Adventure Rangers. Program Introduction

Adventure Rangers Program Introduction “Royal Rangers,” the Royal Rangers Emblem, and Royal Rangers group names and group logos are registered tradema...
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Adventure Rangers Program Introduction “Royal Rangers,” the Royal Rangers Emblem, and Royal Rangers group names and group logos are registered trademarks of Gospel Publishing House. Permission for use is required. Scripture quotations are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984 by Biblica, Inc.™ All rights reserved worldwide. “KJV” refers to the King James Version of the Bible © 2010 by Gospel Publishing House, 1445 N. Boonville Ave., Springfield, Missouri 65802. All rights reserved worldwide. No part of this material may be reproduced, stored in a retrieval system, or transmitted in any form or by any means–electronic, mechanical, photocopy, recording, or otherwise–without prior written permission of the copyright owner, except brief quotations used in connection with reviews in magazines or newspapers. Handout material may be reproduced for use in teaching within your local outpost. We ask that our members set a good example for the young men that they lead by honoring this license agreement. Version 06/2010

The Royal Rangers Ministry Welcome to Royal Rangers, an action-packed, life-changing ministry to boys of all ages. When Royal Rangers began in the early 1960s, its focus was to reach, teach, and keep boys for Jesus Christ. Johnnie Barnes was asked to spearhead this ministry, and, under the direction of the General Council of the Assemblies of God, he formed the basic purpose and goals of the Royal Rangers ministry. He had a passion for souls, which was sensed and appreciated by the many leaders he trained, encouraged, and mentored. Using Luke 2:40 as the basis by which boys grow mentally, physically, spiritually, and socially, the Royal Rangers ministry has been developed to train the whole boy. Weekly meetings are filled with the activities, camaraderie, and spiritual challenge that boys need. Many Royal Rangers outposts offer additional events, such as Ranger Derbies, bike rides, campouts, and day camps. Over the years, Royal Rangers has grown in scope and size. It began as a ministry for nine- to seventeen-year-old boys and expanded until, in 1972, it included boys from ages five to seventeen. While the primary focus of Royal Rangers has been ministry to boys, it has provided a secondary benefit of reaching the families of these boys, especially fathers. Rangers expanded beyond the United States and has been quickly adopted in over eighty countries. With growth came organization and further program development. In the 1990s, the General Council of the Assemblies of God and the Royal Rangers Executive Committee began assessing, researching, and developing a plan for Rangers in the twenty-first century. The result of much prayer, study, and development is a Royal Rangers ministry that still meets the needs of the total boy as well as the challenges ahead. Boys begin their Royal Rangers adventure as kindergartners in Ranger Kids. A church may combine kindergarten with first and second graders or offer separate classes for each of the three grades of Ranger Kids. After a boy completes Ranger Kids, he moves into Discovery Rangers. This group is for boys in the third, fourth, and fifth grades. Leaders at this level who choose to include camping events can organize trips and begin to train the boys in camping skills. The program offers many alternatives to boys or churches that choose not to camp.

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Adventure Rangers is the program for the middle-school boys (grades six, seven, and eight). Expedition Rangers is the program for the high school boys (grades nine through twelve). The program materials for all Rangers groups are designed to be easy for a leader to use, complete in lesson plans, natural in the integration of advancements during the meetings, and great for visitors and boys who join midyear. The goal of Royal Rangers is to evangelize, equip, and empower the next generation of Christlike men and lifelong servant leaders.

The Adventure Rangers Program Adventure Rangers is a weekly program for boys in sixth, seventh and eighth grades. This ministry can have a profound effect on boys at a stage of life when so much is changing. The program has unlimited possibilities as a tool for evangelism, teaching, and recreation. Boys will build on the outdoor experiences, hiking, camping and other activities first enjoyed in Discovery Rangers. The advancement system is based on earning a variety of merits. While the advancement steps are not related to specific merits, there are required merits for earning the Bronze, Silver, and Gold Medals of Achievement. There is not a specified order for earning the merits. This enables new boys to join at any time and work on the same material as the rest of the group. The system allows the leader to use one meeting plan to meet the needs of a group working on a variety of merits at the same time. The Royal Rangers program provides the tools leaders need to teach the boys in their groups about their country, community, school, church, outpost, family, and themselves. It also helps leaders to teach the boys how to become young men of God. The boys will learn how to say no to drugs, gangs, and peer pressure, and how to make good choices. They will learn ways to say yes to their outpost, their church, and—most importantly—to Jesus Christ.

