Growing Together Group (GTG) Book forTeacher

GROWING TOGETHER A Guidance for Group Discussion GINE -DO-SHARE FEELING-IMA

Growing Together: A Guidance for Group Discussion Diterbitkan dengan ijin penerbit asli dari buku: Binawarga, Buku Pendamping KTB Anak: SADAR LAGI (MeraSAkan MenyaDARi MeLAkukan MembaGIkan), 2021 Terjemahan ke dalam Bahasa Inggris : Aiko Widhidana Editor : Pdt. Andi Gunawan FOR THE EXCLUSIVE USE OF BPK PENABUR STUDENT AND TEACHERS

INTRODUCTION Colossians 2:6-7 says: ”So then, just as you received Christ Jesus as Lord, continue to live your lives in him, rooted and built up in him, strengthened in the faith as you were taught, and overflowing with thankfulness.” The Word of God emphasizes the need for every follower of Christ to continuously strengthen the foundations of their faith until it reveals in their daily lives. This process cannot be done if we work alone. Sharing with friends helps us to strengthen, remind, and support each other so that everyone can grow consistently. The call to grow also applies to children. They need a guide that enables them to grow and know God deeper. For children, the process of knowing God can be done by knowing Bible characters who provide examples. Considering children's age development, Bible characters are an easy approach for children. Introducing Bible characters is very good if it is supported through teaching materials at church and school. However, teaching time at church or school is very limited. Thus, we need to make extra efforts to help children know God deeper through Bible characters' lives. This is necessary so that the learning process about Bible characters, that is carried out at school or church, does not stop on a knowledge level but is also applied in their daily lives.

This children's Growing Together Group (GTG) material was created to help the initial process of exploring the teaching materials about Bible characters that are taught at church or school. With this material, we hope that the pattern of mentoring the children can be lived out by the group mentors and the children who participate in it. Once the GTG pattern has been established, we hope that the existing groups will no longer need to rely on GTG materials. Further GTG materials can be developed from the life experiences of each individual. The pattern used in this GTG material is a modification of the Design for Change model developed by Kiran Bir Sethi. There are 4 steps to carry out in each section that encourage students to (FIDS): 1.Recognize the character's FEELINGS as they live or act in a particular situation 2.IMAGINE all the self-potential that can be developed; or the bad of the current situations that can be transformed by exploring the characters. 3.DO what is needed for transforming life. 4.SHARE the experiences, whether successful or fail, of following the characters' pattern. The time required for each step is highly dependent on the situation of each group.

It is highly recommended that each group, guided by one mentor, consists of no more than five students so that every participant has the opportunity to contribute. We estimate that each of the GTG activities would last for sixty minutes. Group members and the mentor should have the willingness to support each other to grow together. Finally, we would like to thank everyone who was involved in making this children's GTG material, whether as writers, editors, layouts, or illustrators. Hopefully, this GTG material can help the process of growing in the faith of the children and their mentors. Pdt. Hendra Setia Prasaja

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Contents 1.Daniel (Obedience) - 1 2.Tabitha (Caring for Others) - 10 3.Jacob (Honesty) - 18 4. PJoasuelp(hPe(Prsaetvieenrcaen )c-e2) 7- 37 5. 6.Ruth (Faithfulness) - 46 7.Samson (Self-Awareness) - 55 8.Stephen (Courage) - 64 9.Abraham (Hospitality) - 74 10.Noah (Self-Control) - 83 11.Rebekah (Generosity) - 91 12.Solomon (Humility) - 100

Daniel FIDS Character: Objective: Bible Reading: Obedience The students learn to obey Daniel 6 God, even if it means having big responsibilities. FEELINGS - IMAGINE - DO - SHARE The mentor introduces \"FIDS\": 1.Ask the students to recognize the FEELINGS of the Bible characters as they got into or live in a certain situation 2.Give time for the students to IMAGINE particular things in their life that needs to be improved or changed, as the action of obedience 3.Ask the students to DO something as the Bible characters do for their commitment to grow 4.Ask the students to SHARE their experience when living according to the Bible character: what they were struggling with and how they felt when succeeded 1

