Growing Together Group (GTG) Book forTeacher

RUTH, AN EXAMPLE OF FAITHFULNESS IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Ruth's life, a biblical character from the Old Testament, who lived in faithfulness, then: Ask the students to recognize Ruth's FEELINGS when he lives in faithfulness. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of faithfulness. Ask the students to DO something (faithfulness) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences when living in faithfulness: what they were struggling with and how they felt when succeeded. 2. Ruth, an Example of Faithfulness in the Old Testament. Ruth is a female character in the Old Testament known as the WOMAN OF FAITHFULNESS because of her loyalty to her mother- in-law Naomi (Ruth 1:1-22). When her husband died, Ruth had an opportunity to leave Naomi. In fact, it was Naomi herself who even asked Ruth to leave her yet Ruth did not do it. 44

“Look,” said Naomi, “your sister-in-law is going back to her people and her gods. Go back with her.” But Ruth replied, “Don’t urge me to leave you or to turn back from you. Where you go I will go, and where you stay I will stay. Your people will be my people and your God my God. Where you die I will die, and there I will be buried. May the Lord deal with me, be it ever so severely, if even death separates you and me (vv. 15-17). The dialogue between Naomi and Ruth shows that Ruth decided to stay with Naomi not only because of her obligations as the wife of Naomi's child, but also the excellent relationship between Naomi and Ruth, namely Ruth's faithfulness to Naomi. Faithfulness is the attitude and action of someone who is willing to love others that go beyond obligations, different backgrounds, and life problems. Ruth was a Moabite while Naomi was Jewish. Ruth was allowed and free to leave Naomi. Moreover, they were not bound by any familial ties because Ruth’s husband had died. But Ruth insisted to live with Naomi. Love enabled Ruth to give and prove her faithfulness to Naomi. Love enabled both of them to continue living in the midst of the grief they had gone through. Ruth's faithfulness to Naomi brought Ruth to know Boaz and eventually got married to him. From their marriage, the figures of David (4:18-22) and the Lord Jesus (Matt. 1:1-16) were born. Ruth's faithfulness became God's instrument to bring the gospel to the world. 45

Ruth's faithfulness teaches us several things: 1.Faithfulness is based on love; go beyond obligations, different backgrounds, and life problems. 2.Faithfulness requires courage to free oneself from self- interest. 3.Faithfulness is concerned with being present and in solidarity with others who are weak. 4.Faithfulness becomes strength, hope, and empowerment for both parties: the ones who show faithfulness actions and the ones who receive faithfulness. 46

TO FEEL The mentor asks the students to recognize the FEELINGS of Ruth when she practiced faithfulness. Ruth proved her faithfulness to Naomi by refusing to leave Naomi, even when Naomi herself asked Ruth to leave her. It is because Ruth loved Naomi. Guidelines to help the students recognize Ruth's feelings: 1.How did Naomi feel when she asked Ruth to leave her? 2.How did Ruth feel when she was asked to leave Naomi? 3.How did Naomi feel when Ruth didn't want to leave her? 4.How would I feel if I were Naomi? 5.How would I feel if I were Ruth? 47

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that need to be improved or changed as the action of faithfulness. Showing faithfulness is not an easy action to do because of several things: self-interest, offensive words and deeds, and other reasons. In order to help the students be aware of their unfaithfulness towards their friends, best friends, siblings, or anyone else, the mentor needs to help them. Guidelines to help the students imagine their faithful or unfaithful attitude: In what ways am I faithful or unfaithful? To whom am I faithful or unfaithful? What makes me faithful or unfaithful? Why am I faithful or unfaithful? How often have I been faithful or unfaithful? What will happen if I am faithful or unfaithful? 48

TO DO The mentor asks the students TO DO something to show their faithfulness in their daily life as their commitment to grow. Faithfulness is a stance of the heart (steadfastness; obedience) that will not leave behind something or someone that has become a part of his life. Faithfulness is one of the most treasured qualities of life. Faithfulness is the most sincere part of love because true love leads to sacrifices that are the proof of faithfulness. To practice faithfulness in their daily lives, the students are asked to do the “Showing Faithfulness” activity. For example: being faithful to friends, best friends, siblings, or while studying, etc. 1. “Showing Faithfulness” Activity Guidelines for doing the “Showing Faithfulness” activity: What do I want to faithfully do, or to whom do I want to be faithful? 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 “Showing Faithfulness” should be written down for the participant’s personal record as well as to share with others. 49