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INTRODUCTION

ADVENTURE RANGERS

How to Plan and Run a Successful Adventure Rangers Meeting Planning the Meeting A Royal Rangers leader must be ready for anything, and that includes being prepared for meetings. Boys are active. Trying to stop their activity will only lead to frustration for the leader and the boys. It is not in their nature to sit still for long. Active and quiet times have been planned to provide variety and structure. Boys need to move. They also need to obey and to remain in their seats at the appropriate times. Teach the boys to be quiet and reverent during quiet times. A suggested method is to require that a boy raise his hand and be called on before talking. Read the meeting plan carefully at least four days before the meeting. Usually the previous plan will indicate when important items are needed for the following week. This will insure proper preparation and collection of all equipment needed for the meeting. Remember, the boys will act in a manner that corresponds to how well the leader has prepared. Most activities within a meeting last no longer than ten minutes. Meetings usually last from sixty to ninety minutes. This Guide has been designed to be flexible. Select the activities you want to do and adjust the time you spend on each to fit the time frame of your meeting. Some weeks, you may use most of your time for one or two meeting segments, omitting or adjusting other segments accordingly.

Philosophy of a Successful Meeting The success or failure of a Royal Rangers group is based on the meeting. Meetings should be well-planned and well-coordinated. Boys should be given plenty of activity, but boisterous meetings can kill the program. Royal Rangers meetings should be held on a regular basis, preferably weekly. Regular meeting times provide consistency with the boys and lead to a successful program. Balance fun and accomplishments. Each meeting should give boys an opportunity to progress along the Advancement Trail and to have fun. Start and end meetings on time. This will help to alleviate parental tension and tardiness of the boys.

INTRODUCTION

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Adequate preparation is vital and should be done well in advance. Set goals and work toward them. Each lesson has a lesson objective, Tonight’s Meeting, on the first page of every lesson. The entire meeting has been strategically designed to make a significant impact on the life of every boy. Planning and prayer go hand in hand. Invite the Holy Spirit to help you plan lessons and minister to the boys.

The Quarter Approach Each year of Adventure Rangers consists of four quarters. The quarters have been designed to teach the whole boy and can be taught in any order within that year. While it is important to follow the week-to-week meeting plans, you may decide to teach a skill merit other than the one suggested in the text. Keep in mind that boys must complete certain merits to earn the Gold Medal of Achievement. For example, the quarter may suggest teaching the Camping merit at a time of year unsuitable for outdoor activity in your area. As a leader, you will need to make that decision.

Meetings for the Quarter

WEEKS ONE THROUGH TEN: WEEKLY MEETING

Each meeting in the quarter has a theme. The entire meeting has been strategically planned to focus on the theme as stated in Tonight’s Meeting on the first page of the meeting plan. The boys advance based upon completion of skill, Bible, and leadership merits, as well as Christian service, leadership duties, and other requirements.

WEEK ELEVEN: REVIEW SESSION

The eleventh week provides an opportunity for the leader and boys to complete any unfinished requirements for the quarter. It is also a time to begin planning activities for the next quarter. The boys can also hold elections for patrol leaders and assistant patrol leaders for the coming quarter. WEEK TWELVE: COUNCIL OF ACHIEVEMENT

The twelfth week is a formal ceremony that recognizes the boys for their achievements. This is also an opportunity for leaders to meet parents and acquaint them with the ministry of Royal Rangers. It is important to present awards individually to each boy. Even newer boys should be recognized with a certificate. The ceremony is conducted with dignity, honor, and respect but is also a time to have some fun. Some outposts have barbecues or activities along with the council’s ceremony. Each group is given opportunity to demonstrate something they’ve worked on during the quarter.

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INTRODUCTION

ADVENTURE RANGERS

WEEK THIRTEEN: HOLIDAYS AND CHURCH EVENTS

While thirteen weeks make up a quarter, Royal Rangers intentionally has only twelve weeks of meeting plans per quarter. This allows for times during the year when Rangers is not held, for example, during Christmas vacation or when the church holds special meetings.