DANIEL, AN EXAMPLE OF OBEDIENCE IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Daniel's life, a biblical character from the Old Testament, who practiced obedience to God, then: Ask the students to recognize Daniel's FEELINGS when she lives in obedience to GOD Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of obedience. Ask the students to DO something (obedience) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences related to obedience to God: what they were struggling with and how they felt when succeeded. 2. Daniel, an example of obedience in the Old Testament Daniel, also known as Belteshazzar, is a bright young man who worked in the palace of Babylon. In every matter of wisdom and understanding, he is ten times better than all the magicians and enchanters in the whole kingdom (Dan. 1:20). He is better because God gives him knowledge and understanding of all kinds of literature and learning, also understand visions and dreams (v. 17). 2

When Darius became king, Daniel was chosen to be one of the top three chief officials who oversee the satraps (or governors) of the kingdom, who were made accountable so that the king might not suffer loss. Now that Daniel was so distinguished himself among the other chief officials because of God's Spirit with him. The king planned to set him over the whole kingdom (6:1-4). The other high officials and governors did not like the King’s plan. They tried to find grounds for charges against Daniel in his conduct of government affairs. Yet, they found no corruption in him, because he was trustworthy and neither corrupt nor negligent, except for something to do with the law of his God (6:5-6). Knowing Daniel's obedience to God, the high officials provoked the king to issue a decree that anyone who found prays to any god or human being during the next thirty days, except the king, will be thrown into the lion's den. The king agreed to this proposal. Knowing the decree had been published, Daniel went home to his upstairs room. He continued to go down on his knees and prayed, giving thanks to his God, three times a day, just as he had done before. Daniel's obedience to God was found by those who disliked him, so they reported Daniel to the king. Although the king was greatly distressed to hear the report and determined to rescue Daniel he could not do that. Because the law can not be canceled. So the king gave the order and Daniel was thrown into the lion’s den (6:16-17a). By God's deliverance, Daniel was saved from death. The king said, “Daniel, servant of the living God, has your God, whom you serve continually, been able to rescue you from the lions?” Daniel 3

answered, “May the king live forever! My God sent his angel, and he shut the mouths of the lions. They have not hurt me, because I was found innocent in his sight. Nor have I ever done any wrong before you, Your Majesty.” (vv. 20-22). The king was overjoyed and gave orders to issue a decree throughout his kingdom that people must fear and reverence the God of Daniel, for He is the living God, who lives forever and ever (v. 27). Daniel experienced a difficult situation, but he remained obedient to God. He continued to go down on his knees and prayed, giving thanks to his God, just as he had done before even though there was a risk of being thrown into the lion's den. Then God revealed His power in Daniel, and Daniel's obedience to God brought blessing to the king and his entire kingdom. 4

TO FEEL The mentor asks the students to recognize the FEELINGS of Daniel when he practiced obedience. Everyone, without exception, might encounter problems; even though children may encounter different forms. Daniel encountered a problem. He was forbidden to worship God and forced to worship the king. But Daniel remained obedient to God and practiced his worship; he continued to go down on his knees and prayed, giving thanks to his God, just as he had done before; even though there was a risk of being thrown into the lion's den. Guidelines to help the students recognize Daniel’s feelings: How did Daniel feel when he was forbidden to worship God? How would I feel if I got into the same problem as Daniel who was forbidden to worship God? What would I do if I was facing the same problem as Daniel who was forbidden to worship God? 5

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that needs to be improved or changed as the action of obedience. In daily life, everyone has encountered many difficulties and challenges in staying obedient to God. For example: being lazy to pray, lazy to read the Bible, or lazy to worship. The mentor needs to help the students aware about their disobedience to God. Guidelines to help the student aware of their obedience or disobedience to God: Some examples of my disobedience to God are… What difficulties have I encountered when I tried to obey God? How do I behave when I encountered difficulties to obey God? For example, when the students are lazy to pray and/or read the Bible: How do they feel: just fine or guilty? What is their next action: do they try to pray diligently and/or read the Bible or do they not care and just let it be? 6

