This is a consolidation of materials on Small Group Ministry and Relational Religious Education that were included in the Curriculum Renaissance Module at Star Island, July 2004, and in the Teacher Training Renaissance Module, Ferry Beach, July 2004.

Background: Small Group Ministry is a methodology that allows teachers to take time to consider their spiritual development as part of teaching in a lifespan faith development program. This can be used in various ways. The focus is allowing – and taking – time for reflection and dialog around topics in a way that encourages teachers to "go deeper." At meetings of teachers, the focus is on spiritual nurturing of teachers while addressing the specific needs of a group.

Suggested time and framework:

Monthly meeting of not more than 2 hours, with 1-1.5 hours in Small Group Ministry and a half hour on ‘logistics.’

There will be a designated facilitator for each session, but a group may decide to rotate facilitation. The role of the facilitator is to:

• Ensure that the group begins and ends on time.
• Guides the group through the session outline.
• Makes sure that everyone has an opportunity to participate
• Makes sure that the tone and feeling of the session is comfortable, inclusive

The facilitator may participate in the discussion, but has the added responsibility to group process.

Format:

Opening reading: Sets the stage for the session.

Brief check-in regarding self—

Brief check-in around the various groups of learners

How is the group with each other?

How is the curriculum working?

Concerns (For this discussion or for later discussion)

Closing words (which may also be a transition to a "logistics session")

Variations:

Do all teachers need to participate?

Not necessarily. This can be offered to all teachers, starting with those who are interested, and gradually adding others.

If this is used for specific teams, all the members of the team need to be included. This can include teachers only or the various "levels" people involved with a group, such as assistants.

Teachers may already participate in Small Group Ministry within the congregation as a way of having spiritual needs met, and may or may not choose to participate in another group.

Suggested topics:

Themes can be expanded around issues or topics that are facing teachers, such as

The Importance of Food (Snack issues)

Celebrating Who is Here (Taking attendance, who is missing)

Several session plans are included on the site (and in the hard copy of this material).

IMPLEMENTATION IN NORTH ANDOVER, MASSACHUSETTS

Gail Forsyth-Vail has been applying the Small Group Ministry model in Religious Education in North Andover, Massachusetts, for several years. See Adapting Small Group Ministry for Children's Religious Education: An Implementation Plan With Thirty-one Sample Sessions, Gail Forsyth-Vail, DRE, North Parish of North Andover, Unitarian Universalist, North Andover, MA 01845.

Gail Forsythe-Vail’s has made the following notations for "Unitarian Universalist Teacher Development: Using a Small Group Ministry Model" ( Spring 2004)

Role of the Teacher

1. Mentor, guide, facilitator.
2. Representative of the congregation in companioning youth and children on their spiritual journey.
3. Primary pastoral caregiver for children/participants.

Skills/personal qualities which enhance teaching

1. Personal spiritual practice and the ability to reflect on life’s journey.
2. Understanding that spiritual journey is not a ladder, but rather a process.
3. Confidence to "go with the flow" and draw out the thoughts of the children.
4. Willingness to be silly, adventurous, etc, in order to encourage children to try out new experiences and ideas.
5. Classroom management skills

Method for Developing Skills/personal Qualities

1. A once monthly small group ministry session
• Check-in
• Opening story/question/reflection
• Individual responses to the question at hand
• Conversation about responses
• Questions/problems/concerns about situations or children
• Closing
2. Possible topics for reflections might include:
• A conversation about our own wilderness journeys in preparation for a session on the Exodus
• A conversation about balance in our lives in preparation for a session on Buddhism
• A conversation about death in preparation for a session on death and dying.

3. Religious professional would carefully plan, prepare, and facilitate the sessions.

Benefits to the Teacher

1. The teacher would have a chance to reflect regularly on his/her spiritual journey with other adults.
2. The teacher would have the support of others in figuring out how to handle sticky situations.
3. The teacher would feel competent to lead a class, and comfortable with sharing "processed" parts of their own journey with children.
4. The teacher’s spiritual journey would become a gift to the children of the congregation.
5. The teacher’s contribution would be respected as that of guide and mentor, representing the congregation in companioning its children as they grow in faith.

Benefits to the Congregation and the Children

1. The congregation would be seeded with many adults who have done some thoughtful spiritual work. This approach would deepen the religious life of the congregation.
2. Children would have models, mentors, and guides all the way through as they learn how to take responsibility for their own spiritual well-being and to reflect thoughtfully on their own life experiences.
3. Group wisdom would be available for help with "extra care required" children.
4. Pastoral needs of children would be attended to.
5. Children would have the chance to truly know others in the congregation and to be known.
6. Parents would have a format for sharing pieces of their own spiritual journey with their children and with other children.

Potential Problems/Drawbacks to the SGM Approach

1. It requires time, perhaps more time than adult volunteers are willing to devote to personal spiritual growth (at least one 2-hour session per month and some regular reflection time.)
2. There is no provision in this model for a safe congregation orientation (minimum one hour) or for a basic "nuts and bolts" orientation.
3. It requires the attention and time of a religious professional to work with the teachers and to prepare and facilitate the sessions.