructor’s Guide LESSON 6-0 Building Bridges of Outreach

3. Non-Christian children are just like Christian children. 4. If we present the gospel, children will always listen and understand. 5. sChildren do not need words. They will best understand the gospel if we simply show them love. 6. Children are too young to make a serious commitment to follow Jesus. 7. The bigger the outreach event, the better it is. 8. What works in one place will work everywhere to reach children. 9. Children can lead other children to Christ. 10. If children do not respond to the gospel at an outreach, it is a failure. 11. It is okay to have humor or games at an outreach.

Discuss outreach principles. Outreach is very different from Sunday School. Outreach does not need to take a lot of money. The Gospel needs to be given in a child’s language Children are old enough to consider following Jesus It is very easy to compare ourselves with others in outreach

Share a story of an outreach program that worked well, and one that was not as effective. What did you learn from this experience?

God is calling us to build bridges from his heart, to the children in our neighborhoods. The real work of salvation has already been done by Jesus. Children simply need to know about what he did and be offered an opportunity to choose him for themselves.

Outreach Brainstorm Ideas (10 minutes) Brainstorm Contest Now it is time for some ideas. Divide the class into groups of 5-6. Challenge each group to create a long list of possible outreach programs. In this exercise, there is no such thing as a bad idea. Look at the community map for ideas on what issues may offer opportunities to build bridges to children and their families. Or consider ideas that you have heard others do.

Which group came up with the most new ideas?

Now, choose 2-3 ideas that would be best for the community that your group has drawn. Consider these questions as you make your list (see handout) What methods could be used? What kind of outreach will be best for the children you hope to reach? What resources do you have? What can you do within the limits of these resources? What needs to be considered for lasting impact with children? How will you connect with families? page 4 TWELVE Core Training

Instructor’s Guide LESSON 6-0 Building Bridges of Outreach

How will this be linked to the ministry of the local church? Who should be invited to be partners in this? What are the challenges that will require prayer? Who will pray?

Share Ideas Ask each group to find one other group and share their best ideas with each other. End by asking for 2-3 examples from the whole class of favorite ideas for outreach.

Impossibilities (10 minutes) Materials: Flat block of wood with one nail lightly hammered in six single nails (If possible, give a set of supplies to each groups of 4-5)

The Six Nail Challenge Sometimes we consider ideas to reach our children and they seem impossible, too difficult or not likely to work. But when we listen to God and follow His plan we discover that it really IS possible. Show the block of wood with a nail in it. Ask a volunteer to come and help. Invite the volunteer to balance one nail on the top of the nail that is hammered into the block of wood? This is usually accomplished easily. Great. Next, balance 2 nails. Volunteer hesitates usually but tries. Before the task can be completed, interrupt. Ask them to do an even bigger task: to balance 6 nails on the head of the one nail. (You cannot touch the block of wood or use any other materials) Do you think it’s possible? It IS possible! There is a strategy! (Continue encouraging the volunteer to try, to get ideas from others, not to give up. Eventually they will give up saying ‘it’s impossible.’) Do you want to know the strategy? (Then demonstrate how to accomplish the task. Afterwards, allow the participants to try it for themselves.)

Share a story of “impossible” outreach, where God worked to bring people to himself that people thought could not be reached.

God asks us to reach one child and so we do. Then He asks us to reach our neighborhood and it seems impossible. But God has a plan. His ways are higher than our ways, and that He has a plan and strategy to help us reach our children His plans will succeed. We must go to Him in prayer, and ask for His wisdom and instruction, believing that He will lead us!

page 5 TWELVE Core Training

Instructor’s Guide LESSON 6-0 Building Bridges of Outreach

The Joshua Principle (10 minutes) In mission and in evangelism, we need to remember the story of Joshua. Jericho presented a huge obstacle. Joshua waited on the Lord for direction, and the Lord gave it to him. Joshua followed the directions exactly. And the Israelites were victorious (Joshua 2, 5, 6).

The next battle, however, was different. There was sin in the camp. The next battle required a new strategy. Joshua and the Israelites moved ahead, thinking that with God on their side they were assured victory. They lost.

As they returned to their knees, God showed them a new strategy for success. In the book of Joshua, every time the Israelites forgot to ask God for his plan, they had problems. Every time they listened for God’s plan and obeyed, they experienced success. We must do the same in outreach.

What is God saying to you?

What is he leading you to do to reach the children of your community?

Pray together for each other.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 7-0 Presenting the Gospel to Children

Objectives Participants will need: To consider a child’s capacity to receive Christ and begin to follow Bibles him. Participant notes To learn several models for sharing the gospel and use one of these Writing utensils

tools to practice sharing the gospel at a child’s level. Illustration Options:

What’s so special about Jesus booklets or presentation photos Gospel colors Lesson Overview Bibles

Welcome & Warm Up 5 minutes Media Options: When can a child receive Christ? 10 minutes Power Point slides for What is the gospel? 5 minutes this lesson The gospel colors 10 minutes “What’s So Special” Using scripture 5 minutes power point What’s so special about Jesus? 10 minutes Video “Do you speak Practice sharing the gospel with children 10 minutes English?” Wrap Up 5 minutes

page 1 TWELVE Core Training

Instructor’s Guide LESSON 7-0 Presenting the Gospel to Children

Welcome & Warm Up (5 minutes) Play a game: Oldest to youngest Invite the group to arrange themselves in order of oldest to youngest … but not in physical age. Do this for their spiritual age. How long have they been a follower of Christ? (Invite some who are not sure of their age or the exact moment, to choose a number for this game.) Notice how many did this before the age of 15.

After everyone is in order, invite participants to tell a neighbor how it was they came to follow Christ (very simple version).

Video option: “Do you Speak English?” video

So many children are still waiting to hear the gospel, and also to understand it clearly so they can choose whether or not to respond to Christ. This lesson will help us learn about sharing the gospel clearly with children. 1 FOR 50 HAND: this fits with the focus on “reaching the unreached”.

When can a child receive Christ? (10 minutes) At what age can a child receive Christ? To help us consider this, we will use a demonstration activity. Seat twelve volunteers in a row of chairs at the front of the teaching area. Assign an “age” to each volunteer (0/1 through 12). As they hear their age being mentioned throughout this conversation, the volunteer should stand (and stay standing).

When can a child receive Christ? It’s a question with many different answers. We have found that people answer from one of three main points of view.

1) Historical-Theological view Infant Baptism: Since the time of Augustine, the theology that children are born as sinners, led Christians to adopt the practice of infant baptism. Many traditions that practice this also have confirmation or catechism to help children grow in their understanding of this etc.

Age of accountability: Many evangelical groups can use scripture to point to an age of accountability. Prior to that age, children are not responsible for personal choice. The age could be 12, 13, 19 or older.

Age Demonstration: Did anyone hear their “age” mentioned? They should stand. Participants can also circle this age on their ruler chart.

page 2 TWELVE Core Training

Instructor’s Guide LESSON 7-0 Presenting the Gospel to Children

2) Psychological-Spiritual Development View It is recognized that children at different ages are capable of understanding limited elements of the gospel and responding in age- appropriate ways to God.

KEY ISSUES IN THE GROWTH OF A CHILD’S LIFE WITH JESUS The capability to TRUST is essential. Trust – and response – begins to develop at the earliest stages of a child’s life. Children must encounter/experience God. This means experiencing awe, wonder, and relationship with God.

At what age can these experiences begin to take place? Very early. (See Participant Notes LESSON 3.0, page 3 for highlights of children’s spiritual development at different ages)

Age Demonstration: Did anyone hear their “age” mentioned? They should stand, if not already doing so. Participants can also circle this age on their ruler chart.