TO DO 2. Learn together The mentor asks the students to talk about the “Showing Faithfulness” activity that they did. Guidelines to learn together: Did I do my best to follow the “Showing Faithfulness” 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 “Showing Faithfulness”? 50

TO SHARE The mentor asks the students TO SHARE their experiences when practicing faithfulness: what they were struggling with and how they felt when succeeded. Sharing the experience of doing the “Showing Faithfulness” 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 “Showing Faithfulness” activity with others: Guidelines to share the “Showing Faithfulness\" activity: 1.To whom will I share my experience about the “Showing Faithfulness” activity? 2.How will I share my experience about the “Showing Faithfulness” activity? 3.What positive things will I share with others about the “Showing Faithfulness” activity? 51

Samson FIDS Character: Objective: Bible Reading: Self-Awareness Students show self- Judges 13-16 awareness, knowing and managing their strengths and weaknesses well 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 52

SAMSON, AN EXAMPLE OF SELF- AWARENESS IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Samson's life, a biblical character from the Old Testament, who practice self-awareness yet fail to manage, then: Ask the students to recognize Samson's FEELINGS when he lives in self-awareness. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of self- awareness. Ask the students to DO something (self- awareness) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences when living in self-awareness: what they were struggling with and how they felt when succeeded. 2. Samson, An Example of Self- Understanding in the Old Testament Samson was the son of Manoah, a woman who was actually barren. In God's plan and will, the angel of the Lord conveyed the news that they would be blessed with a child who would be a Nazirite of God from his mother's womb until he died. As a Nazirite, Samson had to protect himself from wine or other fermented drinks, unclean food, and razors (he was not allowed to cut his hair). 53

Samson was chosen by God to save the Israelites from the oppression of the Philistines. He alone was able to strike down thirty Philistines (Judg. 14:19); He alone was able to catch three hundred foxes and tied them tail to tail in pairs, fastened a torch to every pair of tails, lit the torches and burned Philistine's grain (15:4-5); with a donkey's jawbone he killed one thousand Philistines (15:16); took hold of the doors of the city gate, together with the two posts, and tore them loose, bar and all, and lifted them to his shoulders and carried them to the top of the hill that faces Hebron (16:3); tore down the Philistine's temple, killed three thousand Philistines, as well as himself (vv. 27- 30). Samson's great strength was God's gift. Samson realized and learned that his great strength came along with his weakness (16:16-20). So he told her everything. “No razor has ever been used on my head,” he said, “because I have been a Nazirite dedicated to God from my mother’s womb. If my head were shaved, my strength would leave me, and I would become as weak as any other man.” (vv. 16-17). Samson was aware of himself, his strengths and weaknesses, but he failed to manage them well. He was willing to share his strengths which are also his weaknesses with a woman/his wife (who had been persuaded by the city kings of the Philistines to find out why his strength was so great), who begged for days and kept urging him to tell him ... \"the secret of your great strength\" (vv. 6, 16). 54

TO FEEL The mentor asks the students to recognize the FEELINGS of Samson when he was aware of himself yet failed to manage. Samson was aware of himself, but he was not able to manage his understanding. Self-awareness must be accompanied by the ability to self-manage. Otherwise, problems will arise in life as Samson who ended up being captured and defeated by the Philistines. Guidelines to help the students recognize Samson's feelings when he was aware of himself yet failed to manage: 1.How did Samson feel when he realized that he was defeated and captured by the Philistines because the LORD had left him after his hair was cut? 2.How would I feel if I faced the same problem as Samson? 55

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that need to be improved or changed as their action of self-awareness. People often realize and know themselves yet fail to manage it well. For example, a person knows that he is a student but fails to manage his study well, or a person knows that he is an employee but fails to manage his work well. In order to help the students be aware of their lack of self- awareness and (or have self-awareness yet fail to manage), the mentor needs to help them explore and think about it. Guidelines to help the students imagine their self-awareness attitude: 1.In what way do I aware or not aware of myself? 2.What makes me aware or not aware of myself? 3.Why do I aware or not aware of myself? 4.How often do I aware or not aware of myself? 5.What are the consequences if I am aware or not aware of myself? 56