The Weekly Meeting Tonight’s Meeting

Week

This is a short description of the meeting’s theme.

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Leadership Training

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Boys Arrive

Open ing Ce remon y

5 min utes (Use e 4” Rang black co x 4” vide long ns er thr pieces s Emblem truction pa patro ee feet of enough to pe fro po pro space ❏ On l for ea COM m the po ster. Let r to cove e ch ❏ Sp hammer for th MANDER: ster and re one boy at r the red po for ea ikes ch pa “The e fo cit a in trol Devotio FIRST ur cardinal red poin e his lines time pull ts of the Ro one of n .) ts BOY: ya doctr read ❏ Te the bl l ines of of the Roya “The Jo nnis hn ack first re racke 3:16.) l th SEC t d poin e Bible.” Rangers Em Bible OND BOY: t stand blem “T en stand s for Ephe courages he second sa lvation sians us re .” (Rec THIRD 5:18–20. to be filled d point sta ite or nd ) with BOY: read the H s for the H “T Isaia oly Sp oly Sp h 53:5 he third FOU irit.” red po .) (Recite irit. The or readRTH BOY: int sta “The or read YEAR 2, nds fo Jo r heali (Close hn 14:1–4 fourth re QUART d poin ng.” .) in pray ER 1 (Recite t stand er.) s for or the Ra pture.” (Recite s need ed. Recrea tion ❏ On

This is a list of items needed for each segment of the meeting. (The list of basic items needed for every meeting is included in the Facilities and Equipment section of this introduction.)

Watch ing Leade rship Trainin g

Mat

erials Openi ng Ce remon ❏ Bl ac y ❏ Ro k constru

This will help a leader learn more about Royal Rangers and Adventure Rangers. Helpful information or ideas for each section of the meeting will be given here. An icon of the meeting point discussed is placed next to the text.

1. While the Boys Arrive

1 Others Are

Tonig ht’s M eeting Walk straig ar h

Low-key activities are suggested to keep the boys busy before the meeting begins.

2. Opening Ceremony The boys gather for a group opening which always includes prayer.

3. Business/Patrol Corners The boys work together as a team in taking attendance, praying, working on a project, planning an activity, in order to develop their patrol identity.

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4. Bible Study Truths are presented to build biblical knowledge.

Busin ess/Pat rol Co rners

10 m inutes This Calen is the fir da this Le r. The att st meeting en Tell: aders Gui dance sh of the qu Have de. eets ar ar e foun ter so di collect the senior str d in th du gu es, an id e Repr ibute the or ev d (3) e tell the Qua oducib Instr ents. pa make les se rterly uct: announ trol guides ction and ha Refer to th to cemen of ts for (1) take att Handb ve the boys e patrol ch any up en ap oo ter in comin dance, (2 the gu k. Hav consult th ) g activ Do: M ides writ e the patro the patrol e Royal Ra ities chap e do ngers ls on Lead the fir itor the pa wn the id brainstorm ter in th ers M e Ad tro st activ ea ideas Whil anua for pa venture ity of ls’ progre s. l amus e on a Ra Ra ss, trol fla the qu emen ng arter. then have gs an ngers t park, er outin (a Di g at sco d have three the bo Adve very Ra boys— an ys be ng nture gin pl Rang er), Andy David Expe er) anning dit (an stray ion Rang , and Eli for er)— dog an (an find 10 m But wh d inutes en the name him a friendly Bible my y fol “Roc sterio St Bible udy: 1 Th really us, unma low him int ky.” a Lesson rked oa essalo Rock time ma Bible chine ride (whic y are Refer : Others A nians Mer ) h is thr ad the bo own ventu ence: it, re the bo re through into an am ys and 1 Thes Watching Lesson 1 ys azing Stor saloni record and Ro Bible tim ans 1: ck es. a large y: Today 2–10 and vid their adve y travel, the As w ntures eo here. Jewish co e landed by jou y A mo . in Th lony rnal re de essalo lived is in tailed Vide the ni here. this Le Reprodu story back ships o Clip: The Chca. Greeks, cib aders (The groun at th Ro urch d Guide les sectio boys faced mans, A “Tha e dock.) n of . are sta sia a lot fun th t guy just nding of pe ns, and at tri brough watch rsecu t in a tion ing th Eli lo p was?” bo D ok e atload avid ed at people named of mon unload Have Jason. David, asked. keys! “The ing Someth nodded includ extra Bi Can yo re bles , then ing ing’s Eli wa ’s Paul!” u imag said Using Paul’s jou with maps go rneys a ma ine ho Jason, s surpris David sh ing to happ , “I think have p of . w the outed w ed on en he ing cit Rangers Paul’s jou re.” e need to “Greeti e of the lea when Paul . rne ies: locate find a the fol ys, man “We ngs,” Ja ders of th greeted th lowThess alonic you lik were just son said ea e church em and th Philip a in Th getti gerly e to pi essalo en introdu . Berea Eli no join us?” ng ready ced th nica. to dded. Jerus tle w em to As th Paul asked preach in alem ith th ey Antio front th e have ch of the to go boys. “Guy walked to e boys. Ta rsu sy th s s, sta nagogu “Som invisib Lystr y clo e synagogu e. Wou a se,” he if the e Jews ha le.” e, Troas ld belie ve whisp he drop pe ered Athe A m vers follo caused pr ns to the d behind oblem approa an stepp w what Corin a boys. th they tea s,” Paul ed fro ched “We litEphe wa Paul. m may su “Be ca the crowch. So far rned. “The Rhod s we es reful. y d Caesa The Je gathered have a go watch to rea see od ws qu at estione the syna report.” gogu d your e an right to prea d ch

