Important note regarding the copying of programmes

Aims / Objectives :

AIMS
o To convey the idea that leading is a learning process i.e. you never stop learning
o To increase their confidence in choosing appropriate texts and using them to facilitate discussions
o To consider different methods of having a discussion
o To consider some of the problems that may come up and how to deal with them

Trigger :
TRIGGER (5 minutes)
o Give them each a piece of paper and ask them to draw on it a graph of their Jewish knowledge level against their age, from birth to the time when they think they are going to leave the movement. Ask them each to do it indivdually and getting them to put detail on it i.e. why it goes up steeply here, down there etc.
o Get some of them to share their graphs with each other if they are happy too.
o Look at the section of the graph from 16  end.
o What have they drawn? Does it level off? Does it keep rising?
o If it keeps rising (that’s good) then how confident do they feel with their chinuch now – is there a big enough gap between their knowledge now and that which they had when they were 13 for them to feel confident leading a discussion in a peulah on a Nechalim weekend?
o This session should help them feel that there is and that although we are always learning as leaders, we should all feel sufficiently confident!

Main part of the programme :
METHOD
o We’re going to look first at choosing a text and then at how to facilitate a discussion.
o Choosing a text. Divide them into groups of 3. Give each group a topic that they need to find a ‘text’ for. The topics are:
1. Tikkun Olam
2. Individuality
3. Arab-Israeli conflict
4. Animal Rights
5. Jewish identity
o Give the groups 15 minutes to find a ‘text’ on their topic which they think introduces a discussion on it well and which can be used as a discussion point for that topic for a Nechalim or Yamim group. Get them to find the following:
a. A text that is traditionally Jewish (e.g. Biblical, something from the TaNaKh or the Talmud, a Hassidic story or a Kabbalistic story and so on, something from the liturgy).
b. A text that is of contemporary Jewish interest (e.g. something relating to the State of Israel or Zionism, the words of a contemporary Israeli song)
c. Something that is not prose (e.g. a piece of music or the lyrics to a song, a poem, a short film or a clip from a feature length movie)
d. Something that any kid on Kadimah would recognise instantaneously (e.g. something straight from contemporary British/Western culture).
o Provide the following resources for this task: TaNaKh, some Hassidic and Kabbalistic readings, Liberal Judaism leaflets ‘Where we stand on X’, copies of the shiron, copies of the LJ siddur (draw their attention to the themed readings), kids poetry book, a ‘random’ list of songs, a ‘random list’ of films. And of course they can use any text that they want that isn’t there – this is just to provide them with ideas and starting points.

o Share with each other what texts they have chosen and why for each section. Then ask them to select a master text – the best one they think they have. Also ask them if they can think of an appropriate ‘text’ for a Plagim group. Hopefully what will come from this is that it’s not always best to use a Jewish text, it’s not always best to use a non-Jewish text – we have to use a variety of texts and have to pick them according to context, age-group and so on. Variety is the spice of becoming good at using texts in peulot. (This should take another 10 minutes)

o Using a text. Give them 5 minutes to think how they would use that text in a peulah. Give them flexibility over the age they want to lead it for.
o What questions would they ask? How would they lead the discussion? Is it good for chevrutah study? Should it be discussed in smaller groups with a madrich/a with each group?
o Share their decisions and discuss. Convey the different methods one might use. (5 minutes)

o Ask them what their concerns about leading discussions are. Direct their attention to the choveret and discuss the points there. Consider the solutions to dealing with a ‘problematic’ view. Encourage them to have a read of that in their own time. (10 minutes)

Conclusion :
SIKKUM (10 minutes)
o Ask them whether they feel more confident with using texts and leading discussions. Tell them they should be confident – they’re all grrrrrrrrrrrrrrrrreat

Resources:
None

Notes:
None