TO DO The mentor asks the students TO DO something to show their self-awareness in their daily life as their commitment to grow. Self-awareness is knowing the characteristics, potentials, and/or problems (disorders) in oneself in order to be able to manage them properly. Excellent self-awareness has a huge impact on anything we do: for our own good, to build better relationships as well as to create a meaningful and satisfying life. To practice self-awareness (and good self-management) the students are asked to do the “Self-Awareness” activity. For example, if they are aware that they are students then they should manage themselves well and study well. 1. “Self-Awareness” Activity Guidelines for doing “Self-Awareness” activity: What do I want to understand about myself? 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 “Self-Awareness” should be written down for the participant’s personal record as well as to share with others. 57

TO DO 2. Learn together The mentor asks the students to talk about the “Self-Awareness” activity that they did. Guidelines to learn together: Did I do my best to follow the “Self-Awareness” 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 “Self-Awareness”? 58

TO SHARE The mentor asks the students TO SHARE their experiences when practicing self-awareness: what they were struggling with and how they felt when succeeded. Sharing the experience of doing the “Self-Awareness” 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 “Self-Awareness” activity with others: Guidelines to share the \"Self-Awareness\" activity: 1.To whom will I share my experience about the “Self- Awareness” activity? 2.How will I share my experience about the “Self- Awareness” activity? 3.What positive things will I share with others about the “Self-Awareness” activity? 59

STEPHEN FIDS Character: Objective: Bible Reading: Courage Students have the courage Acts 6-8:1 to say or do the right thing even though risky 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 60

STEPHEN, AN EXAMPLE OF COURAGE IN THE NEW TESTAMENT 1. INTRODUCTION The mentor introduces Stephen's life, a biblical character from the New Testament, who practice courage, then: Ask the students to recognize Stephen's FEELINGS when he lives in courage. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of courage. Ask the students to DO something (courage) in their daily life as the Bible characters do for their commitment to grow. Ask the students to SHARE their experiences when living in courage: what they were struggling with and how they felt when succeeded. 2. Stephen, An Example of Courage in the New Testament. As the number of Christ's followers continued to grow, Stephen was one of the seven people chosen by the Church to serve the poor. In his ministry, Stephen, who was full of grace and power, performed miracles and signs (Acts 6:8). 61

A challenge arose when some people felt threatened by the wisdom of Stephen and the Spirit that prompted him to speak and testify. They set up false testimonies against Stephen: accused of speaking blasphemous words against Moses and God. By this false testimony, they ambushed Stephen, dragged him, and brought him before the Council (a sort of religious court). They falsely accused Stephen of speaking words that insulted the holy place and the law, saying that Jesus would destroy the holy place and change the customs that Moses had instituted. In order to against these false testimonies, Stephen firmly and boldly said that they were “...stiff-necked people! Your hearts and ears are still uncircumcised. You are just like your ancestors: You always resist the Holy Spirit! Was there ever a prophet your ancestors did not persecute? They even killed those who predicted the coming of the Righteous One. And now you have betrayed and murdered him— you who have received the law that was given through angels but have not obeyed it.” (vv. 51-53). Stephen's courage in proclaiming the truth (because he was full of the Spirit and wisdom) made the members of the Council deeply offended and reacted angrily. They shouted, stormed, and dragged Stephen out of the city, then stoned Stephen to death (vv. 54-60). 62

TO FEEL The mentor asks the students to recognize the FEELINGS of Stephens when he showed his courage. Even though Stephen had to suffer and be stoned to death, he (full of Spirit and wisdom) had the courage to speak the truth. His courage cost him suffering and death. Guidelines to help the students recognize Stephen's FEELINGS when he had to suffer and die for his courage to tell the truth: 1.How did Stephen feel when false testimony was given against him before the Council? How did he feel when he was dragged out of town and then stoned to death? 2.How would I feel, if at that time or now, I were Stephen: being falsely accused before the Council, dragged out of town, and stoned to death? 3.If at that time, I was in Stephen's position, would I still have the courage to testify the truth, even though people hate me? 63

