Author

Jeremy Steele

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During the Imagine Dragons Communion service at youth. 2019, This original poem was performed by Dale Fredrickson. Its powerful look into the life of Peter would be a welcome addition to your next youth worship service.

The Weight of Love

I.
i am a storm chaser
i am a raging sea of curiosity
i am a strong wind of passion and action

i’ve built my life on the next catch
marketplace profits and
the mysteries of the sea
my net worth
i keep casting nets
my last payload
i’m a half a lake ahead

don’t ask me to make sense
of my feelings
i am my father’s son
i’m okay
i’m okay
i say over and over
especially when
no one is listening

he was the wind
that cut through
the aroma of dead fish
and seaweed
he said to me
“you are a boulder”
i laughed and burst out
“one who sinks”
he smiled and said
“i hope so”
“not today” i threw back

his friendship is a full sail
a snapping wind of discomfort
a smooth breeze of rest
he is the surging waves
unsettling my sailing seas
he called me a ‘rock’
i’m treading water
i’m afraid of drowning
i’m scared of losing
what keeps me afloat
my anchors of small-minded prejudice
my closed fists of comfort and confidence

II.

when they came to sink him
with their snares
their unreflective fears and
raging need for conformity
i raised my voice
‘you are not taking him’
your ear for my heart
my hands shake my sword falls
again and again
i’m caught by the words
of his net
my promises are hot air rising
my words are snagged wings
and my ears have rocks in them

the powers that be shouted
‘sedition’ and ‘blasphemy’
an us versus them blindness
anger and violence
they tore apart his body
they tore apart his body
they tore apart his body

as i watched rubbing my eyes
with trembling lips i said
“i don’t know him
i don’t know him
i don’t know him”
three times leave me alone
i’m just like them
i am a shipwreck
my ears are ringing
i am a coward
i am a castaway
my name is petrified
there’s no time for grieving
i’m going fishing.

III.

on the shoreline
of shattered seashells
and broken starfish
the risen one called
“hey boulder” he said
my heart’s in my sandals
i’m sinking with everyone
who feels the weight
of swords wielded
of promises broken
of mistakes and betrayals
with anointing oil on his lips
over a simple breakfast he asked
“do you love me?
do you love me?
do you love me?”
three times infinity 

Leadership committees in youth ministry (really all ministry) are as tricky as they are important. Gathering people together in the form of some sort of committee or team is one of the quickest ways to get more buy-in and participation from both youth and adult leaders. However, without a bit of thought on the front-end, these teams can quickly derail into gripe groups or stage a coup d’état and steer the ministry off course down one person’s pet project or narrow perspective.

Much of that can be fixed by designing several groups to serve one of the three main functions of ministry leadership teams. By choosing only one function, it allows for a check and balance so that too much of the ministry responsibility is not in a single group. Once the function is chosen, make sure that at least once a year, you go over the three functions (and which one each team serves) to keep the lines between the functions clear.

What are the three functions? Each function has a subset of the overall authority and responsibility for running the ministry. By dividing the authority and responsibility in this way, stakeholders get to participate and have their voices heard without being able to take control of everything at once. Depending on your context, some of these functions may reside with a staff member while in other settings each might be given to a different committee of non-staff people. The functions are: Advise, Decide, Implement.

Advise

A ministry without a group of advisors is like a weatherman without a radar system. Guesses about what is happening around the ministry can be made, but there is no real data that can guide the decision making process. Every ministry has to have a group of people offering insight that are either directly involved in the ministry or have kids/spouses that are directly involved.

This is the group that offers information about the timing of different retreats. Are they happening right before or after a major community event that will affect attendance? Are they respecting the cultural values of what time is appropriate to meet and what time is not? Is there an overall feeling of needing something new or has there been too much change?

Without this group simple mistakes are commonplace. Or, in the words of Proverbs 15:22 “Plans fail for lack of council, but with many advisers they succeed.” What is great about an advisory group is that there is little to no preparation before a meeting, there is nothing to do after (they aren’t deciding or implementing) and there is little drama because no one wins or loses in the room. That means that it is easy to get a diverse group of people because all they are committing to is the meeting itself.