TO DO The mentor asks the students TO DO something to show their obedience in their daily life as their commitment to grow. The meaning of obedience is always submissive (to God, government, etc.), following orders, and being faithful. Obedience is an important part of a believer's life. Obedience is one way to prove that we love God. Therefore, practicing obedience is an expression of the believer's faith in God. To practice obedience in daily life, the students are asked to do the activity of “Living in Obedience to God”. For example: faithfully reading the Bible or praying every day, or showing obedience in living out God's commandments every day, etc. 1. “Living in Obedience to God” Activity Guidelines for doing the “Living Obedience to God” activity: What activity will I do to practice obedience? When will I do the activity? How long will I do the activity? How do I do the activity? What do I need to be able to do the activity? Who can help me with the activity? The activity for “Living in Obedience to God” should be written down for the participant’s personal record as well as to share with others. 7

TO DO 2. Learn together The mentor asks the students to talk about the “Living in Obedience to God” activity they have already done. Guidelines to learn together: Did I do my best to follow the “Living in Obedience to God” activity plan? Was my activity successful or did I fail to do the activity? Why did I succeed? Why did I fail? How do I feel if I succeeded? How do I feel if I failed? What supports and hinders me in carrying out the activity? What did I learn from the activity “Living in Obedience to God”? 8

TO SHARE The mentor asks the students TO SHARE their experiences when living in obedience: what they were struggling with and how they felt when succeeded. Sharing the experience of “Living in Obedience to God” is a good thing that they should do, because it can bring a positive influence (become a blessing) on others. Therefore, each student is asked to share his/her \"Living in Obedience to God\" activity with others. Guidelines to share the “Living in Obedience to God” activity: 1.To whom will I share my experience about the “Living in Obedience to God” activity? 2.How will I share my experience about the “Living in Obedience to God” activity? 3.What positive things will I share with others about the “Living in Obedience to God” activity? 9

Tabitha FIDS Character: Objective: Bible Reading: Caring for Others The students care about Acts 9:36-43 people around them through the act of sharing FEELINGS - IMAGINE - DO - SHARE The mentor introduces \"FIDS\": 1.Ask the students to recognize the FEELINGS of the Bible characters as they got into or live in a certain situation 2.Give time for the students to IMAGINE particular things in their life that needs to be improved or changed, as the action of obedience 3.Ask the students to DO something as the Bible characters do for their commitment to grow 4.Ask the students to SHARE their experience when living according to the Bible character: what they were struggling with and how they felt when succeeded 10

TABITHA, AN EXAMPLE OF CARING IN THE NEW TESTAMENT 1. INTRODUCTION The mentor introduces Tabitha's life, a biblical character from the New Testament, who practiced a caring attitude, then: Ask the students to recognize Tabitha's FEELINGS when she lives in caring for others. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of caring. Ask the students to DO something (caring for others) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences when living in caring: what they were struggling with and how they felt when succeeded. 2. Tabitha, an Example of Caring in the New Testament Tabitha (Greek: Dorcas) lived in Joppa. She was a disciple who always doing good and helping the poor (Acts 9:36). One day she got sick and died. The disciples heard that Peter was in Lydda (which was near Joppa) so they sent two men to Peter, asking him to come to Joppa immediately. When Peter arrived at Joppa, 11

all the widows stood around him, crying and showing him the robes and other clothing that Tabitha has made while she was still with them (v. 39). Tabitha's death made many people (saints and widows) sad because she always did good and helped the poor to them, especially by giving robes and clothes to the widows. Then, when Peter resurrected Tabitha in God's power and love, it became good news for many people (v. 42). 12

TO FEEL The mentor asks the students to recognize the FEELINGS of Tabitha, both when she cared for others and how others responded to her death. Guidelines to help the students recognize Tabitha's feelings: 1.If I were Tabitha, why would I care about others? 2.If I were Tabitha, how would I feel when people cried because they have lost me? 3.If I were Tabitha, how would I feel when people were showing me the clothes that I had made? 13