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that need to be improved or changed as the action of courage. Courage is the confidence to say and do the right thing. It is not an easy thing to do because it is a high-risk action but it is important and must be done. In order to help the students to be aware of their lack of courage to say and do the right thing, mentors need to help them explore and think about it. Guidelines to help the students imagine their lack of courage: 1.In what ways do I lack the courage to say and do the right thing? 2.To whom do I lack the courage to say and do the right thing? 3.What keeps me from saying and doing the right thing? 4.Why can't I say and do the right thing? 5.How often do I have the courage to say and do the right thing? 6.What will happen if I lack the courage to say and do the right thing? 64

TO DO The mentor asks the students TO DO something to show their courage in their daily life as their commitment to grow. Courage is brave: having a steady heart and great confidence in the face of danger, and adversity; not afraid, undaunted, nor discouraged. Courage is doing something without worrying too much about bad results. People with courage will be able to act wisely without being overshadowed by fears. Courage is fighting for something that is considered important; being able to face anything that can get in the way because of his faith in the truth. Courage makes humans able to survive in the midst of challenges. The courage to encounter any situation in life is highly important to achieve success. Every success requires courage. How much courage a person has to deal with risks, difficulties, and challenges will determine how great the achievements in life will be. Greater success and achievements need greater courage. To practice courage, the students are asked to do the “Courage to Say and Do the Right Thing” activity. For example, the courage to admit mistakes. 65

TO DO 1. “Courage to Say and Do the Right Thing” Activity Guidelines for doing the “Courage to Say and Do the Right Thing” activity: What activity will I do to show courage? 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 “Courage to Say and Do the Right Thing” should be written down for the participant’s personal record as well as to share with others. 66

TO DO 2. Learn together The mentor asks the students to talk about the “Courage to Say and Do the Right Thing” activity that they did. Guidelines to learn together: Did I do my best to follow the “Courage to Say and Do the Right Thing” 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 “Courage to Say and Do the Right Thing”? 67

TO SHARE The mentor asks the students TO SHARE their experiences when practicing courage: what they were struggling with and how they felt when succeeded. Sharing the experience of doing the “Courage to Say and Do the Right Thing” 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 “Courage to Say and Do the Right Thing” activity with others Guidelines to share the “Courage to Say and Do the Right Thing” activity: 1.1. To whom will I share my experience about the “Courage to Say and Do the Right Thing” activity? 2.1. How will I share my experience about the “Courage to Say and Do the Right Thing” activity? 3.2. What positive things will I share with others about the “Courage to Say and Do the Right Thing” activity? 68

ABRAHAM FIDS Character: Objective: Bible Reading: Hospitality Students show good Genesis 18:1-8 manners with a hospitality attitude to others 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 69

ABRAHAM, AN EXAMPLE OF HOSPITALITY IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Abraham's life, a biblical character from the Old Testament, who practiced hospitality, then: Ask the students to recognize Abraham's FEELINGS when he lives in hospitality. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of hospitality. Ask the students to DO something (hospitality) in their daily life as the Bible characters do for their commitment to grow. Ask the students to SHARE their experiences when living in hospitality: what they were struggling with and how they felt when succeeded. 2. Abraham, an Example of Hospitality in the Old Testament. Abraham, also known as the father of all nations, is one of the most famous biblical characters known for his hospitality, as part of the manners of life at that time. One example is Abraham's story found in Genesis 18:1-8. 70

