Practicing Christian Leadership, Mentor's Guide, MG11

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P R A C T I C I N G C H R I S T I A N L E A D E R S H I P

more importantly) what the meaning of those facts are in light of their own lives and ministries. So, please see this sections and its questions in the proper light. What is significant here is not that you merely ask the questions written below, but that you, in conversation with your students, start to help them identify that cadre of issues, concerns, questions, and ideas that flow directly from their experience. Do not hesitate to spend the majority of time on some question that arose from the video, or some special concern that is especially relevant in their ministry context right now. The goal of this section is for you to enable them to think critically and theologically in regards to their own lives and ministry contexts. Again, the questions below are provided as guides and primers, and ought not to be seen as absolute necessities. Pick and choose among them, or come up with your own. The key is relevance now, to their context and to their questions. A part of a good classroom situation is that the students are clear regarding their responsibilities for class, that is, that they know all facets of the assignment, that all their questions regarding those assignments are known and answered, and that you as mentor or instructor are prepared to lead them to the next theme and study. Make certain that the students understand the assignment for next week, especially what they are responsible for in their summaries of the texts they are to read. This is not difficult; the goal is that they would read the material as best as they can and write a few sentences on what they take them to mean. This is a critical intellectual skill for your students to learn, so make sure that you encourage them in this process. Of course, for those students who might find this difficult, assure them of the intent behind this assignment, and emphasize their understanding of the material being the key, not their writing skills. We want to improve their skills, but not at the expense of their encouragement and edification. Nor, however, do we want to sell them short. Strike to find the midpoint between challenge and encouragement here.

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