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that needs to be improved or changed as the action of caring. Caring by sharing with those around us is not an easy thing to do. In the students' life, there was a time, perhaps even often, when they were unwilling to show a caring attitude toward others by sharing with the people (friends, relatives) around them. Guidelines to help the students imagine their caring or not caring attitudes for others: What makes me unable or unwilling to show that I care by sharing with the people (friends, relatives) around me? How did I realize my attitude about caring for others in my life? How do I feel when I don't show any concern for those in need? How do those in need feel when I don't care about them? 14

TO DO The mentor asks the students TO DO something to show their caring for others in their daily life as their commitment to grow. Caring is the attitude and action of paying attention and heeding a situation outside them. It can be the environment as well as the people around them. Human beings were created with the attitude and action of caring for the environment as well as the people around them. This means the act of caring must be practiced in real action. To practice the act of caring in their daily lives, the students are asked to do the “I Care for Others” activity. For example, donating notebooks to a friend who can’t afford them. 1. “I Care for Others” Activity Guidelines for doing the “I Care for Others” activity: What activity will I do to show that I care for others? To whom will I do it? When will I do the activity? How long will I do the activity? How do I do the activity? What do I need to be able to do the activity? Who can help me with the activity? The activity for “I Care for Others” should be written down for the participant’s personal record as well as to share with other. 15

TO DO 2. Learn together The mentor asks the students to talk about the “I Care for Others” activity they have already done. Guidelines to learn together: Did I do my best to follow the “I Care for Others” activity plan? Was my activity successful or did I fail to do the activity? Why did I succeed? Why did I fail? How do I feel if I succeeded? How do I feel if I failed? What supports and hinders me in carrying out the activity? What did I learn from the activity “I Care for Others”? 16

TO SHARE The mentor asks the students TO SHARE their experiences when living in a caring attitude: what they were struggling with and how they felt when succeeded. Sharing the experience of the “Caring for Others” activity is a good thing because it can bring positive influence (become a blessing) on others. Therefore, each student is asked to share his/her “I Care for Others” activity with others. Guidelines to share the “I Care for Others” activity: 1.To whom will I share my experience about the “I Care for Others” activity? 2.How will I share my experience about the “I Care for Others” activity? 3.What positive things will I share with others about the “I Care for Others” activity? 17

Jacob FIDS Character: Objective: Bible Reading: Honesty Students have the courage Genesis 25:22-34; 27:1-40; to admit their mistakes 33:1-20 FEELINGS - IMAGINE - DO - SHARE The mentor introduces \"FIDS\": 1.Ask the students to recognize the FEELINGS of the Bible characters as they got into or live in a certain situation 2.Give time for the students to IMAGINE particular things in their life that needs to be improved or changed, as the action of obedience 3.Ask the students to DO something as the Bible characters do for their commitment to grow 4.Ask the students to SHARE their experience when living according to the Bible character: what they were struggling with and how they felt when succeeded 18

JACOB, AN EXAMPLE OF HONESTY IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Jacob's life, a biblical character from the Old Testament, who carries out an honest attitude, then: Ask the students to recognize Jacob's FEELINGS when he lives in honesty. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of honesty. Ask the students to DO something (honesty) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences when living in honesty: what they were struggling with and how they felt when succeeded. 2. Jacob, an example of being honest in the old testament Jacob was the youngest son of Isaac and Rebekah. He had a twin brother called Esau. Esau was born before Jacob, so Esau became the firstborn. The Bible tells us that Jacob took Esau's birthright by deceiving Isaac about his identity because Isaac's eyes were blurry and he could no longer see. 19