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INTRODUCTION

ADVENTURE RANGERS

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Teaching Tips, Classroom Management, Facts About Boys, Ranger Facts, Bible Facts

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Every lesson has helps to increase the leader’s teaching skills.

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5. Program Feature In this main segment of the meeting the boys will work on requirements for the skill merit being taught that quarter.

ure m Feat Progra

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6. Advancement

t cemen Advan

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The boys work on completing requirements for Bible and skill merits during this time.

ER 1

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7. Recreation Boys it is About Facts boys are veryuriaces.tive,Duringt inj re tha use Beca to prevent make su time, rtant impo and craft e. is saf s game ment viron the en

ation Recrineutes

e is a ys ther s. his bo their shoe r tells line off e leade ust take single ay m me th er rm a lfw numb this ga which they team fo about ha In ge ice, the ch s: ea er ea oe ea may ur vo ould chan ea ov Have marked ar rbidden ar side ur Sh sh e of yo have ff Yo ground ar l teams. ch a fo O ea The rat per minute, It doesn’t , e is Take area of two equa ht. ound e goal. Th a chair on rds nutes of wo out the nig four mi nally. to den den gr ace d th ery line gh sio forbid players in e forbid ch line an larger. Pl throu anged ev ried occa each lk . Th in e or ea ing ch va id er e al. ell in be wa be ay ryt Div ce a go to wid t, in sto player should first pl shoes, emen e feet but it important ilds excit tension and fa n the head , about fiv n, the ll off his his shoes, is bu ce blow pu se. This faster can produ betwee all section ea. stle is , sit down, and put on me actions king to a clo e whi ar Spea g slower a story be a smforbidden at when th of his team the chair ing the sa the second eakin help bring sp on do f y e th nt ll a bo of th the boys ain— down in fro uch of that wi chair , sit back d back ag he will to ner. When The e Tell th e. n area Then same man of the lin rush to post an must e forbidde the goal den area. e d e en in th h id th trol over sh to touc s the forb continue place at th ch pa ru er in ea nd, then reache who will takes his then Rang p, sta as he he e first til it will en he again in his grou xt player, ner. le. Th le. Th in un player ged the ne st is the w , relay sty the wood r as possib up . fa e has tag finishing fir trols line spike into g it in as six strokes cond spik a Pa in group Driving: ber, starts mer, driv also takes starts a se remaining m s ho es , he Nail the tim er, w the ha flush any strok the Ranger up to okes with next Rang the spike take until all to the runs s s the iving six str n then ikes in takes ck and tag eeds in dr st. He ca is continue e most sp and cannot fir cc th ba runs y man su r as the st spike. Th at drives be driven If an manne ed the fir e patrol th no longer same n ish Th in the hen he fin strokes. ikes that ca w Tom six nt sp . their from , but iliar ner. Be ted yway taken st an an unfam ts. have is the win e not coun ve lo r ld ha play with next two se d timbe htened ar to aig ly wou coul the be str probab out havinge games in y, but Tom made ey ab Th es mad ly thre that da tice, he minut “Tom was still ey won on y a word k at prac 5–10 sa ee to it all: Th ergy cket. ach didn’t The next w s.” e said ash.” ra en lin ill tra dr “can head ith a Sm h. He The co s furious. “hate enough ex ach said, sports t a sig tW e wa fulextra paper’s Tournamen then let ou him at th tell he d Jim do team with ckets,” Co e two pain d hool d to an is The sc ses Tenn g article an anger get ne. Nothing Tom an doubles g tennis ra ing.” So th ntward Lo the tin do his “Any destroyin extra runn courts, fro Harley read the bi for letting deed was d hurled his on tle nis teame ha Tom And waste handle a lit of six ten dumb y. But th et. He Tom’s rage. lt so ck da from surely the width d again. had fe ment that tennis ra a flash of post. sing ed an tea n er e in s fenc d whisp is ly ra rd, again was the tourna repair hi e fence e th th et the ha backwa then ther could d beast at abruptly m er, Jim, throw nna And ING stringe new racket his partn per’s go WATCH ,” extra mates. S ARE brand on, Tom Your tem your OTHER here’s “C’m “Relax. d. “W ly. pe se ap inten for us.” d sn m ha h To atc m fine,” “I’m ” racket? 15 m

