Multiplying core activities, on the spot, and in advance

Spontaneity, or advance planning? The friends in St. Paul, MN (A) have found that both are necessary for successfully establishing core activities. Here are some insights gained from a recent teaching effort.

The most successful new development resulted from a concerted effort to arrange space for a children’s class in a community center, begun before the phase began. This has produced both a successful new children’s class and a study circle . . . .

Another new study circle resulted from a couple of teachers just coming back by the seekers’ house and offering to establish a schedule. Thus there are two observations: The children’s classes seemed to really benefit from the pre-planning, particularly in areas where people have small residences that do not encourage bringing children from multiple families together. The other observation is that a tutor should keep it simple, returning to the home or neighborhood and trying to establish a pattern of activity right away—and then following up on that pattern.

Another believer notes the value of accompaniment in helping to multiply core activities:

My main point of learning and reflection this quarter has been on the support and close contact of the regional institute coordinator. He has been accompanying and encouraging me in my work with the cluster’s tutors and children’s class teachers. I feel that strength is being built in this area, and my skills for accompanying and encouraging tutors is being strengthened.