Jacob went close to his father Isaac, who touched him and said, “The voice is the voice of Jacob, but the hands are the hands of Esau.” He did not recognize him, for his hands were hairy like those of his brother Esau; so he proceeded to bless him. “Are you really my son Esau?” he asked. “I am,” he replied. (Gen 27:22-24). This incident made Esau hold a grudge against Jacob, so he tried to kill Jacob. On Rebekah's advice, Jacob fled to Laban, his uncle, who lives in Haran (v. 43). Their long journey of enmity was resolved in their meeting near the Jabbok river, after Jacob had wrestled with God. He himself went on ahead and bowed down to the ground seven times as he approached his brother. But Esau ran to meet Jacob and embraced him; he threw his arms around his neck and kissed him. And they wept (33:3-4). This encounter successfully re-established their brotherhood because of Jacob's willingness to humble himself (prostrate to the ground seven times) and his honesty in saying that \"..., For to see your face is like seeing the face of God, ...\" (v. 10b). Jacob humbled himself and confessed honestly, seeing that there was good in Esau. Jacob's humility and honesty had a positive effect on him (Jacob calmed down after years of fear and heartbreak, 32:7), and also restored his brotherhood with Esau. 20

TO FEEL The mentor asks the students to recognize the FEELINGS of Jacob when he showed honesty. Encounter someone who has hurt us or those we hurt before is not an easy thing to do. Therefore, the mentor needs to explore the student's feelings: how they feel when they encounter someone who has hurt them or has been hurt by them. Guidelines to help the students recognize Jacob's feelings: 1. If I were Jacob in that encounter how would I feel? 2. If I were Jacob what would have prevented me from being honest? 3. If I were Esau in that encounter how would I feel? 4. If I were Esau what action would I have taken? 21

TO IMAGINE The mentor gives chance for students TO IMAGINE the particular things in their daily life that needs to be improved or changed as the action of honesty. Sometimes we are very likely dishonest. The mentor should help the students to find and be aware of their dishonesty. Guidelines to help the students imagine their honest or dishonest attitude: Some of the honest and dishonest things I've done in my life are... Why was I honest or dishonest? How do I feel when I am honest or dishonest? What are the consequences when I was honest or dishonest? 22

TO DO The mentor asks the students TO DO something to show their honesty in their daily life as their commitment to grow. Being honest is not always an easy thing to do but it must be done. To practice honesty in daily life, the students are asked to do the “Practicing Honesty Every Day” activity. For example: If they haven’t studied they admit and said the truth when their parents asked them. 1.“Practicing Honesty Every Day” Activity Guidelines for doing the “Practicing Honesty Every Day” activity: What activity will I do to practice honesty every day? When will I do the activity? How long will I do the activity? How do I do the activity? What do I need to be able to do the activity? Who can help me with the activity? The activity for “Practicing Honesty Every Day” should be written down for the participant’s personal record as well as to share with others. 23

TO DO 2. Learn together The mentor asks the students to talk about the “Practicing Honesty Every Day” activity that they did. Guidelines to learn together: Did I do my best to follow the “Practicing Honesty Every Day” activity plan? Was my activity successful or did I fail to do the activity? Why did I succeed? Why did I fail? How do I feel if I succeeded? How do I feel if I failed? What supports and hinders me in carrying out the activity What did I learn from the “Practicing Honesty Every Day” activity? 24

TO SHARE The mentor asks the students TO SHARE their experiences when practicing honesty: what they were struggling with and how they felt when succeeded. Sharing the experience of “Practicing Honesty Every Day” is a good thing that they should do because it can bring a positive influence (become a blessing) for others. Therefore, they will share my experience with others. Guidelines on how to share the activity of “Practicing Honesty Every Day” with others: 1. To whom will I share my experience about the “Practicing Honesty Every Day” activity? 2. How will I share my experience about the “Practicing Honesty Every Day” activity? 3. What positive things will I share with others about the “Practicing Honesty Every Day” activity? 25

Joseph FIDS Character: Objective: Bible Reading: Patience Students are patient in Genesis 37:1-36; 39-41:57 waiting for God’s plan when encountering difficult situations FEELINGS - IMAGINE - DO - SHARE The mentor introduces \"FIDS\": 1.Ask the students to recognize the FEELINGS of the Bible characters as they got into or live in a certain situation 2.Give time for the students to IMAGINE particular things in their life that needs to be improved or changed, as the action of obedience 3.Ask the students to DO something as the Bible characters do for their commitment to grow 4.Ask the students to SHARE their experience when living according to the Bible character: what they were struggling with and how they felt when succeeded 26