Decide

At some point, someone is going to have to decide between going on a mission trip to Guatemala or Ecuador. Someone is going to have to make a call on which Sunday in September to do the fall Kickoff. When there are a lot of staff this job often falls to a staff-led group; however, in most churches this function falls to a committee.

The decision group should be smaller and filled with people who have been actively involved in the ministry area for a while as they are the ones who are best equipped to process the input of the advisory group to see how it will fit in the real world of the ministry. This group will often need to think about plans, and then receive input from the advisory committee to help them refine those plans and make final decisions.

They can’t be a micromanaging group, but must maintain a 30,000 foot view. For example, they will set the date and price and registration deadline of camp, but will not be responsible for the theme, t-shirt design, etc. They must stay focused on the major decisions and have to work several months ahead so that they can have time to enlist the help of the advisory group.

The higher level of detail is implementation, and because of this group’s relatively small size, it cannot take on that task. Implementation needs to be the function of the largest of the leadership committees. Letting go of the implementation function will make the relatively large job of researching and making all the big decisions manageable.

Implementation

The final function is the rolling up sleeves and getting it done group. This group should involve as many people as are willing to take a significant hands-on role. This doesn’t require ministry veterans, but should involve people who have come more than once. This should also not include everyone in the ministry, but a subgroup of people who will ultimately recruit others to help.

This group doesn’t have to worry about the location or price or date of camp but will assign its members to come up with the theme and games and band. They will hire a speaker and work with the camp on getting numbers and meal times.

In a more regular program, this group will be assigned with teaching (or recruiting teachers) making copies, and selecting songs for worship. Like it implies, the implementation group is the leadership committee that makes it happen. They don’t need to advise (though some of their members might also be on the advisory group) they don’t make the big decisions (though some of their members might be in that group as well). They take care of the details and work hands on in the final product.

But really, Three Groups?

Yes. Put simply, when these combine, it gives a group too much power or responsibility or both. That will result in poor outcomes in one or both of the functions, and will almost always will end up burning out some or all of the group members.

So, where are the students?

Students work well as full members and leaders of all of these types of groups. Though I personally think it works best when adults and students collaborate in all leadership teams, it is essential to have adults in advisory groups because students will not have all the information at their disposal to offer the full breath of information required to make the best decisions.

Jello Carving

This game requires a little more prep time.  The day before (or earlier if it makes sense) make jello (you’re going to want to buy the tub rather than the box) in three gallon buckets trying to get the mixture as close to the top as possible.  Follow the directions for letting it cool and congeal.  Before starting, you want to grab several trays from the dining hall, and tip the buckets upside down on the trays until you end up with one Jello tower on the tray.  (Pro tip: add 1.5-2x as much jello powder to you mixture so that it is more firm.  It hold up better in this large quantity.)

While you’re in the dining hall, stash a couple of extra knives, forks, and spoons in your pocket.

Set  your table cup on the stage and ask for a couple of artistic volunteers.  Once they are there, let them know they will be creating a sculpture for the rest of the group and then reveal their jello medium.  Give them one minute to create a simple shame (like a pyramid) and judge them based on the accuracy.

Once that is complete, have them recruit a friend to help.  The second challenge is another shape and they will work as a team.  This time though, only one person can use the utensils, the other must use their mouth.

Live Candy Crush

Beforehand, get a couple of bags of bulk candy. Separate them by type.  Next, print out  small (3×3) logos of each kind of candy (keep it to 3-4 types).  You’ll need a large pile of logos about sixteen per type with a small roll of wall-safe tape on the back of them.

In the room you will play create two boards the wall using tapes: a 4×4 or 5×5 grid.  Fill each square on the grid with a random logo.  Set up a table on the other side of the room with the piles of specific types of candy.

When it’s time to play recruit two students per board and one adult volunteer per board. One student will play candy crush trying to get (2 or 3) candies touching each other. They do this by swapping neighboring logos one pair at a time. 

Once they accomplish that, their partner will have to eat that number of the type of candy that was touching, and when they have swallowed it (verified by the adult volunteer) the adult will replace the empty holes with random other logos.  

This is a timed game.  The student team with the most candy eaten by the end wins.

School shootings are one of the horrible realities of life for far too many youth. Whether students are directly involved or not, the constant stream of information in the media makes each tragedy have to be processed by students everywhere.

