WPC  ko#P6^"~W76䭌>u=ྭ4 D3JW560~ L&t;Ip?u͋NQnwceBðN?sȨnivCm;+ ;ϚQA{ZE03;gIs`%CEUWr!>UPFk@ |OW޼ł  QP?J'jUjEQ1$qH_撕Ij 51dHO0IK.dfh~Cf]> =9LX@9Pђd1P[& Fb- uHC؄-)N "" 0  d)0` ""DiscussionaboutworkasworshipserviceoccupationswhatwillIdo + { whenIgrowup? ` "` " 0  e)0` ""DiscussionofconceptofservicetotheFaithteaching,administration,  U  helpingwithcommunityactivitiesetc. ` "` " 0  f)0` ""StoriesfromthelivesofAbdulBahandtheGreatestHolyLeaf./ ` "` " Artandcrafts:0  a)0` ""BeautifullydecoratinganddisplayingphotographsofAbdulBahandthe   GreatestHolyLeaftotakehomeattheend. ` "` " 0  b)0` ""Makingalargefriezeorcollageillustratingdifferentactsofservice.` "` " 0  c)0` ""IlluminatingtheVisitationTablettotakehomeattheendoftheterm.m` "` " 0  d)0` ""Ingroupsthechildrencouldproducesomesortofcraftworktoillustrateeach Z oftheHolyDays. ` "` " Stories:0  a)0` ""Everylessoncouldincludeastoryillustratingoneofthemanyactsofservice !q performedbyAbdulBah. ` "` " 0  b)0` ""StoriesoftheGreatestHolyLeafK` "` " 0  c)0` ""Storiesofothergreatservants:FlorenceNightingale,MotherTheresa,etc8` "` " ̀Drama:0 ` ` "` " 0  a)0` ""Thechildrencoulddramatisesomeofthestories.` "` " 0  b)0` ""Ingroupstheycouldactoutscenariosofserviceenterprises,withtheothers  guessingwhattheyremeanttobe.E.g.digginganoldladysgarden,doingtheshopping,washingupetc. ` "` " Memorisation:0  a)0` ""ThechildrencouldworkonmemorisinganappropriateHiddenWord =#! e.g.KnowyenotwhyWecreatedyouallfromthesamedust?......(ArabicNo68) ` "` " Dance:0  a)0` ""TohelpthememorisingtheycouldacttheHiddenWordinAmericanIndian '.#& signlanguage,andthosewhowishedcouldbuildthemovementsintoadancewithmusic. ` "` " Music:0  a)0` ""Singing:  LookatMe,followMe,beasIam....,'+` "` " 0  b)0` ""Smallnumberscouldworkondevelopingmusicalsoundeffectstoaccompany l-(, thedanceorthedrama. ` "` "    1p,0 4  Wouldsomeelementsbeincludedineverylesson?A"10mins   NaughtbutthecelestialpotencyoftheWordofGod,whichrulethandtranscendeththerealitiesofallthings,iscapableofharmonizingthedivergentthoughts,sentiments,ideas,andconvictionsofthechildrenofmen.Verily,itisthepenetratingpowerinallthings,themoverofsoulsandthebinderandregulatorintheworldofhumanity."(`Abdu'l-Baha:Selections...`Abdu'l-Baha,page292)  ) y  Thevitalityofmen'sbeliefinGodisdyingoutineveryland;nothingshortofHiswholesomemedicinecaneverrestoreit.Thecorrosionofungodlinessiseatingintothevitalsofhumansociety;whatelsebuttheElixirofHispotentRevelationcancleanseandreviveit?Isitwithinhumanpower,OHakim,toeffectintheconstituentelementsofanyoftheminuteandindivisibleparticlesofmattersocompleteatransformationastotransmuteitintopurestgold?Perplexinganddifficultasthismayappear,thestillgreatertaskofconvertingsatanicstrengthintoheavenlypowerisonethatWehavebeenempoweredtoaccomplish.TheForcecapableofsuchatransformationtranscendeththepotencyoftheElixiritself.TheWordofGod,alone,canclaimthedistinctionofbeingendowedwiththecapacityrequiredforsogreatandfar-reachingachange.  (Baha'u'llah:Gleanings,page200) 2 2,HowcouldtheWordofGodalwaysbeincludedinameaningfulwayusingeachofthese:0  singing 6"" 0  meditation "" 0  choralspeech "" 0  readingaccompaniedbymusic "" 0  dancedrama "" 0  anyotherideas?0""0h""h"h"  5&60  Isthecontentofthelessonageappropriate? A""" 15mins  a! 0  Howcaneachchildbeallowedtoworkattheirownlevelwhennecessary? 