3) Practical View George Barna, researcher, discovered that when the gospel is presented to people, children between 5 to 12 are 5-8 times more likely to respond than teens or adults. The likelihood of person responding to gospel is: 32% between ages of 5-12 4% between ages of 13-18 6% at age 19 or older

At what age did you begin to follow Christ?

Do you know other children who have received Christ at a young age? What is their story of coming to Christ?

Age Demonstration: Did anyone hear their “age” mentioned? They should stand. Participants can also circle this age on their ruler chart.

The bigger question: CAN children begin to follow Christ at a young age? How do we know? YES: They tell us so YES: The Bible tells us so YES: Other religions know it is true YES: Children show it by their changed lives Look at those standing (and at the circled numbers on participant notes (ruler chart). When should we start to share the story and invitation of the gospel with children? As early as possible!

Share a touching story of a child you know who received Christ at a young age and is still going strong in relationship with him.

page 3 TWELVE Core Training

Instructor’s Guide LESSON 7-0 Presenting the Gospel to Children

What is the gospel? (5 minutes) In 1-2 sentences, can you define the gospel? Invite participants to work in groups of 2-3 to craft a definition of the gospel. After several minutes, invite a few to share their definitions. People define the gospel as meaning anything from “the whole message of the Bible” to something as specific as four spiritual laws or as simplistic as “Jesus” or “redemption”. The gospel is full, complete and complex. But it is also SO SIMPLE that a child can understand. The gospel is not boring. It is the “good news” of the ages: that we can be in relationship with the Creator of the universe.

What does a child need to know? Children may make a first response to Christ at very young ages. Of course, their decision is reinforced again and again as they grow older. In order to make a true, lasting, and personal decision, children need to be able to do some of the following: Understand that there is a standard for right and wrong, the Bible. Younger students may only recognize parents as having this authority. Accept the truth that God loves them, even though God is invisible. Younger students may not be able to grasp this intangible idea. Recognize their own sin (inability to live up to the standard of God’s Word) and realize the eternal consequences of their sin. This requires the development of a conscience, usually occurring between 3-6 years. Understand truth about Jesus: who he is, why he came, what he did for us on the cross. Think relationally. They must be able to compare their sin to Jesus’ perfection. They must be able to understand how HE paid the price for THEIR sin, and then accept the truth of forgiveness for themselves.

The gospel colors (20 minutes) It’s time to learn several different ways to PRESENT the gospel to children – and to get some practice, too!

The Gospel Colors See student worksheets. Talk through the gospel truth for each color. Read the scriptures for each color. Celebrate the gospel.

In pairs, invite participants to briefly review the meaning of each color.

page 4 TWELVE Core Training

Instructor’s Guide LESSON 7-0 Presenting the Gospel to Children

Using Scripture (5 minutes) It is wonderful to use key verses for presenting the gospel to children. Avoid using too many, as this just becomes confusing.

Choose verses that easily show the problem and the solution. These are great gospel Bible verses for Kids John 3:16 Romans 6:23 Acts 16:31 Romans 10:13 Ephesians 2:8-9 1 John 4:9 What is your favorite scripture to explain the gospel?

To use John 3:16, begin by reading or quoting the verse. Then tell your story, using the verse. “For God so love ____(your name) ., that he gave his only son so that ____(your name) . would not perish …”

Next explain that this verse also applies to the child. Share the verse, but with the child’s name in the verse.

Stop and explain new phrases and concepts as you do this. Who is God? Who is “his son”? How would we “perish” (and what does that mean)?

Invite each person to quietly think through John 3:16, placing their own name in the verse in place of “whoever” and “the world”, etc.

What’s so special about Jesus? (10 minutes) The Jesus Booklet Around the world, most people believe in God or gods. The problem is mainly with Jesus. He claimed to be one with God. He claimed to be the way, truth and life. Jesus is like no other person. The gospel, ultimately, defines who Christ is, what he did for us, and what it means to follow him as our ultimate leader and guide.

Demonstrate the “What’s so special about Jesus” gospel presentation. This is best used for a full presentation of the gospel to a class. Or for a mentoring relationship where there is time to converse about the story as it is presented.

Why is Jesus special to you? How would your life be different if you did not know Christ? Share thoughts about his impact on your life as you share the gospel with children.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 7-0 Presenting the Gospel to Children

Practice sharing the gospel with children (10 minutes) Practice sharing the gospel Choose one method (Gospel Colors, Bible Verse, or What’s so Special about Jesus). Prepare to share the gospel at a child’s children using this method and give an invitation for the child to respond to Christ. Keep the following in mind:

Clearly explain the promise (eternal/abundant life) Clearly explain the problem (sin) Clearly explain the person (Jesus) Clearly explain the possibility (new life, following Jesus)

Practice in pairs, sharing it as if presenting it to one child. Ask partners to tell one thing they enjoyed about the presentation, and one thing to improve or practice for next time.

Where and where did you learn to share the gospel? What was it like? Was it easy? Did it require some time and processing?

Wrap Up (10 minutes) The process The Bible uses the natural process of birth, as one way to describe people coming into the Kingdom of Christ.

Jesus told Nicodemus (John 3) he must be born again. Birth is a natural process. This is the work of God’s Holy Spirit in a child’s lives. Our role as leaders is to simply help them to get a healthy, loving start in the family of God, much as a midwife helps a newborn.

Pray for children Pray for children you know who need Christ. Pray that the Holy Spirit will draw them to himself.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 8-0 Talking with Children about Following Jesus

Objectives Participants will need: To consider guiding principles for talking with children as they are Bibles beginning to follow Christ. Participant notes To practice talking with a child who is showing interest in following Writing utensils

Christ. Illustration Options:

none

Media Options: Lesson Overview Power Point slides for Welcome & Warm Up 5 minutes this lesson “Parable of the Sower” The process of following Christ 10 minutes video When is a child ready? 10 minutes

Guidelines for conversations with children about Jesus 10 minutes Practice talking with a child 10 minutes First steps of follow up 10 minutes Wrap Up 5 minutes

page 1 TWELVE Core Training

Instructor’s Guide LESSON 8-0 Talking with Children about Following Jesus

Welcome & Warm Up (5 minutes) Play a game: Six Corners Place the numbers 1 to 6 on papers and post them on different walls around the room or meeting area. Use a dice (or bag with 6 slips of paper numbered from 1 to 6). Invite everyone to move to stand by the number of their choice. Toss dice or choose number from the bag. The people standing near that number must tell you what the “gold” stands for in the gospel colors. Continue until all the colors have been explained. On the last round, invite people in each group to tell others in their group the name of their favorite way to share the gospel with children. (Do not present it, simply name it).

Video option: Parable of the Sower

Sometimes we think that if children have a head knowledge of the gospel truths (present) that they are ready to be full followers of Christ (apply). But many need time to process (discuss) before they are ready to make a full commitment to Christ. This lesson will help us learn how to do this better. 1 FOR 50 HAND: This lesson fits with Reaching the Unreached.

The process of following Christ (10 minutes) The Process: How does this happen? Invite each participant to think of themselves coming to know and follow Christ. What was the process? Was there a moment or prayer of decision? What happened before a prayer of decision? What happened after?

What kinds of things will impact the process of a child coming to Christ? How might a child’s age affect the process? What questions might a child ask at the beginning of the process? Towards the end? Who is in control of the process?