In the heat of the day, Abraham was sitting at the entrance to his tent. As he was sitting, three men came standing in front of him. It is written in the Bible that the three guests were the appearance of the LORD, but Abraham did not know this. Abraham hurriedly ran from the door of his tent to welcome the guests. Abraham came over to them, bowed down to the ground, and offered the three guests to stop and rest for a while. Abraham served water to wash their feet, a loaf of bread, curd (fermented milk), milk, and served the largest and the best calf he had. Even though Abraham did not know who the guests were, he still welcomed, received, and treated them very well. The tradition of the nomadic society of that time showed that Abraham's act of hospitality in welcoming strangers (not known before) was part of life's courtesy. This attitude of hospitality was considered the same attitude towards God, whose face was often unknown. This action has several meanings: 1.Offering a drink. Offering a drink means saving life because water means a source of life. The act of offering a drink sometimes is only done as a formality, though. 2.Offering food. Offering food is considered higher than previous courtesy because offering food means a willingness to share and build social relationships. As people eat together a relationship will be built, which is much deeper and more meaningful than just offering drinks. 3.Offering a dwelling place. This act was the highest level of courtesy performed by Abraham. Offering a dwelling place to rest inside his house means Abraham was ready to give living space to others and allow strangers to enter his house, as well as his heart (sharing his privacy). 71

The story of Abraham is an example of being friendly and having good manners toward strangers/guests/friends around us. We need to be hospitable with people, strangers, guests, and friends as our fellow human beings, regardless of who they are, where they come from, or what their background is. It is in the faces of other people (strangers/guests/friends) we can see the face of God. 72

TO FEEL The mentor asks the students to recognize the FEELINGS of Abraham he showed hospitality. Through the action of Abraham's hospitality, we learn that being friendly to strangers is the same as being friendly to God because the unknown face of God is often present in the faces of strangers. Guidelines to help the students recognize Abraham's feelings when he performed hospitality: 1.How did Abraham feel when he saw strangers in front of his tent and greeted them warmly? 2.How would I feel if I got into the same situation as Abraham? 3.If I were Abraham at that time would I be friendly to strangers as Abraham did? 73

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that need to be improved or changed as the action of hospitality. It's not easy being friendly to strangers. Instead of behaving and acting friendly, we rather tend to be suspicious and stay away. In order for the students to be aware of their lack of hospitality to strangers, the mentor needs to help them explore and think about it. Guidelines to help the students imagine their hospitality attitude: 1.To whom have I not shown or failed to show my hospitality? 2.In what ways have I not shown or failed to show my hospitality? 3.What keeps me from showing or failing to show my hospitality? 4.Why do I show or failed to show my hospitality? 5.How often have I shown or failed to show my hospitality? 6.What are the consequences if I show or fail to show my hospitality? 74

TO DO The mentor asks the students TO DO something to show their attitude of hospitality in their daily life as their commitment to grow. Hospitality means being kind, saying in good manners and politeness; being sociable, and being easy to get along with. To practice hospitality, the students are asked to do the “Friendly to Others” activity. For example: showing a willingness to talk with people you don’t know. 1. “Friendly to Others” Activity. Guidelines for doing the “Friendly to Others” activity: To whom will I be friendly and show hospitality towards? 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 “Friendly to Others” should be written down for the participant’s personal record as well as to share with others. Learn together 75

TO DO 2. Learn together The mentor asks the students to talk about the “Friendly to Others” activity that they did. Guidelines to learn together: Did I do my best to follow the “Friendly to 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 “Friendly to Others”? 76

TO SHARE The mentor asks the students TO SHARE their experiences practicing hospitality attitude: what they were struggling with and how they felt when they succeeded. Sharing the experience of doing the “Friendly to Others” 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 “Friendly to Others” activity with others. Guidelines to share “Friendly to Others” activity: 1.To whom will I share my experience about the “Friendly to Others” activity? 2.How will I share my experience about the “Friendly to Others” activity? 3.What positive things will I share with others about the “Friendly to Others” activity? 77

Noah FIDS Character: Objective: Bible Reading: Self-Control Sttuhdaretiannttfhthlsueeeesyrnnhtvwhcoireaiwloldnncsgbmheeyolefto-anesctbaeoasngidtloyrooldso Genesis 6-7 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 78

NOAH, AN EXAMPLE OF SELF- CONTROL IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Noah's life, a biblical character from the Old Testament, who lived in self-control, then: Ask the students to recognize Noah's FEELINGS when he lives in self-control. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of self- control. Ask the students to DO something (self-control) in their daily life as the Bible characters do for their commitment to grow. Ask the students to SHARE their experiences when living in self-control: what they were struggling with and how they felt when succeeded. 2. Noah, An Example of Self-Control in the Old Testament When we mention the name of Noah, what comes immediately to mind is the Ark, the Flood, and the pairs of animals. But have we ever wondered why only Noah was chosen and sent by God so that he and his family could be saved? 79