0 "" Q"  " "  InourBahclasseswefaceabiggerchallengethandomostteachersofeverydayclasses. )$y" a)0  Veryrarelydoesaclasshaveonlyoneagegroup;moreoftentherearechildrenof %f # manyagesinthesameclass. "" b)0  Childrenofsimilaragewillhaveverydifferentlevelsofknowledgeandcapacity.&@"%"" c)0  Aswehaveentrybytroopswemustexpectthatchildrenwithnobackground '-#& knowledgewhateverwillbejoiningtheclassesatallagelevels.Thus,inanyoneclasstheremaybeachildofveryhighintelligencewhohasbeentaughtabouttheFaithfrombirth,sittingbesideachildwhoseparenthasjustdeclared,andwhohasnoknowledgeorexperiencewhateveroftheBahFaith. "" Howcantheworkbemadeappropriatetoeveryone?AbdulBahrecommendeddividingtheclassintogroupsaccordingtotheircapacity: Atthestarttheteachermustplaceapeninthechild'shand,arrangethechildreningroups, 1o,0 andinstructeachgroupaccordingtoitscapacity.++$"(`Abdu'l-Baha:Education,page280)   TheManifestationsofGodarelikewiseinagreementwiththeviewthateducationexerteththestrongestpossibleinfluenceonhumankind.Theyaffirm,however,thatdifferencesinthelevelofintelligenceareinnate;andthisfactisobvious,andnotworthdebating.Forweseethatchildrenofthesameage,thesamecountry,thesamerace,indeedofthesamefamily,andtrainedbythesameindividual,stillaredifferentastothedegreeoftheircomprehensionandintelligence.Onewillmakerapidprogress,onewillreceiveinstructiononlygradually,onewillremainattheloweststageofall.Fornomatterhowmuchyoumaypolishashell,itwillnotturnintoagleamingpearl,norcanyouchangeadullpebbleintoagemwhosepurerayswilllighttheworld. "(`Abdu'l-Baha:Selections...`Abdu'l-Baha,pages131-132)     Whatstrategiescanweusewhenfacedwiththesechallenges?*U)ddbdd )""U,bdd +   l  ^ Thesearesomeideas:a)0  Therecouldbeaninitialcircletimeintroduction,withgamesthateveryoneenjoys.U"" b)0  Duringthistime,whentheplanistointroduceanewtopic,thechildrencouldtake B turnstotellwhattheyalreadyknowaboutit.Thiswaytheknowledgablechildfindshimselfinateachingrole(thisispartlyouraimtomakethechildrenteachersoftheFaith),andhedoesnotsuffertheunderstandablyfrustratingfeelingthattheteacherhasmadeafalseassumptionthatheknowslessthanhedoes. "" 0  Thisneedonlybeabriefaccountbyeachchild,andwillalsoinformtheteacherofhowbesttogroupthechildrenifthisseemstobeappropriate. "" c)0  Discussion/consultationcanfollow,allowingeveryonetoparticipateattheirown $ " level. "" d)0  StoriesoftheCentralFiguresareappropriatetoeveryone,andallcanparticipatein &!$ prayersandreadings. "" e)0  Afterthetalkingpartofthelesson,thechildrencouldbesplitintogroups.Thereis q(#& noreasonwhyeveryoneintheroomhastodothesamething.Whileonegroupiscutting,stickingandpaintingacollage,anothergroupcouldbepractisingadancewithquietmusicinanothercorner.Stillanothergroupcouldbeverycarefullycopyingaprayer,andatthesametimeanindividualchildmaybeassemblinghisownprojectworkonserviceinhisownfolder,athisownrateofprogress. "" 0  Thiswaychildrencanbegivenanelementofchoice,givingthemafeelingofownershipoftheirefforts,andtheirworkcanbeattheleveloftheirownparticularcapacity. ""  0,/ Thelessoncouldconcludewitheveryonecomingtogethertoshowortellwhattheyvedone,ifappropriate,andtofinishwithafewgamesandaprayer.Thekeytothesuccessofthistypeofteachingisfortheteachertohavethematerialsorganisedaheadoftime,thenoncethechildrenarehappilyoccupied,thelessonisrelativelyeasy,andteachersandassistantscanmovebetweenthegroups,helping,advisingandjoiningin. 