The Point and the Process (refer to “process” chart on participant notes) Different church groups, view the process of coming to faith differently. Some see it as a point, some see it as a process, and others see it as a combination. Our beliefs can dramatically change the way we talk with children. It is helpful for us to consider how to talk with children who are in the midst of this process. page 2 TWELVE Core Training

Instructor’s Guide LESSON 8-0 Talking with Children about Following Jesus

When is a child ready? (10 minutes) Is a child ready? After children respond to an invitation or are close to choosing to follow Christ they will need people to meet with them, talk with them, answer questions and pray with them. The process of coming to Christ belongs to the child and to the Holy Spirit. However, adults can help the “new birth” of a child into Christ’s family go smoothly.

How do you know this child is ready to make a decision? Notice the child’s questions. Is he or she thinking seriously about Gospel truths (sin, heaven, Jesus, the Bible, etc.) Notice a child’s responsiveness to questions, invitations. Notice a child’s facial expressions. Watch for signs that God is working in a child’s heart and mind. Notice a child’s behavior. They may be more emotional. You might notice changes in behavior (better or worse). Some who seem to present discipline challenges are really searching for genuine love and attention … from Christ! Other?

How can we be sure that we are not forcing or manipulating children in their spiritual journey to choose Christ? Invite participants to discuss this question with 2-3 others. Share a few answers as a class. We must stay sensitive to the child: motivations, wishes, personal issues. We must act in ways that are best for the child, not for our “spiritual” goals for them.

Reasons a child might respond to an invitation in a group setting: Friendship (with a teacher or a classmate) Gifts (a Bible, booklet, etc.) Confusion Peer pressure Assurance of Salvation Salvation If a child is not ready, reassure them about Jesus love for them. And give them permission to think and pray and ask more questions at a later time.

Guidelines for conversations with children (10 minutes) Invite participants to divide into groups of 5-6. Look at the 3 questions related to conversations with children. Ask each group to discuss these and come up with answers to the questions. What questions do we need to ask children as we talk with them? What should we avoid doing as we speak with them? What guidelines should be followed as pray with children to receive Christ?

page 3 TWELVE Core Training

Instructor’s Guide LESSON 8-0 Talking with Children about Following Jesus

Give 5 minutes. Then share some answers as a group. Discover principles like these (and fill in some that groups might not have thought about): TIMING: While this conversation might take place in one setting during a children’s outreach or group event, often parts of this conversation take place over days, weeks, or months with children and their parents. CHECK KNOWLEDGE: Find out what the child already knows. Let him or her tell you about Jesus, talk about heaven, and tell you why sin is such a problem for people. Listen carefully to the answers. BE PERSONAL: Use the child’s name. Look the child in the eye, smile and put them at ease. GIVE SPACE/TIME: Be sure you are away from distractions. AVOID COERCING THE CHILD: Realize your role is to guide a child to a decision. He must make the decision himself. You get to help encourage in love. Watch the Holy Spirit do his work. USE THE BIBLE: Read scriptures. Avoid using too many. KEEP IT SIMPLE: Use simple language a child can understand. AVOID OVER-EMOTIONALIZING: Do not frighten the child about going to hell. Avoid a long emotional appeal. Kids may not be ready. ALWAYS AFFIRM: Accept any child’s interest as sincere, even the young. ALWAYS TEACH ABOUT RELATIONSHIP: Emphasize this as the beginning of a forever relationship. CELEBRATE: Reinforce their new decision. OTHER: What else might you consider as you prepare to talk with children about their decisions to follow Christ?

Guidelines for praying with a child Explain that prayer is simply talking with God. Invite the child to use his or her own words to pray. You might pray first, then child prays a personal prayer to God. If the child is not sure what to say (and wants your help), you may say a phrase, then invite the child to repeat after you. Or, allow the child to pray privately, with a parent, or to write a prayer to God and pray it later. In the prayer, thank God for sending Jesus, ask for forgiveness, commit your life to Christ, ask for help to grow.

Share an experience you had in talking with a child as they began their new life of following Jesus.

page 4 TWELVE Core Training

Instructor’s Guide LESSON 8-0 Talking with Children about Following Jesus

Practice talking with a child (10 minutes) Now it’s time to practice. Instruct each participant to find another person to be a partner. Partners take turns imagining being a child who is interested in Christ, but has questions. Role play a time of conversation. Begin with some of the questions listed below. Or use it as a guide for conversation. Remember, some will not be ready. Why did you come? What did you want to talk with me about? What are you thinking about your life with Jesus? Or, where is Jesus in your life right now? Do you have questions about what it means to follow Jesus? Who is Jesus? What did Jesus do on the cross for you? Why is Jesus the only one who has the power to forgive sin? Have you ever sinned? Would you like to receive Jesus now? (pray together)

Ask partners to give one point of positive feedback, and one suggestion for improvement for the next time.

First steps of follow up (10 minutes) What do new believers need first? New believers need you to reinforce their decision as the beginning of a lifelong relationship with Jesus Christ. Be prepared to counsel them for assurance of their salvation using one or all of these scriptures. 1 John 1:9 – Even if we sin again, we can be forgiven. This does not cause us to lose our salvation. Hebrews 13:5b – I will never leave you Romans 8:35-39 – Nothing can separate believers from God’s love. 1 John 5:11-13 – Whoever has Jesus in their life has eternal life. 2

Encourage them to GROW in RELATIONSHIP with Christ Work in groups to answer the following questions. Share answers together: What do they need to learn in each area so they can begin to grow in Christ? What kind of help might they need in each area to get started? PRAYER Let them know they can talk to God anytime, any place, about anything. Remind them they can confess sin to God at any time. They can also ask him to forgive them for a wrong they have done.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 8-0 Talking with Children about Following Jesus

GOD’S WORD Challenge them to read the Bible. Start with the book of Mark. If they cannot read, encourage them to come to church or find someone who can read to them from the Bible.

FELLOWSHIP Invite the child to attend church. Try to make a connection with the family, if possible, and invite them to church. OBEY LOVE OTHERS: Teach the child that the Christian life is all about loving others and loving God. This is the most important way we obey God. TELL: Invite children to tell others about their new Savior, Jesus, so they can know him too.

Our work with children is not finished when the outreach is over. This is especially true in the case of a child who has made a response to the gospel.

Wrap Up (10 minutes) Parable of the Sower Read the Parable of the sower together and/or watch the video again (Matthew 13:18-23)

Which of the “soils” is most common in your sphere of work with children?

How can you help to soften the soil and remove the obstacles to growth in Christ?

Many seeds were sown, but only a few grew to maturity and multiplied. We need to pray and ask God to help children come to know and follow Christ, growing strong in him.

Pray together for children to come to Christ in your homes, churches, communities. Pray even more for those who have heard the gospel, but still need help to grow strong in Christ.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 9-0 Helping Children Grow as Disciples

Objectives Participants will need: To introduce essential elements children need in order to grow as Bibles wholehearted followers of Christ. Participant notes To consider practical ways to help children grow in their relationship Writing utensils

with Christ. Illustration Options: To understand different people’s roles in helping children grow. Balloons Fruit Seeds Small sticky notes (2 Lesson Overview colors) Erasable board Welcome & Warm Up 10 minutes

What is a disciple? 5 minutes What does a discipled child look like? 15 minutes Media Options: Remember God’s Heart for the child 5 minutes Power Point slides for Tools to help faith grow 5 minutes this lesson Who helps children grow? 15 minutes Lighthouse Captain Wrap Up 5 minutes

page 1 TWELVE Core Training

Instructor’s Guide LESSON 9-0 Helping Children Grow as Disciples

Welcome & Warm Up (10 minutes) Play a game: The Balloon game Inflate several large balloons. The more participants and larger the room, the more balloons you will need. Instruct the group that they are to keep all the balloons up in the air, while the music plays. When the music stops (after 2-3 minutes), debrief the activity.