What do you say and do as a youth worker? How do you help your students process? Is there a way for them to become part of the solution? These six resources by real-world youth workers are a great place to start:

Processing Tragedy: Youth Worker Collective Podcast
Listen in to a discussion from veteran youth workers about how we process tragedies like a school shooting with the teens in our groups.

Responding to a School Shooting: Three Approached for Youth Workers
Paulo Lopes offers three broad orientations towards your response that will help you process what seems most appropriate in your context.

From Safe Spaces to Brave Spaces: A Tool to Process with Youth
Andy Millman offer this offers a step-by-step tool that will help you have brave conversations about what has happened by adding structure to the processing students need.

Stopping the Shootings – Youth Workers Can Help
Scott Meier has powerful words that will help you think about the shooting as a youth worker including how you can be part of preventing future attacks in your own community.

19 Years After Columbine, No Longer a Unique Story: Supporting Youth Who Have Experienced Trauma
Amy Mcmullen was only ten when she almost lost her mom, a teacher at Columbine High school, and did lose their close family friend and babysitter. Her words challenge us to be more.

Getting Students Engaged: School Shooting Resolutions for Annual Conference
Annual conference is on the horizon. Brad Fiscus offers a way for you to challenge your students to step into leadership in your annual conference by proposing a resolution.

Doubts are not something that disqualify you from being a Christian, in fact, one of the disciples had serious doubts and needed help resolving them in community. This fun activity will help students think through and process what it means to doubt and how they can deal with doubting.

Items needed: Blindfold, chairs and other objects to set up a small obstacle course

Prep:

Set up a small obstacle course made up of chairs and any other objects that you think would be appropriate for your “minefield”.

Play the game:

Say something like: 
Today we are going to play a little game. I need one person who will volunteer to wear this blindfold and be led through a small obstacle course by the rest of the group. (Choose a volunteer, have them stand at the start of the obstacle course and put on the blindfold.) Now explain that the other students are going to guide them through the course using only their voices, not touching allowed, however, some of them may choose to give incorrect instructions while others give the correct ones. Once the volunteer has made it through, remove the blindfold and ask something like: What was helpful communication and what wasn’t? Was it easy to trust your guides? How did you choose what voices to listen to? What were some of your feelings – fear, safety, etc?


Discuss with the group:

  • What did this activity have to do with this scripture about Thomas (John 20:19-31)?
  • Have you ever had a time when you were filled with doubt because of the circumstances or voices surrounding you?
  • How do you deal with that type of situation?
  • How do continue to believe in and trust Jesus even when you are surrounded by fear, anxiety and doubts. 

Say something like:
Thomas had a hard time trusting that Jesus was still alive, because he was listening to his fear and doubt and allowing that noise to cloud and cover up the things that he already knew about Jesus. It wasn’t until Jesus showed up in person that Thomas was able to really believe and trust that what the other disciples had told him was true. The truth is, we all have doubts at some point in our lives, and we, unlike Thomas, have never met Jesus in the flesh. However, when the noises of fear and doubt start to drown out what we really know to be true about Jesus, we need to seek an encounter with Him in order to be able to believe all the things that He is. 

Reflection time: 
Allow each student some time in quiet reflection and prayer to consider the doubts that frequently hold them back from full belief in Jesus, and encourage them to spend some time letting go of those doubts and trading them in for the truths of Jesus. This might be a good place for journals or paper and writing utensils for students who may like to write or draw out their prayers.

Apple Just made a huge pivot in its business.  For years they have been a company that has primarily been about generating money off of top-quality, brilliantly-designed physical products that they sell at a premium.  In their March 2019 event in the Steve Jobs Theatre they have indicated a shift in their business model from product-centered to service-centered.  

In non-geek terms it means that they are projecting that their growth (and therefore focus) will be on selling ongoing services like their news, game and t.v. subscriptions rather than their physical products.  They are not planning on neglecting the iPhone, but this shift sees the iPhone as a tool to sell and deliver services rather than their services making people want to buy more iPhones.  I think most youth ministries need to make the same shift.

Products serve the services.