JOSEPH, AN EXAMPLE OF PATIENCE IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Joseph's life, a biblical character from the Old Testament, who carries out a patient attitude, then: Ask the students to recognize Joseph's FEELINGS when he lives in patience. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of patience. Ask the students to DO something (patience) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences when living in patience: what they were struggling with and how they felt when succeeded. 2. Joseph, an Example of Patience in the Old Testament Joseph was the first child of Jacob and Rachel. Joseph has six older brothers, the children born from Jacob and Leah, and another four other older brothers, the children born from Bilhah (Rachel's handmaid) and Zilpah (Leah's handmaid). Joseph had one younger brother, Benjamin (Rachel's second child). 27

Since Jacob loved Joseph more than his other sons, Joseph was hated by his brothers (Gen. 37:3). They planned to kill Joseph but God saved him from his brothers. Joseph faced some situations: 1. Considering Reuben's advice, Joseph was not killed but thrown into a dry well (v. 22). 2. Considering Judah's advice, Joseph was brought out of a dry well and sold to a passing merchant (Ishmaelites) for 20 shekels of silver. Then Joseph was taken to Egypt (vv. 26-28). In Egypt, Joseph was sold to Potiphar, Pharaoh's official. In Potiphar's house, for the LORD was with Joseph, he became a successful servant. Potiphar put him in charge of his household, and he entrusted to his care everything he owned (39:2-4). Potiphar's wife slandered Joseph. He was arrested and put in prison (v. 20). In prison, for the LORD was with him and loved him, the prison warden put Joseph in charge of all those held in the prison, and he was made responsible for all that was done there. The LORD was with him and gave him success in whatever he did. God's guidance and faithfulness also enabled him to interpret the dreams of the king's cupbearer and baker, and even the dreams of Pharaoh, the king of Egypt, thus making Joseph the ruler of Egypt. Even when Egypt was experiencing severe drought and famine, the Lord continues to show his presence and faithfulness to Joseph: 1. Enabled Joseph to overcome drought and famine in Egypt. 2. Enabled Joseph to love and help his family from hunger, even though Joseph had received bad treatment from them. When “his brothers came and threw themselves down before him. “We are your slaves,” they said. But Joseph said to them, “Don’t be afraid. Am I in the place of God? You intended to harm me, but God intended it for good to accomplish what is now being done, the saving of many lives” (50:18-20). 28

Joseph's attitude and actions towards his brothers showed his patience and obedience to God's plan for him, though he had to encounter many problems and sufferings: “You intended to harm me, but God intended it for good to accomplish what is now being done, the saving of many lives.” (Gen 50:20). 29

TO FEEL The mentor asks the students to recognize the FEELINGS of Joseph when he showed patience. Although encountered so many problems and sufferings in his life, Joseph remained patient because he knew God's plan for him is good. Guidelines to help the students recognize Joseph's feelings: 1.How did Joseph feel when he was thrown into a dry well, sold to a merchant, sold to Potiphar, and put in prison? 2.How would I feel if I faced the same problem as Joseph? 3.What would I have done if I faced the same problem as Joseph? 30

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that needs to be improved or changed as the action of patience. When expecting something people tend to gain success instantly. They are often impatient to carry out the process and face the problems and sufferings that arise when trying to gain success. The mentor needs to help the students aware about their impatient attitudes and actions in going through the process as well as dealing with the problems and sufferings to achieve what they are expecting. Guidelines to help the students imagine their patience or impatience attitude: In what ways am I patient or impatient? What makes me patient or impatient? Why am I patient or impatient? How often am I impatient or impatient? What are the consequences if I am patient or impatient? 31