What did it take to keep all the balloons in the air? (pay attention, everyone involved, can’t stop, some had to “rescue”, etc.) This activity reminds us of the process of helping children grow strong as lifelong disciples. It is different than a short outreach event. It is not even the same as one weekly Sunday School class. It requires attention, from many people, it is ongoing. We cannot do it alone. But children are counting on us to pay attention.

Video option: “Lighthouse captain” Video

The goal of discipleship is lasting growth. This requires a new way of thinking about how we nurture spiritual growth in children. Today’s lesson helps us understand essential elements of discipleship for children. 1 FOR 50 HAND: This lesson fits with “Making Disciples”.

What is a disciple? (5 minutes) What is the definition of a disciple? We all want children grow as disciples of Jesus, but sometimes people do not consider what that looks like in the life of the child. To simplify discipleship to mean “obey what the Bible says” leads to legalism without a heart change. Jesus said, “If you love me, you will obey what I command.” (John 14:15).

At its essence, the Greek word for disciple means: learner

Discipleship is not a program or a curriculum, but a journey and a process with each child, helping them to experience God, fall in love with him, and allow him to work in their lives as they choose to pattern themselves after Jesus.

A disciple is not: A clone (exactly like all others) A robot (doing things mechanically) Perfect (only god is perfect) Finished (we will always be growing)

page 2 TWELVE Core Training

Instructor’s Guide LESSON 9-0 Helping Children Grow as Disciples

What does a discipled child look like? (15 minutes) Materials: Seeds of that local fruit/vegetable Bibles Small pieces of paper and tape, markers, white board)

Fruit and Seeds Show a piece of fruit fruit. Notice that it is delicious, ripe, ready to eat. But it took time to grow and become ripe. It started as a seed (show seeds) .

Read Matthew 7:20 and John 15:4-8. Jesus used the picture of growing fruit to explain growing as disciples.

How do we know if a child is following Jesus? Think of a child in you know that you can tell is a disciple of Jesus. In pairs briefly share what you see in that child that shows you the child is a disciple. After 1 minute have a few people share their comments with the entire group. Share a personal story of a child you know who is growing as a disciple. Invite a volunteer come forward and stand beside you. Let’s imagine that this volunteer is a child who is following Jesus.

If we were to look at this child, how would we know he/she is a disciple of Jesus? What fruit would we see in their life? In groups, list some of the fruit that would identify a child is a disciple of Jesus. Half the groups list the inner qualities or fruit (character, attitudes) that identify that child as a disciple. The other half will list outward qualities or fruit (behaviors, actions) that identify that child as a disciple. Give 3-4 minutes for small group discussion.

Share responses from participants. (Each writes these on sticky notes. Place sticky notes on the volunteer “child”.) Responses may include: Inner fruit: love, joy, peace, patience, trust, thankfulness, honesty, generosity, fruit of Spirit Outward fruit: compassion, service, love others, prayer, share gospel, help, respect, worship

Celebrate responses! What a wonderful disciple this child is! We look forward to seeing how he or she continues to follow Jesus for a lifetime.

page 3 TWELVE Core Training

Instructor’s Guide LESSON 9-0 Helping Children Grow as Disciples

Remember God’s Heart for Children (5 minutes) 5 Key elements of discipleship As we look at this “child” and all our ideas, we can summarize them into 5 key areas of growth in a child’s life. (Write the 5 titles on the white board or put them on larger pieces of paper and attach to board or wall. Use hand motions to remember these elements)

1. KNOW God (make a cross with arms) To know Jesus as Savior, to grow in understanding of God and their relationship with him (Someone read Matthew 18:14) 2. LOVE God (arms across chest/heart) To love God with heart, soul, mind, strength, to worship him (Someone read Mark 12:30) 3. FELLOWSHIP with others (clasp hands or hold a neighbors hand) To be part of the body of Christ, to love one another (Someone read John 13:35) 4. HONOR God (hands in air, look upward) to live a life of obedience, making choices that honor God (Someone read 1 Timothy 4:12) 5. SERVE God (hands forward, perhaps kneel) To serve God and others in big and small things. (Someone read 1 Peter 4:10)

After describing the 5 areas of growth, invite 6-10 volunteers forward to remove the small slips of paper from the “child” and tape them under one of the 5 titles where it best fits.

We have a wonderful picture of the fruit we want to see in our children’s lives, but the question we have to ask next is HOW do we help our children grow?

Tools to help grow faith (10 minutes) Materials: Local gardening tool (optional) Seeds/fruit (from above activity)

Show seeds again. When we plant these seeds in the ground, we could just leave them and perhaps they would grow and produce fruit. We want the seeds to produce as much fruit as possible. The same is true with our children. We don’t want to abandon them and hope they follow Jesus. We want them to become devoted followers of Jesus for a lifetime, producing much spiritual fruit.

If we want to help these seeds grow better, what do we need to do? Prepare soil, water, fertilize, sunshine, pull weeds, prune *use tool)

page 4 TWELVE Core Training

Instructor’s Guide LESSON 9-0 Helping Children Grow as Disciples

All that we have mentioned are tools and influences to help the seed grow stronger and grow fruit. It may take more of our time and effort, but by nurturing the seeds throughout the growing process (show fruit), it is worth it in the end.

What are the tools God has given to us to help children grow as disciples? Get responses such as: God’s Word/Bible, Prayer, Fellowship/ God’s family, Obedience.

Remember the tools are not the fruit. A child could go to church, read their Bible, pray, obey God’s commands, and not grow strong as a disciple of Christ. It becomes a form of legalism. The tools HELP a child grow and hopefully produce fruit.

As children learn habits related to these tools for growth, how can we help them grow in grace and avoid legalism? Work in pairs to consider different ideas about helping children grow in both grace and truth. All responses should lead to a focus on love and and on relationship with Christ.

Who helps children grow? (15 minutes) Who is responsible to help children grow as disciples? Get responses. The discussion should identify parents/family, church, teachers/children’s workers, God/Holy Spirit, child.

Generate a list of some practical ideas to help our children grow in the 5 key areas we discussed earlier: Knowing God, Loving God, Fellowshipping Together, Honoring God and Serving God. Divide into five groups. Each group will be given one of the five areas and will answer two questions: What can families do in the home to help children grow in this area of discipleship? What can the Body of Christ do to help children grow in this area of discipleship? (Do not think only of Sunday school.)

Be sure to think about the inner character of the child as well as outward activities. Write down your responses on large paper and be prepared to share with the entire group. (You may want to give a few examples to get them started.) Allow groups to share their ideas.

As you hear these ideas, what is God saying to you? As we seek to make disciples of your children at home or in the church, are you helping them grow in all key areas? Choose one or two ideas that you can begin to use to help your children grow more as disciples in every area.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 9-0 Helping Children Grow as Disciples

Wrap Up (10 minutes) We all have a responsibility. We cannot leave it just to the church or Sunday school. We cannot depend only on the family. We cannot leave it to the child to grow alone. And God has called us to work together with him to see our children grow as disciples.

Often people think if they had just the right curriculum or program it would teach children to be disciples. However the MOST IMPORTANT thing we can do is be models of discipleship, setting the example for children to follow.

Read 1 Corinthians 3:6,7. This verse is an encouragement. We all must do our part to help our children grow as disciples. But God will make them grow.