The products we produce are the events that happen once and are done.  Like Apple selling you an iPhone in one moment and being finished with the transaction, our retreats, lock-ins (ugh), mission trips, scavenger hunts, etc. happen in a moment and are done.  These programs are often turning points for students to start coming to your group or make major spiritual decisions, and we spend a lot of time and money on creating them (much like apple does on creating the iPhone). 

Far too often our ongoing relationship programs like weekly worship, small groups, attending students’ sporting events, Sunday school, etc. are used to serve the events.  Every time we are in those “services” we promote the next “product.” Don’t forget to register!”  we remind.  “It’s almost full!” we plead. “Invite a friend!” we repeat.  And once we are at the retreat, lock-in (ugh), or other event, we give only a cursory mention of our ongoing “services.”

We have to flip this on its head.  Our events have to become all about pushing students into regular, ongoing discipleship opportunities that meet them where they are and support them in their desire to move forward.  At our events there should be a constant drum beat from registration to emotional goodbye of “Have you joined a small group?”  “You will love worship on Sunday nights,” and “You should volunteer with our media team!”

Ongoing relationships are where the power is.

Apple understands that the real power is in an ongoing relationship with their customer.  If they only see you once every two or three years to upgrade your phone, there is a lot of time for your loyalty to drift and for you only experience to be frustration when the product doesn’t function correctly (because we all know no one notices when things are going well). The real power is developing a regular interaction between you and Apple.

Though the flashy event is impressive and it’s easy to show a “win” with a bunch of students in the youth ministry humble brag picture at the end (look at how many students God brought to our product launch!), every youth worker knows that real life-change happens when the rubber meets the road back home.  That means that we have to start prioritizing those services as much as we do the splashy products. We need to do the same level of planning, recruiting, and creative thinking on our ongoing services.

Don’t underestimate the smallest transactions.  

Apple released a credit card.  Think about that for a minute. The company that spends billions on design and tooling and even employs metallurgists to create new alloys for their physical products launched a credit card. Credit card companies are uniquely awful, but they make tons of money off of tiny fractions of every transaction.  They may only get four cents off your latte, but multiply that a hundred billion times and you have a ton of money.  If apple can make the credit card business less hostile towards users, they have the chance to get in on those tiny transactions (and a lot of money).

Some of the smallest things you do can have a major impact, but they are often the first things you ignore.  When you comment on a student’s photo, or send them a birthday text or write a prayer in a comment on a post where they asked for prayer, you are making a real impact.  It’s not a major one, but it is WAY outsized for the four seconds it took you to accomplish.  

Now multiply that and do it ten times over a month.  That turns into 120 times in a year, and those tiny seconds of effort turn into MAJOR relational ministry tools.  Those students end up feeling like their is someone in the world who truly cares for their soul and wants to be there for them when things get tough.  

Coming this fall

Many of the things Apple announced aren’t coming out today or tomorrow.  Making the shift from focusing on products to services in your youth ministry can’t happen tomorrow either.  Today, you need to take stock of where you are, and begin to figure out where you need to be.  Then, start talking about the changes “coming this fall.”  Explain it to volunteers, parents, and students.  Then, talk about it again.  After your next event, ask volunteers that will need to be different next year when you are focusing on services rather than products.  Then when it comes time to make the shift, you will have paved the road with expectation rather than springing it one everyone like a dad who walks out clean shaven after years with a beard.  

Having “mountain top” experiences with God are incredible gifts, but if they never change our daily lives, they are wasted.  This activity will help students process those experiences and use their creativity to explore how what they discover on the mountain nation top can be brought into their world like Jesus did with the disciples in Luke 9:28-43.

Before you meet, gather a bunch of art supplies.  Markers, paint, blank paper, clay, etc.  Try to get as many different kinds of art supples including blank lined paper and pens for writing.

Begin by explaining to your students that when we have deep spiritual experiences like often happens at camp or in mission, they are meant to help us lean things about ourselves or about God that we live out in the real world.  Each student is going to use the supplies to create some piece of art that depicts the mountain top experience and how that experience can be expressed in their world.  

Begin by giving students time to think about what they have experiences and discovered in their own spiritual life.  Then invite them to create.

Finish the time sharing the creations asking students to share what they discovered on the mountain top and how they want to live it out in their everyday life.

