Michigan Camp Meeting 2019: As a Witness, Matthew 24:14

<p>Free sharing permitted under the Creative Commons <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/us/">BY-NC-ND 3.0 (US)</a> license.</p>

Michigan Conference of Seventh-day Adventists

Master Guide Skills Development

Master Guide Skills Development - Part 1

Our Father, we thank you so much for the blessings that you've given to us, for a chance to be here at this Michigan Camp meeting, and to get to know you better while we're here.

Now we ask in a special way that you send your Holy Spirit here, so that people don't hear the words that I say, but they hear what You have for them.

Ask that as we prepare to work with youth that we will see them through Your eyes and see what we can do to help them grow to love and serve You.

So I hope you're here for MasterGuide stuff because that's what we're working on.

Today we're going to be starting out on the leadership skills end of things.

And as soon as I saw this on the interwebs, I said to myself, self, I like this picture.

She says, I'm not bossy, I have skills, leadership skills.

Hopefully that's not quite how you do it.

So let's look a little bit at some of the objectives of leadership.

Leaders cannot be leaders without other people, therefore we're going to explore the roles of leaders within groups and we're going to look at some of the tasks for leaders.

This isn't 1 of the primary tasks for leaders, shooting down other ideas.

Among the things we're going to look at is modeling attitudes and values.

The values denote beliefs, purposes, and attitudes that are chosen, hopefully thoughtfully, and acted upon.

And hopefully there's going to be some binders coming to pass out to people.

Society is changing rapidly and so we're going to be looking at valuing rather than values.

The following are some ways that have been advocated for helping young people to develop modeling.

Setting an example by the way adults behave or pointing to good models in the past.

Many of you have heard the story of George Washington and the cherry tree.

Another 1 was Penelope, who was the young, beautiful, wealthy wife of Odysseus.

And Odysseus, he's off on this long voyage, his odyssey, and he was gone for years and there were all these suitors that were after her because she was so beautiful and she just said, no, no, I will wait, I will wait, I will wait.

Now, I'm just gonna throw out a little idea that is 1 small example of things that we can do to model things to our kids.

Our kids see us, well hopefully more than just at our meetings.

How many of you are on the adventurer side of things?

The idea, hopefully they see us outside of meetings.

My day job is I repair band instruments, like trumpets and trombones and french horns and stuff like tubas, this kind of stuff.

And I'm very blessed because I get paid to do it.

And periodically I get this paycheck, and so then when I go to the bank I cipher out you know how much am I depositing, how much am I getting for tithe and offering and all of this kind of stuff.

When I fill up my tithe envelope, I stick it in my shirt pocket.

And because that, for 1 thing, that way I hopefully will remember when the deacon comes around and it's ready to do.

But I also think it's important for kids to see that some of us do that.

I think it's an important thing, but I'm not doing it as a look at me.

It's just a part of what I do, like I carry a Bible.

Something else that people sometimes try and do is persuading and convincing.

And we need to be careful that we've got good logic behind what we're doing.

Like here it says 2 is a number, 1 is a number, therefore 2 and 1 are equal, right?

That's, that's, there's a little problem with that reasoning there.

Sometimes, welcome, there's handouts in the back.

Sometimes we will give children choices among values that we accept, such as what do you want to do, Do you want to help wash the dishes or help clean the floor?

And as a parent I've done that 1 a whole bunch of times.

Anybody else give kids choices like that?

Now, sometimes people come up with really strange ideas of choices like, are you going to always tell the truth or never speak to Anyone again?

Well, that's not a logical way to instruct.

Let's see if we can get this to advance properly.

Another thing that is done is by dramatic or emotional pleas for certain values often accompanied by models associated with it.

Another thing is rules and regulations that are intended to contain and mold behavior.

Here we've got a dog that's getting a reward.

What are some of the rewards that are sometimes given to kids?

What other kind of rewards are given to kids?

Or if you do this, my oldest reward is if you do such and such you can do so many laps around the yard in a four-wheeler.

If you do such and such, you can have this amount of time on the phone.