What will you do now? Pray for the children in your home/ministry. Pray that they would grow to become disciples who follow Jesus for a lifetime. Pray that God would show you how to help them grow in every way.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 10-0 Helping Children Experience God’s Word

Objectives Participants will need: To consider important principles in experiencing God’s Word for both Bibles teachers and children. Participant notes To give practical ideas to help children more easily “grasp” God’s Writing utensils

Word (hear, read, memorize, study, obey). Illustration Options:

Bible memory game props

Lesson Overview Media Options: Welcome & Warm Up 5 minutes Power Point slides for this lesson Why God’s Word? 5 minutes House on the Rock video How can children “Grasp” God’s Word? 10 minutes

Involving children in the Bible story 15 minutes Helping children learn to read and apply God’s Word 5 minutes Memorizing Scripture 15 minutes Wrap Up 5 minutes

page 1 TWELVE Core Training Instructor’s Guide LESSON 10-0 Helping Children Experience God’s Word

Welcome & Warm Up (5 minutes) Play a game: Catch Ask each person to stretch out their left hand, palm up, toward the person beside them. This neighbor places their right index finger in the palm, pointing down. When the leader says “catch” each person must try to catch the finger of the person on the left, whose finger is in their left palm, while pulling the right finger from the person’s palm to their right. Enjoy!

Video option: House on the Rock video

The number one source of inspiration and information to help any of us grow as disciples of Jesus, is the Bible. It is essential we learn how to help children grasp God’s word and apply it to their own lives. This lesson will lay a foundation for helping children to experience God’s Word. 1 FOR 50 HAND: This lesson fits with “Making Disciples”.

Why God’s Word? (5 minutes) Bible Quiz (Materials: Bibles and a dice) What does God’s Word say about itself? Play a game that helps rediscover the benefits of God’s Word. Ask people to divide into groups of four. Each group must have at least two Bibles. On the instructor’s cue, teams race to be the first to find the Bible item you assign and read it aloud so all can hear. However, the winner is not always the first to find the verse. It is the one whose number is rolled on the dice. (For example, if a 3 is rolled, the 3rd team to find the verse wins.) Are you ready? Begin. 1. Psalm 1:1-3 2. Psalm 119:105 3. Hebrews 4:12 4. Psalm 119:11 5. Matthew 4:4 6. Luke 6:47-48 7. Psalm 19:7-9

God’s Word is powerful in our lives. It has many benefits for children.

Share an example of God’s Word being a powerful help in your life.

page 2 TWELVE Core Training Instructor’s Guide LESSON 10-0 Helping Children Experience God’s Word

How can children “grasp” God’s Word? (10 minutes) Keys for grasping God’s Word These five activities, created by the Navigators to help new disciples understand the role of God’s Word in their lives, can also help children. (Do not confuse this with the 1 for 50 Hand).

HEAR: For children, this mostly takes place as children’s workers and family members share stories from God’s Word and listen to teaching/sermons. It is essential for us to prepare well, as the children who listen are learning much from what we say (or don’t say) READ: Many children cannot read on their own. They will still be dependent on older people to read to them. Children could begin by listening to recorded versions of God’s Word, or use picture Bibles as introduction. MEMORIZE: Children are highly capable of learning large quantities of scripture, as their minds are in “absorb” mode from an early age. However, we must continue to help them meditate upon the words they learn, so that scripture is applied to their hearts and lives. STUDY: While children may not be ready for deep Bible study, they can learn to ask critical questions about what they read and hear from scripture so that they are growing in spiritual understanding, not just in accumulation of information. OBEY: All other elements of the hand are dependent on the thumb to truly grasp and be functional. Obedience is the most important activity for experiencing God’s Word.

Discuss these questions in pairs. Share a few answers as a class. Which of these can your children can already do? Which will they need help to learn? Let’s consider ways to help children in each area.

HEAR: Involving Children in the Bible Story (15 minutes) What makes a good storyteller? Since children will be dependent on a teacher for much of the “hearing” they will experience, teachers need to learn to be good storytellers.

Think about a good storyteller you know. What did they do that kept you interested and made the story fascinating?

Discover some of these truths (and others) Know your story Use eye contact Use facial expressions for emotions Move your body. Use gestures Use different pitches and volumes and speed in speaking Don’t be afraid of silence page 3 TWELVE Core Training Instructor’s Guide LESSON 10-0 Helping Children Experience God’s Word

Involving students in the story Good storytellers involve students in the story through their imaginations. We want to involve our children’s bodies as well as minds in the story. They can do this without even leaving their seats. (Drama involvement is a different topic.)

Think about all the parts of the body that God has given children. What could they do with those parts? Demonstrate a few examples from the list below. Next, assign a different body part to each person (see assignments below) . Have them spend 3-4 minutes thinking of ideas related to that body part. Then go through the list and hear different ideas. Add some of your own ideas, too.

BODY PART (assignment group) Possible ideas Mouth-Voice Born in January or sound effects, whisper, shout, February call/answer, repeated phrases… Face Born in March or April Sad, happy, angry, emotions… Eyes Born in May or June close, blink, search... Hands-fingers Born in July or August clap, touch, wave, pat, count, wiggle, walk… Feet-toes Born in September or step, tap, wiggle… October Knees, legs Born in November Bend, knock, stand Whole body Born in December Twirl, wiggle

If there is enough room demonstrate a few examples together. Huddle in a classroom corner. Talk about hiding from Saul in a cave. Climb a tree like Zacchaeus March around Jericho Walk through the Red Sea Other?

How did it feel to be actively involved? How do you think a child will respond? God created our children to move, so let’s help them do God’s will!

Always guide children to OBEY: What is God asking me to do next?

READ: Helping children learn to read God’s Word (10 minutes) Keys for “Rightly Dividing the Word of God” As children learn to READ God’s Word on their own, they need to be encouraged to do more than just read the words. They need to begin to THINK about it. This is also the first step in helping children learn to STUDY God’s Word.

They can practice asking some of the questions listed below, even if they are reading with a picture Bible, listening to audio recordings of the Bible, or hearing a Bible story read to them by others.

page 4 TWELVE Core Training Instructor’s Guide LESSON 10-0 Helping Children Experience God’s Word

Remind them that God is the teacher. His Holy Spirit promises to help them understand. So always begin a time of reading and thinking about God’s word with prayer, asking for God’s help.

Observe Interpret Apply (I receive) (I think) (I try)

What does this teach me? What does it mean? What does God want me (about God, Jesus, people) (Why is this important?) to do? (obey)

Practice doing following this process with a short text: Psalm 23:1-2 What does this teach? What does this mean? What does God want you to do?

Notice how this is like the learning process (Present-Discuss-Apply). But this time God is the teacher. He presents information (we observe), helps us to process and discuss it (we interpret), and then we apply it to our lives. Always guide children to OBEY: What is God asking me to do next?

Share an example of a child learning to think about God’s Word on their own.

MEMORIZE: Memorizing Scripture (15 minutes)

What is the goal of a Bible verse lesson? Fill in the blanks on Participant notes. Notice these key aims in Bible memory. PRESENT (Memorize) Students learn what it SAYS DISCUSS (understand) Students learn what it MEANS APPLY (Apply) Students learn what it MEANS TO THEM

Does this sound familiar? This is the same process for all learning and all thinking about God’s Word. It is more than “memorizing” words. It is all about learning to obey.

Preparing Memory Verse lessons for children Invite people to work in groups of 3-4. Answer the question “How c we help children be more successful in memorizing God’s Word. Come back together to hear answers. Participants should discover some of these principles:

page 5 TWELVE Core Training Instructor’s Guide LESSON 10-0 Helping Children Experience God’s Word

Choose memory verses that will be relevant and helpful to your children: It must be age-appropriate o Younger students need 5-10 words ONLY. Preschoolers may learn one verse a month o Older students can handle 15 to 25 words. By age 9, students may be able to memorize one verse per week o For long passages (23rd Psalm), work on short sections over several weeks The Bible verse must be clearly related to any lesson theme that you are teaching that day. Avoid verses with complicated wording, phrases or strange concepts Choose a Bible verse students can use in the future. Imagine that you are helping them to build a “library” of scripture that they will need.