TO DO The mentor asks the students TO DO something to show their patience attitude in their daily life as their commitment to grow. Patience endures in trials (not being easily irritated, discouraged, or brokenhearted); long-suffering, calm, not in a rush, and losing control. Patience also means the ability to hold himself to not doing things that are against God's plan for believers. Being patient means trying to understand the goodness of God's plan in every event that happens in life, because \"God always and has planned it for good\". To practice patience in daily life, the students are asked to do the “Be Patient” activity. For example: when they ask for something and you usually get it immediately, now they must learn to wait and be patient. 1. “Being Patient” Activity. Guidelines for doing the “Be Patient” activity: What do I want to be patient about? When will I do the activity? How long will I do the activity? How do I do the activity? What do I need to be able to do the activity? Who can help me with the activity? The activity for “Being Patient” should be written down for the participant’s personal record as well as to share with others. 32

TO DO 2. Learn together The mentor asks the students to talk about the “Being Patient” activity that they did. Guidelines to learn together: Did I do my best to follow the “Being Patient” activity plan? Was my activity successful or did I fail to do the activity? Why did I succeed? Why did I fail? How do I feel if I succeeded? How do I feel if I failed? What supports and hinders me in carrying out the activity? What did I learn from the activity “Being Patient”? 33

TO SHARE The mentor asks the students TO SHARE their experiences when living in patience: what they were struggling with and how they felt when they succeeded. Sharing the experience of doing the “Be Patient” activity is a good thing because it can bring a positive influence (become a blessing) on others. Therefore, each student is asked to share his/her “Be Patient” activity with others. Guidelines to share the “Be Patient” activity: 1.To whom will I share my experience about the “Be Patient” activity? 2.How will I share my experience about the “Be Patient” activity? 3.What positive things will I share with others about the “Be Patient” activity? 34

Paul FIDS Character: Objective: Bible Reading: Perseverance Students show Acts 7:58-28:30 perseverance in completing their responsibilities FEELINGS - IMAGINE - DO - SHARE The mentor introduces \"FIDS\": 1.Ask the students to recognize the FEELINGS of the Bible characters as they got into or live in a certain situation 2.Give time for the students to IMAGINE particular things in their life that needs to be improved or changed, as the action of obedience 3.Ask the students to DO something as the Bible characters do for their commitment to grow 4.Ask the students to SHARE their experience when living according to the Bible character: what they were struggling with and how they felt when succeeded 35

PAUL, AN EXAMPLE OF PERSEVERANCE IN THE NEW TESTAMENT 1. INTRODUCTION The mentor introduces Paul's life, a biblical character from the New Testament, who carries out perseverance, then: Ask the students to recognize Paul's FEELINGS when he lives in perseverance. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of perseverance. Ask the students to DO something (perseverance) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences when living in perseverance: what they were struggling with and how they felt when succeeded. 2. Paul, an Example of Perseverance in the New Testament Saul, before becoming known as Paul, was a man who often persecuted the church. He was present and approved of the stoning of Stephen to death (Acts 8:1a), and destroyed the church that mourned Stephen's death (vv. 2-3). Saul was still breathing out murderous threats against the Lord’s disciple. He went to the high priest and asked him for letters, giving him the power to take the Lord's followers as prisoners (9:1-3). 36

In Acts 9:1-19a, on his way to Damascus to hurt and kill the Lord's followers, Saul encountered God. This encounter changed his life: from hating God to loving and serving God. From hindering the preaching of God's Word to being God's chosen one to preach and spread God's Word. On the other hand, God also showed him many sufferings he would experience in his journey of preaching and spreading God's Word (v. 16). The Jews plotted to injure Saul and even take his life (v. 23). He has also been in prison several times because of preaching and spreading God's Word. Even though he was in prison (along with Silas), he remained faithful in praying and praising God (16:25) and preaching God's Word (vv. 30-34). While in prison, he also wrote several letters, such as his letter to the Philippians and Ephesians. Even when many people accused him for following a path that many people call a “sect”, he still boldly proclaims and witnesses God's love (God's Way) in his life. Paul's life shows the character of perseverance that believers have and live by. Paul remained faithful in preaching the gospel, in all the challenges and sufferings he went through and experienced. Paul gave an example that the challenges and sufferings in daily life because of preaching God's Word should not stop believers from preaching God's Word. Challenges and suffering must be understood as something that can test us to the point of developing perseverance and hope (cf. Rm. 5:3). 37