Love is the opposite of hate.  Often the seeds of how we love our enemies can be discovered by thinking about the things we don’t like [hate] about them.  This activity asks students to think about how they can flip those hateful statements into loving one.  This is an exploration of Luke 6:27-38.

Begin by placing a mirror in the center of the group.  Explain that the mirror shows the opposite image, flipping right to left and left to right.  That is what you are going to be doing as you think about how you can love your enemies.  Students are going to begin by writing a hateful statement you or someone else has said about another person or group in large letters that cover an entire sheet of paper.  Then after some reflecting time, they will flip the paper and write the opposite, loving statement on the other side flipping their hate to love like a mirror flips what is in it.

Pass out paper and have students think about which person or group they or their friends hate.  Then, find one statement they have heard or have said about the group on the piece of papers in letters so large it fills the entire paper. The statements might be like these:

  • I hate how superficial they are.
  • I hate their music.
  • I hate how they exclude people.

Now, set a timer for five minutes.  ask students to think about that statement for five minutes trying to imagine a way they can turn it around.  It may help for them to trace it or continue doodling around it to help them focus.  If they need to get up and walk around while holding it they can do that too.  Once the timer is up, ask them to flip the paper over and write the other statement on the other side.  It might be a statement like this:

  • I love how they care for their own appearance
  • I love how different their music is from mine.
  • I love how closely knit their group of friends are.

Once students have finished, ask them to go around the room sharing both sides of the paper and how they came to the loving statement on the other side.

Our expectations drastically shape our experiences of life.  They often define what we focus on and what we ignore. Taking time to explore our expectations can reshape our experience of faith.  This activity will help students see how their expectations are shaping their experience of Church and help them refocus on what they desire by redefining their expectations.

Begin by asking students to list various ways they experience God (church worship, youth group, bible study, walks in nature, etc.). Once they have a good list, ask them to chose their favorite, their least favorite and one other.

Give each student three pieces of paper (one for each experience) and ask them to write five words that describe how they experience those practices.  Once they have the words at the top, ask them to draw something that symbolizes or illustrates those words.

Ask them to turn the page over and draw a line down the middle.  On the left side ask them to write what they expect to experience before they begin the practice.  On the right side ask them to list what they wish they would experience through the practice.

Once you have completed the papers discuss these questions:

  • How do your expectations match with your experience?  Why is this?
  • Knowing that our expectations cause us to not notice the things that we aren’t expecting, what are your expectations causing you to miss?
  • How could adjusting your expectations change or improve these practices for you?

Though it is rare that our least favorite practice will become our most, focusing our expectations on what we desire will help us pay attention to and focus on when that happens rather than when the things that bother us happen. 

 God is always speaking to us if we will be still and listen, but we rarely carve out the space to do that.  This activity will help students listen to what God might be revealing to them about who they are by meditating on their favorite verse(s) through a specific lens.  This is part of our Epiphany Lessons for youth this year, but can be used on its own as well!

Talk to students about the fact that God sees things in us that we cannot see it ourselves, and can reveal to us as we listen to the voice of God. Talk to students about the fact that God sees things in us that we cannot see it ourselves, and can reveal to us as we listen to the voice of God. One of the easiest ways is to spend time meditating on Scripture. 

Begin this activity by asking students to share their favorite Bible verses. If they aren’t sure where the verses are located in the Bible use a smart phone to google and find the location in the Scriptures. If students do not have a favorite verse, offer several popular verses, and have the students choose  a couple that they like or resonates with them in some way.

Then pass out a sheet of paper that has the following questions printed on it with plenty of lines in between for students to write their answers:

  • What does this say about who I am? 
  • What is the say about what I might be able to see or notice? 
  • What is the say about what I am able to do? 
  • What does this say about the people I love?

Explain to the students that their selection of the verses reveals things about them. The verse can be a guide to helping hear what God is trying to say to them. The questions  on the paper are prompt that will help them listen to the voice of God. Once they have finished the meditation time they should talk about what they wrote down with someone else to help them understand what God might have been saying to them. As they meditate on the question invite them to read the verse over and over.

Begin the meditation time letting students know that you will tell them when to move from one question to another. They should spend all of the given amount of time on a single question before moving to the next question.