How will you help students understand the verse? As a class, consider ways that teachers can help children better understand the meaning of the verse. Discover some of these principles: Define words (and concepts) Even “sin” (a short word) needs explanation for children Ask students to help describe words, phrases (in their own words) Ask students how this Bible verse might be important for children (Start teaching students to THINK and MEDITATE)

How will you help children remember the verse? Learn these classroom games to use with verse words (Demonstrate 2-3 games quickly with participants) Erase or remove words one at a time Put words in order (written on cards, objects) Toss a ball or balloon and say one word with each toss Use music or a song Actions or sign language Rebus (replace words with pictures and symbols) Dramatize it (loud voice, soft voice, while jumping, etc.) Verse puzzle pieces Games (teams or two people, like “Pass the Ball Race ...”) Find the wrong word Recite the next word...

Which of these can be done with children who are non-readers? What other ideas do participants have for strategies with children who cannot read?

Also check back the following week … Do students remember what it SAYS? Do students remember what it MEANS? Can students share what the verse MEANS TO THEM?

Always guide children to OBEY: What is God asking me to do next?

page 6 TWELVE Core Training Instructor’s Guide LESSON 10-0 Helping Children Experience God’s Word

Wrap Up (5 minutes)

Ask participants to think about water. In what way is God’s Word like water? Discover words like: refreshing, life-giving, necessary for life, cleansing, renews us, useful, etc. Water can be beneficial, but it can also be very powerful and cause damage. When do we see water that destroys or harms things? Torrential rain, floods, drowning, cutting machines, erosion, etc.

We must pray for ourselves, that as we work with children to help them understand God’s Word, we don’t use it in such a way that it destroys children’s hope, pushes them into legalism, or misrepresents God’s heart for them.

Read Psalm 19:7-8 According to this passage, what are the benefits of God’s Word to children? (Work as a large group to discover several items.)

We want God’s Word to be full of benefits and good rewards for children’s lives. We want their experience with God’s Word to lead them to grow strong as disciples.

Pray together. Praise God for his Word. Ask God for help to help children experience his word in their lives in a way that helps them grow.

page 7 TWELVE Core Training

Instructor’s Guide LESSON 11-0 Engaging Families

Objectives Participants will need: To consider differences in contemporary families and the challenges Bibles they face. Participant notes To consider the God-given role of families in the spiritual nurture of Writing utensils

children and practical steps for daily discipleship of children. Illustration Options: To consider ways to connect with and support families. Table setting supplies 168 cm or inches of string Family description slips

Lesson Overview Media Options: Power Point slides for Welcome & Warm Up 5 minutes this lesson What are families like in your community? 15 minutes What is God’s heart for families? 5 minutes How can families disciple their children at home? 15 minutes Connecting with families 10 minutes Praying for Families 10 minutes

page 1 TWELVE Core Training Instructor’s Guide LESSON 11-0 Engaging Families

Welcome & Warm Up (5 minutes) Activity: 168 Hours Before class, create a rope measuring 168 inches (or centimeters) long. Mark it into 7 equal sections (with a knot) to represent 7 days of a week.

Invite the class to stand. Stretch out the rope on the ground. Explain that this rope represents the timeline of a whole week of days and hours (7 days, 24 hours each, 168 total). Invite participants to think about the best time they spent with family in the past week. When you count to three, invite participants to move to this part of the rope/timeline. Ask each to share about their family experience with a nearby participant.

Step back from the rope. Review the hours, days represented. How many hours do children spend with us in children’s ministry programs? 1-2 hours? How many hours do children in your community spend with their families? Many more.

Families are the number one spiritual influence in the lives of children. We cannot work for lasting impact, without considering the role of families, the challenges they face, and the opportunities they offer for the future health of the Church. This is what we will discuss today. 1 FOR 50 HAND: This fits with “Engaging Families”

What are families like in your community? (15 minutes) Materials: two bags, boxes or bowls to hold paper slips Paper slips with family members, dollars (see details below)

Prepare two bags: One with slips of paper naming different types of family members One with coin drawings to indicate different levels of income

For every 20 classroom participants, prepare the following number of slips of paper with the words/names indicated written on the slips FAMILY BAG: mother and father (3), father (1), mother (2) grandparent (2), teenager (5), school age child (8), relative (2), baby (3) INCOME BAG: 5 slips of paper, one with a drawing of one coin, one with two coins, one with three coins, one with four and one with five.

page 2 TWELVE Core Training

Instructor’s Guide LESSON 11-0 Engaging Families

Instruct participants to form groups of 5-6. Allow each group to receive a small handful of paper slips from the family bag. They should have a variety of members, all of whom will comprise their ‘family’. These families live in the same household. Each group also receives one paper to indicate their income level (one coin = poor; five coins = wealthy). Groups may name their families if they wish. Give groups several minutes to imagine and discuss what life might be like for their fictitious family, given the members, income status, etc. Be creative! a) What is daily life like? What practical issues consume them? b) How is the marriage? Are there issues? c) Are there parenting issues? d) Are there sibling issues? e) What are their financial issues? f) Are there other community issues impacting their family?

Ask each group to briefly describe their family to the class, and share some headlines about the types of issues their family is likely most concerned about. Continue the discussion. How are these families are like real families in your community? What are the biggest issues facing local families?

Families are the most important spiritual influence in the life of a child. Families are challenged. We need to consider God’s heart for families.

What is God’s heart for families? (5 minutes) Let’s begin by discovering what the Bible says about families. Invite different volunteers to read the following scriptures out loud. Discover these principles:

Genesis 2:24-25 Families are created by God Deuteronomy 6:4-9 Families are responsible to teach children about God Ephesians 6:1-4 Families are to help to train their children in Proverbs 22:6 love, by example, with guidance Psalm 78:3-7 Families are God’s tools to make himself known thoughout generations

Families are a key institution created by God. They came before Sunday schools, church buildings, and children’s programs. Families are God’s great plan to grow healthy individuals, healthy communities and a healthy world. In healthy families children (and adults!) can best receive holistic care, gain confidence, learn, and grow to be all God intended .

Is this always how families work? No. But this is God’s plan. How can we encourage families to nurture their children spiritually as disciples?

page 3 TWELVE Core Training

Instructor’s Guide LESSON 11-0 Engaging Families

How can families disciple their children at home? (15 minutes) Materials: a table (with tablecloth) chair(s) plate or bowl serving dish (pot or bowl and spoon) container of salt

Before class, have a table set for a meal. Adapt for tables and settings that would be common in the local culture. Ask for a volunteer to come and be seated at the table. Explain that this table is set with several items needed to make disciples in the home.

1. Make the most of teachable moments (table, chair) The table and chair remind us of a Bible passage. Read Deuteronomy 6:4-7 again. To begin with Moses challenged the people of Israel to first love God, with their whole being. Then he challenged parents to watch day and night while they were “walking, talking, standing, sitting” for opportunities to teach their children.

We call these “teachable moments”. “Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Teachable moments occur all day long, every day. Share a personal example to illustrate a teachable moment.

If parents believe they need to follow an intricate program of discipleship and Biblical instruction, they may be intimidated. Only a few could do this. However, all of us, can teach our children by our example and part of our daily lives.

2. Experience daily servings of relationship (the plate or bowl) Some parents want to disciple their children, but they try to do so without building good relationships with their children first. Children will not be open to your spiritual encouragement or instruction, if they don’t feel at ease with you and enjoy your company. How can parents build stronger relationships with their children?