70  Dothechildrenwanttocomebacknextweek?  h"" Thismaybethemostimportantquestionofall.Weshouldalwaystrytoevaluatehowthechildrenhaveenjoyedtheirexperience.IfchildrenhaveanunpleasantexperienceofBahclasses,itwillaffecttheirfutureintheFaith,andunlikestateschool,attendanceisinnowaycompulsory.̀Ifyouuseanapproachthatcatersfordifferentneedsanddifferentlevels,withplentyofvariety,thechildrenwillalmostcertainlywanttocomeagain.Thegamesplayaveryimportantpartliftingthemood,andencouragingfullparticipationbyeveryone 80  Isthereatransfereffectfromwhatweteachintheclassroomtothebehaviour Y ofthechildrenintheirhomesandinthecommunity? yy=""" 510mins  E *U) ddbdd )""U,bdd +   "r Ideasforhowwecanmakethethingsweteachhavealastingeffectinreallife: d a)0  Homeworkcouldbeintheformofactsofservicebeingcarriedoutathomeandin  n theCommunity. "" b)0  Goodcommunicationisneededbetweentheteacherandtheparents.Couldthe !H childrenhaveahome/schoolbook?Messagescouldbewrittenfromtheteachertotheparent,andviceversa.Childrencoulddevelopaplaninclasstodoserviceinthecommunity,butunlessthisiscommunicatedhome,itwontreallyhappen.Thehome/schoolbookcouldincludeacharttoshowthingsdoneathomearisingfromtheclass,andnotesofpraisepassedbackandforth.Asuperbesteemboosterforthechild! "" c)0  CommunicationbetweentheschoolandtheSpiritualAssembly,sothatinitiatives s(#& comingfromthechildrenattheFeastwillbeencouragedandfacilitated. ""  B@#aMakingplans zz8" (remainingtime)  &,v'* Practisemakingyourownlessonplans.Together,readthroughlesson1whichhasbeendonealreadytogiveanexample.Thisisonlyanexample.Ifyouhaveotherideascompletely,thatisallthebetter.Youcanworkintwosorindividually. 0,/ ЇN Exercise:   Supposethethemeofservicehasbeenchosenforthewholetermof10lessons.Wearegoingtodevelopthefirstthreelessonplansoftheterm.Thefirsthasbeendoneforyou.Fillinthenext2lessonplans.Remembertouseasmanystrandsasareappropriatefromthecurriculum.*U)ddbdd ) ""U,bdd +   }  Theme:0 0 ! ! Service551! ! !KeyStage2Age711  Lesson1:10.1511.00and11.3012.30    *U) ddbdd )""U,bdd +    Equipment:  M ]  Preparedprintouts,onsheetsofpaper,ofthefirstlineoftheVisitationTablet.Colouringanddrawingmaterials.Anoisyobject,e.g.tambourineorbunchofkeys.   #   ReferencematerialonthelifeofAbdulBah.      Folderstocontainprojectworkandilluminatedprayers.     Home/schoolnotebookforeachchild,withanotetotheparentsonthefirstpage     explainingthatthechildwillbedoingactsofservicethisterm.   10.1510.45 1.0 l Circlegames:0 l!l!Introductions,fruitsalad,Itsgoodtomeetyou,islands7G ! ! 2.0 l Circleconsultations:$4l!l! 0 l 0 l!l!Whatisservice?  ! ! 0 l 0 l!l!Whatactsofservicedoweseearoundusinthegreatercommunity?  ! ! 3.0 l AbdulBahastheServantoftheservants.l!l! 0 l 0 l!l!Discussionandconsultationaboutthis.  ! ! 4.0 l StorytoillustratetheservitudeofAbdulBah.l!l! 5.0 l ReadingoftheTabletofVisitationl!l!    10.4511.00 Childrenmovetotablesandareeachgivenaprintedpaperwithoneline: HeistheAll   Glorious!TeacherexplainsthatovertheweekstheywilleachmaketheirownilluminatedbookofthisTablet.Thisisthefirstpage.    Discussionabouthowitmightbeenhancedwithdecoration.Colouringmaterialprovided  forthedecorations.Therewilljustbetimetomakeasmallstart.     *U ) ddbdd ) ""U,bdd +      11.3012.15 Childrenaregivenachoiceofactivity:  ,"