7.

s ing Tip Teach

Often the games suggested tie in with the meeting’s theme. Other games may be suggested in the lesson plans for the skill merit suggested for the meeting.

8. Devotion The devotion emphasizes one spiritual truth. Make the Devotion the focus of the meeting. It has been designed to elicit a response from the boys.

on Devoti

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9. Closing Ceremony This is a time for the boys to respond to the Devotion. It always includes prayer.

10. After the Meeting s word kind ht and un lk straig sing to wa e tea needs m. Th r can g To m that he e ange tchin e hi ing. w destructiv n you ar ere wa ve told w tch he “W fence should ha hers are wa ded us ho ued king in ot alm 4, ) of contin in Ps cause y attac et. a fit ist rem off an ht be The Psalm warned us up the rack racket in fought e u boug nis ick u’re Tom, ve yo me. H t sin.” (P ing a ten yo ha m co n ru be ets w he no ck w ro t? , Tant nis ra gry, do u think th or why no ng things his les “Hey ten an ?” y ed ro rn an en m lately Do yo sin? Why d doing w d.) dn’t leas and brok r posts Tom, how m ha ge r is a you avoi to respon m “So, use, To per tantru th that an or ange ys can onth?” this ab How llow the bo this m with all l more tem simple tru r tennis, (A gry? Even ok severa learn the play bette rs an to to m at othe son. It for him make hi th s s wa racket going to any way. ppened ha t in wasn’ e his life thing that I am utes improv the worst 5 min rward. But than me fo Less u to co use of nt yo st beca en I wa d again ger, th ne an k sin and as u’ve le with ne yo griest ayer.) troub tips. o have someo pr t the an If you give you tw ess from you ge (Close in re en he to iv ere. g the nw durin going , seek forg uatio e you’re th sit sture dence or po rst Fi od tim nfi ace tain go eys co ing fear or the pl e next anger. Main This conv caus your nd, picture y calm th ng. thout meeti thority wi Seco lp you sta to he and au God ty. talk anxie rs and mande prove it. im r com ne to e othe ith th s to be do k. eet w xt wee n. ve, m what need ne the r lea d, s fo tatio st bir boys ent and large er six feet r the erhead presen t the ov : Afte meeting w ting plan. er the ov ith your entation to ugh no stands IEW Altho crane ght. REV t how the eek’s mee looking ov lp you w your pres face your sarus fli he u abou giant en not in next w some time ation to hile giving left as yo iew wh l w rm ur d tal Prev Spen good info ose skills als on yo RT! ALE e is some practice th ep any visu Ther sure you ber to ke . leaving Make . Remem before ys room the bo n the . ea ys Cl : bo INDER REM e an give m truth; your 1). lk in 86:1 ill wa d I w me” (Psalm rd, an na y, O Lo fear your wa ur ay me yo that I m “Teach d heart, de undivi

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9.