Noah (who had a wife and three children: Shem, Ham, and Japheth) grew as a righteous and blameless person among his contemporaries because he walked faithfully with God. At that time, the world get worse and chaos, great wickedness, and every inclination of the thoughts of the human heart were only evil all the time, even different types of sin were growing. In the midst of that broken world, Noah had good self-control. Self-control is an ability to consciously control himself in order to carry out good behavior, and not harm others. At that time, Noah was very likely tempted to be like other people: evil and full of violence. In fact, many people may even view Noah as a strange person by saying, \"Why to keep up obeying God?\". The situation even worse when Noah obeyed God to build an Ark. Noah also had to warn the ungodly people (who do not care about God's commands, bad behavior, evil, and sinful) to repent immediately because the destruction of mankind will soon come through the Flood. Noah had self-control in the midst of an evil world by keeping up the truth and God's commandments to him. “...: Noah was a righteous man, blameless among the people of his time, and he walked faithfully with God.” (Gen 6:9). 80

TO FEEL The mentor asks the students to recognize the FEELINGS of Noah when he lived in self-control. Noah had self-control because he “was a righteous man and blameless among his contemporaries, and Noah walked with God.” Noah's relationship with God made him able to overcome the temptations around him; he was able to choose and do what was right and remained blameless. Guidelines to help the students recognize Noah's feelings when he had the self-control to overcome the temptations: 1.How did Noah feel when he was tempted by his environment to join in doing evil, even ridiculed when he built the ark? 2.How would I feel if I, at that time or now, got into the same as Noah: being tempted by the environment to join in doing evil? 3.If I were Noah at that time, would I have persisted in practicing the truth and not doing any despicable deeds? 81

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that need to be improved or changed as the action of self-control. Living in a sinful world might tempt us to commit sinful acts. Sometimes we fail to control ourselves which leads us to sinful acts. In order for the students to be aware of their inability to control themselves, the mentor needs to help them explore their thoughts about it. Guidelines to help the students imagine their attitude of self- control: 1.In what ways am I often can or cannot control myself? 2.What makes me can or cannot control myself? 3.Why I can or cannot control myself? 4.How often I can or cannot control myself? 5.What are the consequences if I can or cannot control myself? 82

TO DO The mentor asks the students TO DO something to show their self-control in their daily life as their commitment to grow Self-control is the ability to manage and control oneself. Strong willpower will enable a person to stay away from sin and not give in to the desires of sin. To practice self-control in their daily lives, the students are asked to do the “Self-Control in Everything” activity. For example, keep studying at study time even though your friend asks you to play with them. 1. “Self-Control in Everything” Activity Guidelines for doing the “Self-Control in Everything” activity: In what ways will I learn to control myself? 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 “Self-Control in Everything” should be written down for the participant’s personal record as well as to share with others. 83

TO DO 2. Learn together The mentor asks the students to talk about the “Self-Control in Everything” activity that they did. Guidelines to learn together: Did I do my best to follow the “Self-Control in Everything” 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 “Self-Control in Everything”? 84

TO SHARE The mentor asks the students TO SHARE their experiences when practicing self-control: what they were struggling with and how they felt when succeeded. Sharing the experience of doing the “Self-Control in Everything” 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 “Self-Control in Everything” activity with others. Guidelines to share the “Self-Control in Everything\" activity: 1.To whom will I share my experience about the “Self- Control in Everything” activity? 2.How will I share my experience about the “Self-Control in Everything” activity? 3.What positive things will I share with others about the “Self-Control in Everything” activity? 85

Rebekah FIDS Character: Objective: Bible Reading: Generosity Stugdeennetsroaurse twoilolitnhgetros be Genesis 24:10-20 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 86