Fill your “plate” with DAILY with these activities that build relationship: 1) Talk together (share normal conversation) 2) Listen to each other (listen with your mind and heart) 3) Laugh together (enjoy life together) 4) Pray together (pray before bedtime or another time of day) 5) Work together (take care of the home and each other) 6) Speak God’s Word together (make it simple; teach as you live) 7) Express your love (with words and touch)

page 4 TWELVE Core Training

Instructor’s Guide LESSON 11-0 Engaging Families

3. Discipline for growth (salt) One of the most intense “teachable moments” comes when a child has done something wrong and needs discipline. It is so easy for parents to respond to these moments in such a way that we wound a child’s spirit. When we discipline wisely, we actually help our children to grow strong in relationship with Christ.

Read Ephesians 6:4. The two words used here (nurture, admonish) have interesting core meanings in the Greek. One means to ‘teach with great love” the other means to “love with great teaching.”

Table salt helps us to understand this balance even better. Salt is made of two chemicals: sodium and chloride. Each of these is toxic by itself. Poisonous. But together, they are wonderful, healing, helpful, flavorful and useful. In the same way, if we are overly permissive and only love (without guidelines for behavior), this can be toxic to our children’s growth in faith. If we are only harsh with our children, they can become resentful and this can also harm their spiritual growth.

Children need a balance of firmness and love. When disciplining, our heart is to correct and guide them, not to punish them, but to give them healthy boundaries for living. Read Colossians 3:13-15. Love is far more effective than unreasonable force at building disciples who love and follow Jesus.

4. Serve God together (the main dish) The main dish for a family that loves and obeys Jesus, is to be showing his love to others outside the family. (Use the spoon to imaging serving this.) This is not something all families think of doing.

How can families begin to help non-Christian families come to know and love Jesus? With a partner, think of ways to reach out to non-Christian families. As a class, listen to several of the ideas. Here are some possible ideas: Get to know other families by having them in to your home. Invite a family on a picnic away from your home and get to know them. Spend recreational time with them. If there is a family in need, do what you can to meet their need - food, lodging, or other resources that you can arrange. Or pray for them. Bring (not just invite) them to a church event. Stop by and just be friends to them. Honestly care for them.

Connecting with Families (10 minutes) Parents have a big job: parenting the 4 parts of a child. But they often need support and encouragement as they work to raise their children.

Divide into groups of 4-5 people. In each group, assign a “reporter” to write down notes from the group’s conversation. Work together to answer these questions. Then share a few answers as a class. page 5 TWELVE Core Training

Instructor’s Guide LESSON 11-0 Engaging Families

How can children’s leaders support/encourage families? What special help and considerations do we need to have for children from families that are not believers? How can children’s workers connect with these families?

After discussion, invite groups to share the highlights of some of discussion. Groups should have come up with some of the following. Pray for them by name; let them know you pray for them; ask for prayer needs/requests Encourage them about their child; share stories of spiritual interest and growth in their child; share positive and fun stories Talk with them; be sincerely interested in them Give them a vision for their child’s potential Send home worksheets or notes from your class or program so they can see what their child is learning Encourage children to pray for and serve their own parents

We also realize, especially with unbelieving families, that our influence can only reach so far. The more we build relationship, encourage, and watch for simple moments to share positive words about their children, the more open these families will be to considering their own spiritual growth as well as their child’s.

Praying for families (In-Out-Beyond) (10 minutes) Together, read Acts 2:38-39. What do you see is God’s heart for families, related to the Great Commission? His desire is for them to be instruments of the great commission – for generations! It’s the 1000 year plan or more. How can we help families think more about their “Great Commission role?

On a large paper, draw 3 circles inside each other. Label the center circle “IN”, the next circle, “OUT” and the outside circle “BEYOND”. IN: What needs to be done IN the family to reach and disciple the children? What other needs are urgent in the family? OUT: What are the needs outside the front door, among neighbors, who need Christ? How can the family help? BEYOND: What is God asking the family to do to reach to those in faraway places who still do not know Christ?

Read Acts 1:8 together. This diagram, illustrates Jesus’ instructions to his disciples to be witnesses for him near and far. The Holy spirit would help them.

In groups of 3-4, work together to write any urgent prayer requests you have for families (your own or others). Pray together for these requests. page 6 TWELVE Core Training

Instructor’s Guide LESSON 12-0 Building the Kingdom Together

Objectives Participants will need: To discover God’s heart for his people to work together in unity to Bibles build his kingdom. Participant notes To consider practical ideas for children’s ministry workers to connect Writing utensils

with others and begin working together. Illustration Options:

Miscellaneous objects for Moving Nest Puzzle pieces

Lesson Overview Media Options: Welcome & Warm Up 5 minutes Power Point slides for The Turnip Story 5 minutes this lesson Why is working together so important? 5 minutes Lighthouse video Working Together Quiz 5 minutes Body Challenge 15 minutes What do God’s people have to offer? 5 minutes Idea Contest 10 minutes Puzzle piece: What is your part? 10 minutes

page 1 TWELVE Core Training Instructor’s Guide LESSON 12-0 Building the Kingdom Together

Welcome & Warm Up (5 minutes) A Game: The Moving Nest Materials: 4 chairs A few small items (keys, pens, clips, etc) to be placed on one chair

Invite 9 participants to volunteer for this activity. They are divided into 3 teams with 3 members in each team. Each of the teams stands beside one of the 3 chairs, each placed about 5 feet away from a center chair. This center chair will contain about 10 items that are common and readily available in the room like keys, pencils, pens, pins etc. Teams are given the following instructions together. 1. “Transfer all the items to one chair” 2. “Transfer all the items one at a time” 3. “You may steal from each other’s chair” 4. “You cannot stop anyone from stealing from your chair”

Let the game begin. Teams will likely rush to the center chair and attempt to transfer all the items to their respective chairs. After about 30 seconds of play stop the game and ask each team to count the number of items on their respective chair. Stop the game as you see a stalemate.

Let the game resume. Invariably the same thing will happen for several rounds. If they don’t make any progress after 3 attempts then ask them to listen carefully to the instructions and repeat them once again in the correct order and very slowly. At this time one (or more) persons will get a clue (and may even pass it on to others) that you had asked them to transfer the items to ONE chair.

The game is over when all the items are transferred to just one chair – it does not matter which chair!

Debrief questions: 1. What did we learn from this activity? 2. Which team won the game? 3. Why did it take so long (if it took several attempts) to win? 4. What does the Bible say about some of the things we learned?

Working together is so important for reaching children in a lasting way. This lesson will help us consider God’s heart for his people to work together. We will also consider practical issues related to working with others. 1 FOR 50 HAND: This fits with “Building the Kingdom together”

page 2 TWELVE Core Training

Instructor’s Guide LESSON 12-0 Building the Kingdom Together

The Turnip Story (5 minutes) Tell the story of the farmer and the turnip with energy and joy. A farmer grew a great turnip. It was time to harvest it, but he could not pull it out of the ground. He got his wife. They pulled and pulled but it did not come out. He got the children. They pulled and pulled, but it did not come out. He got the dog. They all pulled and pulled, but it did not come out. He got the cat. They all pulled and pulled, but it did not come out. He got the mouse. They all pulled and pulled – and it finally came out!

Ask participants, what did you observe about this story? Write down thoughts. We can learn important principles about working together from this story. (Invite participants to fill in the blanks on their notes:)

The size of the task requires everyone! No one person or group of the body has everything God is honored when we figure out how to get along and work together!

Why is working together so important? (5 minutes) Discover what God’s Word says about working together. Look up the scriptures for each principle.

1) John 13:34-35 We shine brighter together 2) Ephesians 4:16 God’s design is that we work together 3) John 17:20-21 Jesus prayed for our unity

As we work together, we help the name of Jesus to be known in this world. We help Jesus’ prayers to be answered, and ours, too. It is especially important for us to work together as we consider the children.