10.

Facts Nature

eeting the M After

These are suggested activities for the leader to do after the meeting ends.

Nature Facts These are interesting details about God’s creation.

Encouragement This is a positive statement to encourage the leader.

ent ragem Encou

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The Adventure Rangers Advancement Trail The Adventure Rangers Advancement Trail is based on the needs, interests, and characteristics of boys in sixth, seventh and eighth grades. The Trail is a plan of advancement through learning—from both experiences and activities—and being recognized for this learning. It is designed to offer every boy adventure and fun. The Trail is more than an interesting course of action; it is a new experience—a new achievement. It is a Ranger’s opportunity to grow through new abilities, knowledge, and desires.

Options for Groupings Each outpost is unique and offers different opportunities. Some outposts may have only one leader to teach all the boys in Adventure Rangers. Others will have several leaders for this group. This Guide has been developed to provide flexibility and structure to enable one-, two-, and three-class options for teaching. Boys can work on their Advancement Trail while there is more than one grade in the room. A new boy in Adventure Rangers can work on the same Bible and skill merits as a boy who has been in Royal Rangers since Discovery Rangers. Each will progress on the Trail based upon the number of merits he has earned.

One-Leader Option The Adventure Rangers program works well in a church that puts all sixth-, seventh- and eighth-graders in one class. The boys can satisfy their Trail’s requirements even when grouped with boys from all three grades. The challenge for the leader is to teach merits which appeal to all the boys and do not duplicate previously earned merits.

Two-Leader Option The most logical division of Adventure Rangers into two classes is to have one class for sixth-graders and a combined class for seventh- and eighth-graders. This is due to the differences in the developmental levels of the boys. However, any means of splitting Adventure Rangers into smaller classes can work.

INTRODUCTION

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Three-Leader Option The preferred option is to have a separate class for each Trail. There are several ways to do this. One would be to have a leader always teach sixth grade, one always teach seventh grade, and one always teach eighth grade. Another way is for three leaders to each work with the same group of boys as they advance through Adventure Rangers. When boys move to Expedition Rangers after eighth grade, their leader starts with a new group of sixthgrade boys and sees them through the Adventure Rangers program.

Flexibility of the Program The following suggestions have been used successfully at many churches. In order to reduce the load for each leader, all boys meet for a joint Opening Ceremony. The groups then break off for Business/Patrol Corners, Bible Study, Program Feature, and Advancement, and then come back together for Recreation, Devotion, and Closing Ceremony. Outings are planned for more than one group. It is always important to maintain structure and discipline, especially when bringing various ages together. This works well when every leader attends and fulfills specific responsibilities. Hold an outing with other outposts. A larger outpost with experienced leaders can be a great assistance to a smaller outpost. Contact the section leader for other ideas and contact information for other outposts. Planning is the key to a successful meeting, especially when a leader is working alone with a group. Be sure to have detailed instructions and appropriate materials for any assistants. All prospective workers should complete your church’s children’s worker applcation and be approved before participating in the classroom. The following charts provide an overview of the requirements for each Advancement Trail, and the required green, brown, and gold merits.

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Facilities and Equipment The Classroom The room you meet in should be far enough away from the sanctuary or other classes so that tension does not develop when the boys are noisy. Make the room bright and attractive. Some activities will require extra room. If your classroom is not large enough for these activities, you may need to use a multipurpose room or go outdoors.

Appropriate Seating Provide seating and tables that are sized for the boys. Be sure there is enough room so that the boys don’t feel crowded as they work on projects. If a boy has a behavior problem, you can pull up a chair and sit next to him without even saying why. This often stops the behavior.

Record Keeping Good record keeping is vital in Adventure Rangers. Not only does it show what a boy has accomplished, it helps when you distribute awards, communicate with parents, and promote a boy to the next group. Spend time keeping up-to-date records, or assign someone this task. Forms are available on the Leaders track of TRaCclub. These may be used as provided or adapted to serve your needs. Keep a copy of the forms at the front of your Guide or on the wall as a visual of the boys’ progress in the program.