REBEKAH, AN EXAMPLE OF GENEROSITY IN THE OLD TESTAMENT 1. INTRODUCTION The mentor introduces Rebekah's life, a biblical character from the Old Testament, who lived in generosity, then: Ask the students to recognize Rebekah's FEELINGS when he lives in generosity. Ask the students to IMAGINE their life: what particular things in their daily life need to be improved or changed as the action of generosity. Ask the students to DO something (generosity) in their daily life as the Bible characters do for their commitment to grow Ask the students to SHARE their experiences when living in generosity: what they were struggling with and how they felt when succeeded. 2 .Rebekah, An Example of Generosity in the Old Testament Surely you often heard: \"Love is generous\". But do we really understand what generosity is? Generosity is closely related to the attitude of being charitable, willing to give, to help, and not stingy. Someone who is generous not only thinks about himself but also the feelings of others as well. 87

One of the Bible characters who were generous is Rebekah. Rebekah was the daughter of Bethuel, the granddaughter of Nahor and Milcah. Nahor was Abraham's brother (Gen. 22:23). When Abraham was very old he called Eliezer, the servant he loved and trusted. Abraham asked Eliezer to swear by the Lord to find a wife for his son, Isaac, from his master's relatives (24:3-4). Eliezer then took ten camels and all kinds of good things from his master. He went to Aram-Mesopotamia. The journey was very long and tiresome, so Eliezer stopped for a moment near a well (a spring) to rest. He prayed and asked God for a sign so that he would meet a girl who was chosen by God to be Isaac's wife. Eliezer met Rebekah, a very beautiful woman, who was going down to the spring to fill the jar (a kind of water container made of clay) with water. Eliezer hurried to meet her and asked for some water. Rebekah gave water to Eliezer: \"...: Drink, my lord...\" (24:18). In fact, Rebekah did not just give water to Eliezer, but also to his camels: \" . . . I’ll draw water for your camels too, until they have had enough to drink” (v. 19). The story of Rebekah who met Abraham's servant and was willing to give water to him and his camels proves Rebekah's generosity. She gives easily. She likes to help. She is not stingy, yet shares with a sincere heart without too much consideration or expecting something in return. 88

TO FEEL The mentor asks the students to recognize the FEELINGS of Rebekah when she showed a generous attitude. Rebekah's generous attitude enabled her to give, help, and not be stingy. She shared with a stranger with a sincere heart without doing too much consideration or expecting something in return. Guidelines to help the students recognize Rebekah's FEELINGS when she showed a generous attitude: 1.How did Rebekah feel when she was willing to give water to people she did not know, and even to his camels? 2.How would I feel if I got into a similar situation to Rebekah? 3.If I were Rebekah at that time, would I have granted the stranger's request? 88

TO IMAGINE The mentor gives chance for the students TO IMAGINE the particular things in their daily life that need to be improved or changed as the action of generosity. Generosity is the attitude and actions of not only speaking and thinking of oneself but also considering the feelings of others as well. In real life, generosity is a difficult thing to do because people tend to think too much about themselves. In order to help the students to be aware of their inability to be generous, the mentor needs to help them explore and think about it. Guidelines to help the students imagine their generosity: 1.In what ways am I often generous or not generous? 2.What makes me generous or not generous? 3.Why am I not being generous enough or not able to be generous? 4.How often have I been generous or not generous? 5.What are the consequences if I am not generous? 89

TO DO The mentor asks the students TO DO something to show their generosity in their daily life as their commitment to grow. William Shakespeare once said that generosity is the sign of true heroism. Therefore, being generous should be done in life. To practice generosity, the students were asked to do the “Being Generous” activity. For example: committing to help others who are experiencing difficulties during the pandemic. 1. \"Being Generous” Activity Guidelines for doing the “Being Generous” activity: To whom will I be generous? What will I do to show generosity? 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 Generous” should be written down for the participant’s personal record as well as to share with others. 90

TO DO 2. Learn together The mentor asks the students to talk about the “Being Generous” activity that they did. Guidelines to learn together: Did I do my best to follow the “Being Generous” 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 Generous”? 91

TO SHARE The mentor asks the students TO SHARE their experiences when practicing generosity: what they were struggling with and how they felt when succeeded. Sharing the experience of doing the “Being Generous” 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 “Being Generous in Living Together” activity with others. Guidelines to share the “Being Generous” activity: 1.To whom will I share my experience about the “Being Generous” activity? 2.How will I share my experience about the “Being Generous” activity? 3.What positive things will I share with others about the “Being Generous” activity? 92