If they do thus and such, do they get some laps around the house on the four-wheeler or get to play some certain amount of time with games on the phone?

What other things can be used as rewards for kids.

Long ago, far away, I can remember my piano teacher, when I would play a piece well, she'd put a little gold star sticker on that page.

Unfortunately, I didn't stay with the piano as much as I should have.

But anyway, Those are some of the things.

Sometimes there will be cultural or religious dogma that's presented as unquestioned wisdom, such as saying things should be believed because our people have always done it this way.

And sometimes we need to be careful about doing some of this.

For those of you who don't know what a dogma looks like, somebody has proposed that that's a dogma.

Anyway, moralizing, telling the way it ought to be, is a nice easy method.

Use the appeals to conscience, the still small voice.

And this kind of thing could be helping somebody with a guilt trip.

So here we have the guilt clinic right next to the junk food sales.

Master Guide Skills Development - Part 3

Dear kind Heavenly Father, I just want to thank you today for the opportunity to come and to learn more about how we can communicate with our Pathfinder staff and with the kids.

Lord, help us to be open to the messages that you would have for us, And please use me in a way that is honor and glorifying to you.

Okay, so those of you who were here yesterday, just as a quick reminder, my name is Marcia Beal, and I am the club director for the Stevensville Challenger Pathfinder Club down not too far from Andrews University.

So I feel like I'm taking a little tribe with me to Oshkosh.

But I actually hold a degree, a master's degree from Western Michigan in interpersonal communications.

And so this is with Pastor Craig being very ill last week and is still trying to recover, he remembered that at the last minute.

And he said, Marcia, can you help me out?

So today we're going to be talking about, we're going to start out with communication theory and listening skills.

Probably the main focus is going to be on listening skills.

In this, listening is actually very critical to how we communicate with each other.

But first, I'm going to go really quickly through some of these slides.

Your handout's got a lot of this information.

Some of it I'll spend more time on, but I won't necessarily read everything that's on the slides.

So communication is, it's, you know, we just thought, like it says here, we often assume that if someone's lips are moving, communication is taking place.

So just because somebody's lips are moving has no bearing on whether anything is actually being said of value.

So communication is, the process is very important.

And for instance, when we even are speaking, the words we use.

For instance, if I was to ask you, sir, or talk to you about a dog, in your brain what's the image of a dog that you have?

What comes to mind when you hear the word dog?

Well see you and I might be talking the same language because I actually have a husky Malamute now, but for others it might be smaller dogs.

It's whatever in your mind is that image and that creates that understanding.

I think we're all pretty much familiar with small talk, the little conversation we have with each other.

I tend to have factual conversations at work.

I just want the facts at work, the things that will help me get my understanding as to what is needed on the next project.

This kind of level of Communication for me usually happens at church board meetings or Pathfinder staff meetings is where the ideas and opinions come in.

Usually this is gonna happen when you have an intimate relationship with somebody or somebody you're close with.

My best friend and I, we definitely have the communication of feelings and emotions.

You would think I'd add my husband to that list, but I don't, because my husband's not 1 for communicating feelings and emotions.

He can't stand it when I get overemotional.

You'd think after 30 years he would have got that.

Now, Carla, you cannot go back and tell him any stories.

What happens in this room stays in this room.

Carla over here has known my husband ever since he was a very little boy.

This is actually where I would put my spouse.

My level of conversation with my spouse is deep insight.

Where we'll have some of those conversations of which, not necessarily, there might be some feelings and emotions expressed, but the fact that he knows when I'm communicating with him, he knows my inner soul.

In March, after being hospitalized with pneumonia, I was home 2 days and lost my voice for 6 weeks.

Yeah, well, they found out I had nodules on my vocal cords and stuff.

I know my alphabet for sign language, and he knows it too.

So we could start out with the alphabet, and he could very quickly pick up on what words I was about ready to say or wanted to communicate across.

A friend of mine, we were up at Michigan at the Pathfinder Fair, and we're sitting around the cafe, and I still don't have much of my voice at that point.