Equipment and Supplies Each lesson has specific materials needed. Many are common supplies that most churches use in classrooms, like white and colored construction paper, pencils, glue, tape, scissors, markers, chalk, crayons, paint, and paintbrushes. These basic materials may be used weekly and should, therefore, always be available. Also, balls and balloons are used for a number of activities. Keep a supply of Bibles on hand for boys who forget to bring one. You may want to keep Adventure Rangers supplies in your room or another designated area. Here are some other helpful items to have in your room, if possible. Coat rack Open shelves Drawer space Blackboard/white board Bulletin board/felt board Each boy should bring a Bible and his Handbook to the weekly meeting. If possible, you may provide extra Bibles in the classroom.

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Characteristics of Adventure Rangers

Understanding what boys are like will help you be a more effective teacher. When you respect boys, they will learn to respect you and others. By respecting boys, you will build their self-esteem. Here are some ways you can get to know the boys and treat them with respect. Observe them. Listen to their conversations. Visit their homes. Interact with them. Call the boys by name. Make newcomers feel welcome. Be sincere. The boys will detect insincerity immediately. Encourage quality work and effort. The following charts give a quick overview of the general characteristics of boys in sixth, seventh, and eighth grades. Alongside the characteristics are tips on how you can meet the needs of boys and encourage their development.

Sixth Grade Boys Physically What this means for the boy: Play is important to a boy’s mind, body and character. Play is a boy’s work! He uses his skills with a purpose. He needs physical activity.

What this means for the leader: Always provide time for Recreation in the meeting.

Train him in new skills. Use the Recreation, Advancement, and Program Feature segments to give him opportunities to expend his energy. He is beginning to change physically because Provide a safe environment where he will not be teased of hormonal changes. during these changes. His motor coordination and small muscle Provide numerous and varied activities to increase his skills are becoming more refined. developing skills. His growth is slower than in the primary Encourage the boys to work as teams to develop years, but he is full of energy. cooperative skills. Through play the boy learns to get along with Provide many opportunities to work as a team or patrol. others. He is energetic and active. Play should not be prolonged, just as study periods should be brief. Change is important. He is noisy. Provide numerous activities including indoor and outdoor activities.

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Spiritually What this means for the boy:

What he can learn about God, the Father— God loves, forgives, and protects. God is a Spirit. He is all-powerful and all-wise. He is a triune being. God is perfect, holy, and just. He wants to show His will for my life.

What he can learn about God, the Son— Jesus, God’s Son, was born of a virgin and died for my sin. He fulfilled God’s plan and I must accept Him as my Lord. He was resurrected and is in heaven now Jesus’ perfect life is a pattern for godly living. He never sinned, yet loves every sinner. He did and does many miracles. He wants to be my personal Savior. He wants me to be a disciple and follow Him.

What he can learn about God, the Holy Spirit— The Holy Spirit helps us learn about God. He helps us do what is right. He is promised to believers. He can fill my life and give me power to witness and live a life pleasing to God. He is promised to believers.

What he can learn about the Bible— The Bible is God’s Word. It guides us and is to be obeyed. It shows God at work in others. It is true, not fictitious. The Bible is to be read, studied, and memorized, and put into practice. The authors were Spirit-inspired. I must share its truth with others.

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What this means for the leader: He is watching and observing.

Practice a consistent walk, and provide the boys opportunities to follow your example.

Boys are trying to formulate a moral code.

Teach him that the Bible is the only acceptable standard for living.

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Mentally What this means for the boy: He has a variety of interests. His logical reasoning skills are increasing. He can understand abstract concepts. He has a great potential to memorize Bible verses. His reading and communication skills are increasing. He is more self aware, and observes others’ beliefs and ideas. He is becoming more astute at selective attention, the ability to screen out unwanted or irrelevant information.

Socially What this means for the boy: He enjoys combined and solo activities. He forms close friendships. He is highly competitive but struggles with being a perfectionist. He is struggling with pressure from peers, especially with experimentation of drugs and alcohol. He strongly desires approval and popularity. He is becoming a hero worshipper. He is trying to formulate his own belief system. He desires independence.