Give each participant a slip of paper. Ask them to draw a line down the center of the paper. In one column, instruct them to write the names of people or groups in their LOCAL CHURCH whom they may need to work with to reach/disciple children (families, pastors, leaders, other teachers, volunteers, etc.). In the other column, write the names of Christian individuals, groups, organizations/ministries reaching and discipling children in the community. (Save these names. Add more names or groups to the lists as you think of them. We will use these later in the lesson.)

The ultimate champion of working together and partnership is God himself. Just think of all he could do by himself. Yet he chooses to work through us and with us. We feel amazing love, purpose and belonging in this. page 3 TWELVE Core Training

Instructor’s Guide LESSON 12-0 Building the Kingdom Together

Working Together Quiz (5 minutes) As we consider working together, it can feel like a burden. It takes more time, requires more effort in the beginning, etc. Is it really worth it?

Ask the multiple choice questions on Page 2 of participant notes. Hear guesses and answers from the participants. (answers are on last page of notes).

Answers to Working Together Quiz In the case of mules…two groups combining their efforts could pull more than 50% more weight than if they had pulled individually! In the case of geese…a flock of geese can fly 70% farther in a day than a single goose! In the case of ministries and children’s leaders -- it depends!

Why is this so? What are some of the obstacles to working together? Invite people to work in pairs to discuss answers to this question. Share some of the ideas with the larger group. We are too busy doing our own thing We don’t trust others We don’t want to take the time to build relationships We don’t think it will be worth the effort We want to do things our own way

Share an example of a time you overcame the obstacles to working together, and saw great results.

Body Challenge (15 minutes) Materials: The treasure - any object (book, pen, keys etc) a blindfold a whistle or noisemaker

Invite about 12 delegates to volunteer to participate in this game. Divide them into four teams of three each (okay to have fewer teams). The three people in the team are named as the “mouth”, the “hands” and the “feet”. 1. The “hands” – A person who observes the progress of the person who is the “feet” and uses actions to non-verbally guide the “mouth.” 2. The “mouth” – A person who verbalizes to the “feet,” the actions communicated by the hand. 3. The “feet” – carries out the verbal instructions given by the “mouth” and runs to find the treasure/object. NOTE: The person who is the “feet” is blindfolded. page 4 TWELVE Core Training

Instructor’s Guide LESSON 12-0 Building the Kingdom Together

Positions: The person who is the “hands” stands facing the one who is the “mouth.” The person who is the “mouth” stands back to back with the “feet.” Further Instructions: The leader places the object/treasure anywhere in the room which will be at a distance of a few meters in any position ahead of the “feet.” On the count of three or blow of a whistle the game starts. The “hands” sees the position of the treasure and communicates to the “mouth” (using signs) the location of the object/treasure. The “mouth” communicates these actions to the “feet” verbally who in turns searches for the object/treasure. All the four teams compete together to find the same treasure. The first team to find the treasure/object wins the game.

Debrief Questions: As these questions are answered, make a list of lessons learned. 1. What did you learn from this activity about working together? 2. Which position did you feel was the easiest position to play? 3. Which position did you feel was the most difficult to play? 4. What made the game difficult overall? 5. How did other teams participating affect the game? 6. Which of the 3 positions was most important? 7. Which of the 3 positions was least important? 8. How did you feel when another position did his job well? 9. How did you feel when a position did not perform to your expectation?

List points of learning mentioned by the group. Guide them to discover others on this list, if not mentioned by the group. 1. Uniqueness – Each of the positions weas unique and so are each of us in our position in the Kingdom 2. Diversity – Each of the positions wase distinctly different from the other positions as each of us are distinctly different from each other in our personalities, and giftings in ministry. 3. Equality – Though each of the positions was different, each of them was equally important just as each of us are equally important 4. Unity – The game could never have been completed successfully without absolute unity among the 3 positions. So also the Kingdom can never be built unless there’s unity amongst ourselves. 5. Communication – The game required good communication for there to be a good understanding so that the instructions could be carried out correctly. Likewise communication within the Kingdom should never be underestimated. 6. Transparency – There had to be a sense of transparency amongst the members for communication to be clear. Similarly transparency in the Kingdom plays a vital role for effective partnership to occur.

page 5 TWELVE Core Training

Instructor’s Guide LESSON 12-0 Building the Kingdom Together

7. Trust – Each position had to trust the other position to carry out his role effectively – so also each person in the Kingdom needs to have a level of trust with the other members of the Kingdom as without trust no effective work can be accomplished. 8. Whole-hearted commitment – Every position had to give it their best for the team to win – so also we are called to serve the Lord with our whole heart so as to achieve or accomplish what He’s called us to in the Kingdom. 9. Shared Vision – All the positions had the common goal of locating treasure fastest just as we all share the goal of building the Kingdom. 10. Patience and Perseverance – There might have been times of frustration when a position was not able to understand or carry out instructions well but patience and perseverance with each other was required. So also patience and perseverance are both required when working with other people in the Kingdom. 11. Forgiveness and reconciliation – There might have been times when errors were committed and forgiveness and reconciliation were required as will be the case in Kingdom work as well.

What do God’s people have to offer? (5 minutes) Many people in the community might work together on different projects. These are not necessarily Christian groups or groups that are focused on reaching and discipling children and their families. Take time in small groups to discuss the following: What do we (God’s people) have that no one else has to offer? If we are really being “Jesus” in the community, what will people see us doing together?

As followers of Christ, we have the gospel, God’s love, the Holy Spirit, hope, transformation, etc. These are things that no government or human group can offer in the same way. The Church is God’s Plan A. There is no Plan B.

Are we focused on bringing the love, hope, wisdom and power of Jesus into our communities in a way that is different from “good works” that others might do?

Idea Contest (10 minutes) Materials: paper and pens or pencils for each group, optional Instruct participants to divide into groups of 4-5. Ask them to think of several ideas that the people of God might work together on in their community to reach more children and families for Christ.

page 6 TWELVE Core Training

Instructor’s Guide LESSON 12-0 Building the Kingdom Together

Use the slips of paper from the opening activity (with names of people in local churches and also of groups in the community). Pray together before thinking of ideas. Think of simple things as well as larger projects.

After several minutes of brainstorming, ask groups to share some of their ideas. Here are some possible suggestions: Put on a shared children’s event as outreach Make a list of local schools, and ask one church to adopt each school and offer loving prayer and support to teachers or leaders Work together to put on a training event for children’s leaders from multiple local churches or groups Start a children’s ministries prayer support group or network for sharing ideas, training, and encouragement. Other? Share a few innovative/creative ideas from your experience

God loves to see his people work together in love and unity to make his name known to the world. Ask God to help us to share a vision for working together for the sake of loving, reaching and discipling children for Christ.

Puzzle Piece: What is your part? (10 minutes) Materials: a paper puzzle piece for each person.

Give each participant a puzzle piece. Encourage them to work alone. On one side of the piece, write 1-2 words or phrases of what they learned in this lesson that was most impactful. Ask several participants to share.

Next, turn over the puzzle pieces and write 1-2 words to answer the question “What do you have to offer to help reach and disciple children in your sphere of influence?”

Ask the group to stand and gather in a central place. One by one, invite people to place their puzzle pieces in the center (on a table or floor). (If your group is large do not attempt to assemble the puzzle pieces!) After all are assembled, ask “What is God asking you to do next in response to this conversation?”

VIDEO OPTION: Show Lighthouse Keeper video

Pray together. Commit to working together in unity. Commit to continuing listening to God’s heart of love for the children, for families and for the world. Commit to offering what we have to help build the Kingdom and together, bring glory and honor to God.

page 7 TWELVE Core Training