And so I'm trying to communicate with her the same way, but she can't seem to guess the words as quickly as my husband could guess the words.

So that's where that level of communication goes deeper and deeper.

Correct, I'm going to repeat your question for the sake of the recording.

So the question or the comment basically is that you can actually have emotional and feelings interaction with somebody like a stranger especially if you experience a traumatic event together, Absolutely.

But that there plunges you very quickly into a deep relationship with them.

Whenever you have that kind of interaction with somebody and it's connected around a traumatic experience, That's a connection that the 2 or more of you who are experiencing that together will always hold.

And that's something that nobody else can understand.

So let's talk about some barriers to effective speaking.

Anybody have any idea is when you hear that term solution sender what that might mean?

And There will be times I have looked at my husband and I said, I'm about ready to talk and I need you not to fix this.

I don't need you to fix it, I need you to let me just air my feelings about all of this.

And you know, we've been married 30 years, so it's pretty an open relationship like that.

Thoughts on what a barrier to effective speech?

There is a phrase I can't absolutely stand.

For that to me, you're going to negate everything that either I've said to you or the fact that you don't believe it yourself.

I actually, I also teach because, you know, having 60 kids in my Pathfinder Club is not enough, I actually teach teen Sabbath school class.

But I have, I had them doing an activity recently of which they were to think of positive things to describe themselves.

And this 1 girl was having a really hard time thinking of positive things to describe herself.

And so her friend sitting right next to her kept telling her positive things that this she had felt about this girl and the girl kept saying no you don't have that right no so here she was putting down what somebody else was saying about her.

Master Guide Skills Development - Part 5

Our Father, we thank you so much for the many blessings that you've given us so generously.

Now we ask in a special way for your Holy Spirit to be with us.

May the people hear the things that you need them to hear, not the things that I say.

And May we be a blessing to our kids as a result of having been at this camp meeting.

Patton said, Never Tell people how to do things.

Tell them what to do, and they will surprise you with their ingenuity.

It's been more than 1 time where I've been surprised by the different ways you can accomplish the same thing.

And kids are good at finding new ways that can be helpful to us.

We're going to start out talking a little bit about learning.

It involves taking information from the environment and processing it so it can become a part of what we have to work with.

In a broad sense, we want to learn to own a concept.

And long ago, far away, as an example of this, I got exposed to numbers and how to add and subtract.

Well fortunately if we keep them to small sizes I can still do this.

Research has shown that matching teaching methods with the student's preferred learning style increases the chances for that goal to be achieved.

I'll be the first to admit it, but I will also say it is very important.

23 years ago, our family moved from the state of Michigan, or from the state of Minnesota to Lansing, Michigan for me to take a job.

My wife's first job, and so we got here and we unloaded the van, or the trailer, and took it back to U-Haul, and then I went to work and left my wife and 4 kids in this small duplex, 1 half of it.

And my wife's first job, besides figuring out where the pots and pans and stuff were, was where are my kids going to go to school?

And I am from a family of guys who are late bloomers.

Some of us, it just takes us a while to get going.

And also from a family where a whole bunch of us have dyslexia.

2 of my kids, 2 of my boys, have more than I do.

For those of you who aren't real familiar with dyslexia, this makes it possible for us to look at a word and see a totally different word.

We can look at numbers and see totally different numbers.

At times it can make life quite interesting.

It is 1 of those things that can be handed down through the generations and we were able to figure out which side of my grandparents it came from, which you know, so we know it's on the KD side, and which you still have to deal with it.

But the intensity of it, frequently, I'm on the lighter generation, my dad had more than me, and 2 of my sons have a lot more than me.

So we had to figure out, my wife had to figure out where are these kids going to go to school.

And the oldest, well, he went to Lansing Community College.

The next oldest, he ended up going to, and I forget the name of it, but, and I'm going to date myself with my terminology, but it was sort of a trade school, high school-y thing in Mason.

And so he started learning things about how to become a machinist and how to weld and working with his hand.