TO FEEL The mentor asks the students to recognize the FEELINGS of Paul when he showed perseverance. In all the challenges and sufferings Paul showed perseverance when preaching the Gospel. It was because he had proof that Jesus was the Messiah: \"... by proving that Jesus is the Messiah\" (Acts 9:22). Guidelines to help the students recognize Paul's feelings: 1.How did Paul feel when he was hated by many people and even was put in prison because he preached God's Word? 2.How would I feel if I faced the same problem as the apostle Paul for preaching the Word of God? 3.What will I do if I face the same problem as the apostle Paul for preaching the Word of God? 38

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that needs to be improved or changed as the action of perseverance. We often lack perseverance for many excuses. We tend to lose perseverance in studying, not being diligent in work, worship, praying, reading the Bible, and so on. In order to help the students be aware of their lack of perseverance while carrying out their responsibilities, the mentor needs to help them explore and think about it. Guidelines to help the students imagine their attitude of perseverance: In what things do I persevere and not persevere? What makes me persevere and what stops me? Why am I persevering and why not? How often do I tend to persevere and how often not What are the consequences if I am persevering and what if I’m not? 39

TO DO The mentor asks the students TO DO something to show their perseverance in their daily life as their commitment to grow. Perseverance is being diligent, persistent, and earnest in working, studying, or doing anything else. By being diligent we are able to study, work, try, and so on tirelessly and consistently. We can face and manage all kinds of obstacles and feelings of laziness. To practice perseverance in daily life, the students are asked to do the “Persevering in My Tasks and Responsibilities” activity. For example, keep studying hard through many tasks. 1. .“Persevering in My Tasks and Responsibilities” Activity Guidelines for doing the “Persevering in My Tasks and Responsibilities” activity: What do I want to persevere in? When will I do the activity? How long will I do the activity? How do I do the activity? What do I need to be able to do the activity? Who can help me with the activity? The activity for “Persevering in My Tasks and Responsibilities” should be written down for the participant’s personal record as well as to share with others. 40

TO DO 2. Learn together The mentor asks the students to talk about the “Persevering in My Tasks and Responsibilities” activity that they did. Guidelines to learn together: Did I do my best to follow the “Persevering in My Tasks and Responsibilities” activity plan? Was my activity successful or did I fail to do the activity? Why did I succeed? Why did I fail? How do I feel if I succeeded? How do I feel if I failed? What supports and hinders me in carrying out the activity? What did I learn from the activity “Persevering in My Tasks and Responsibilities\" 41

TO SHARE The mentor asks the students TO SHARE their experiences when carrying out perseverance: what they were struggling with and how they felt when succeeded. Sharing the experience of doing the “Persevering in My Tasks and Responsibilities” activity is a good thing because it can bring a positive influence (become a blessing) on others. Therefore, each student is asked to share their “Persevering in My Tasks and Responsibilities” activity with others. Guidelines to share the \"Persevering in My Tasks and Responsibilities\" activity with others: 1.To whom will I share my experience about the “Persevering in My Tasks and Responsibilities” activity? 2.How will I share my experience about the “Persevering in My Tasks and Responsibilities” activity? 3.What positive things will I share with others about the “Persevering in My Tasks and Responsibilities” activity? 42

Ruth FIDS Character: Objective: Bible Reading: Perseverance Students show Acts 7:58-28:30 perseverance in completing their responsibilities FEELINGS - IMAGINE - DO - SHARE The mentor introduces \"FIDS\": 1.Ask the students to recognize the FEELINGS of the Bible characters as they got into or live in a certain situation 2.Give time for the students to IMAGINE particular things in their life that needs to be improved or changed, as the action of obedience 3.Ask the students to DO something as the Bible characters do for their commitment to grow 4.Ask the students to SHARE their experience when living according to the Bible character: what they were struggling with and how they felt when succeeded 43