And so Deb went and talked to the local school, local church school, and we had talked with them a little bit earlier when I had interviewed for my job, and so we knew where the school was and all of this kind of good stuff.

And so we go back and they're more than glad to take my daughter.

But my youngest son, no way, they did not want him.

They didn't want to, they just weren't gonna, the teachers didn't want to mess with somebody with dyslexia.

And there was another school, another church down the road that was gonna be opening up their school.

And so we went and talked with the teacher.

And lo and behold, she had training in how to teach kids with dyslexia and was willing to take the time to do it.

So that's where he enrolled and since they were starting up a school that was going to help him, that's the church I moved my membership to.

But anyway, that's, we got into learning styles that's sort of off from that, but yet it's not because different kids learn different ways.

And we were very blessed that, number 1, the teachers who said they didn't wanna mess with it, just plain said, we don't want to mess with it.

And so we didn't have a disappointing experience with him there.

Here we have somebody with a different learning disability.

After a hasty special education placement for a behavior problem, school officials were embarrassed to learn that Marty really did have ants in his pants.

So ways of learning can be as different as the colors of the rainbow.

We have different personalities, preferences, and tastes, and as parents, teachers, and people involved working with kids in clubs, we need to learn these things and be aware of them.

Well, there are various instruments that can be used, but also you can learn a lot just by observing them, and once you know what kind of learner they are, you can work on developing these, develop ways to do that.

I was at a investiture service this spring and there was 1 of the members of the Pathfinder Club is developmentally disabled, flat out.

But 1 of the instructors there figured out how he learns.

He's got some unique idiosyncrasies, but she has learned how to work with him.

And she puts together special worksheets to help him when they do honors and stuff.

And he had earned more honors than anybody else in the club.

He hadn't learned twice as many more, but he had 2 or 3 more than anybody else.

And that's a credit to the teacher, I thought.

So Howard Gardner has identified 7 distinct different intelligences, and we don't have time to get into a big dissertation on all of those, but let's just look at some of the different ways.

They have a sense of TNVT to the meaning and sounds, rhythms of word.

Sometimes they enjoy storytelling, creative writing.

Logical learners may enjoy the number games, problem solving, some of these things.

They like order and step-by-step directions.

And these are the ones that might ask questions in a logical manner.

It's interesting to, I'll mandate myself again, but you already know that I'm not a spring chicken.

So I can remember doing Bible 20 questions with kids when I was the adult.

And I found it interesting how some kids will narrow things down and others just go off in random directions.

Somebody will start, is it from the New Testament?

And all of a sudden you've eliminated a whole bunch of the Bible.

Logical people are going to be doing that kind of thing.

Now, they enjoy creating visual patterns, need visual stimulation.

Sometimes I have observed that when it looks like they're daydreaming, they're just processing stuff in a different way.

We had a pastor who was very, very visual.

And when he took notes, He's got this sheet of paper and he's got stuff written all drawn all over it because that's how he thinks.

And when he gave us handouts at church of his sermon notes beforehand, it made no sense at all to me, none whatsoever, but as he worked his way through it, he explained it and oh, okay, okay.

And afterwards I was able to review the sermon looking at these drawings that he had done.

Back to Menu

Series

Master Guide Skills Development

Master Guide Skills Development - Part 3

Transcript

Parent Series

Parent Conference

Sponsor

Recorded

Becoming a Visitor-Friendly Church

02 From Greeting to Serving Part 1

1h 7m

Spark Training: Public Evangelism

Spark Training: Public Evangelism- Part 3

1h 18m

After Hours

Sharing Our Faith Without Apology

51m

Children's Ministries

Sabbath School and the Home

1h 16m

Master Guide Skill Development

2. What a Personality

1h 4m

Emmanuel Training Sessions

1. Orientation

50m

Fieldwork

Follow Me

50m

SPARK: How to Start a Fire for the Lord in Your Church

SPARK: How to Start a Fire for the Lord in Your Church- Part 3

1h 1m

Teach Them Diligently

Teach Them Diligently - Part 5: Changing the Selfish Heart

1h 7m

Sound Doctrine