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What this means for the leader: Encourage him to try many different skills. Provide him opportunities to solve problems and make behavior choices. Spiritual values and concepts should be a major focus of any biblical teaching. Use the program to encourage the boy to memorize Scripture daily. Give the boys numerous opportunities and activities to learn from each other. Provide him opportunities to empathize with the situations or circumstances others may be caught in. Encourage this ability because it is needed for reasoning and problem solving.

What this means for the leader: Provide many opportunities for both. Allow friends to be part of the same patrol. Encourage his desire to succeed and train him to obey the rules and observe fairness in all his actions. Use the patrol method for the positive. Give every boy opportunities to lead and to follow. He doubts the trust of teachers. Be consistent. Point him to the Bible and the worship of Jesus. Encourage him to complete and participate in the Bible Study and Devotion. Create opportunities for him to exercise responsibilities.

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Seventh and Eighth Grade Boys Physically What this means for the boy: Play is important to a boy’s mind, body and character. Play is a boy’s work! He uses his skills with a purpose.

What this means for the leader: Always provide time for Recreation in the meeting. Train him in new skills.

He needs physical activity.

Use the Recreation, Advancement, and Program Feature segments to give him opportunities to expend his energy. He is becoming more aware of his physical Encourage him to practice a consistent personal hygiene appearance. regimen. His motor coordination and small muscle Provide numerous and varied activities to increase his development skills are becoming more refined. developing skills. His growth is accelerating and he is increasing Provide numerous and varied activities to use his developin weight, height, strength, and lung capacity. ing muscle strength and stamina. He may experience occasional periods of He needs more sleep or times to relax. listlessness and restlessness. His appetite will vary. He will often eat too During activities, monitor the menu items and food much junk food. consumption. He may experience acne or other physical effects because of the hormone changes in his body. Spiritually What this means for the boy:

What he can learn about God, the Father— God loves, forgives, and protects. God is a Spirit. He is all-powerful and all-wise. He is a triune being. God is perfect, holy, and just. He wants to show His will for my life.

What he can learn about God, the Son— Jesus, God’s Son, was born of a virgin and died for my sin. He fulfilled God’s plan and I must accept Him as my Lord. He was resurrected and is in heaven now Jesus’ perfect life is a pattern for godly living. He never sinned, yet loves every sinner.

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Empathize with his feelings and allow him to discuss the issues in a safe and nonjudgmental forum. What this means for the leader: He is watching and observing.

Practice a consistent walk, and provide the boys opportunities to follow your example.

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Spiritually continued What this means for the boy:

What this means for the leader:

He did and does many miracles. He wants to be my personal Savior. He wants me to be a disciple and follow Him.

What he can learn about God, the Holy Spirit— The Holy Spirit helps us learn about God. He helps us do what is right. He is promised to believers. He can fill my life and give me power to witness and live a life pleasing to God.

What he can learn about the Bible— The Bible is God’s Word. It guides us and is to be obeyed. It shows God at work in others. It is true, not fictitious. The Bible is to be read, studied, and memorized, and put into practice. The authors were Spirit-inspired. I must share its truth with others.

Boys are trying to formulate a moral code.

Teach him that the Bible is the only acceptable standard for living.

Mentally What this means for the boy: He tends to be egocentric.

What this means for the leader: Provide him opportunities to expand his horizons through discussion. Make sure he complies with group rules so as not to offend others. He is making decisions that will have longEncourage him to complete all work assigned to him term effects for his education. toward the completion of merits.. He is becoming more curious about every Provide opportunities for him to learn, experience, and avenue of life. teach about new locales. He is more concerned about himself or society Use social opportunities to teach biblical truths and skill than his education. development. He is striving to exhibit his own uniqueness. Provide numerous activities and leadership opportunities at the outpost and during events. He is beginning to establish personal longProvide him opportunities to discuss, answer, and read the term goals and make projections concerning proper biblical perspective in a variety of settings and his future. circumstances. He is still questioning his own belief system Provide numerous opportunities during the Bible Study, and the value systems of others. Program Feature, Advancement, and Recreation segments to practice personal, practical, and biblical morals.

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Socially What this means for the boy: He is greatly concerned about what others think of him. He is highly competitive. The peer group is beginning to pressure him and is becoming a more dominant decision maker for him. He developing a greater independence and is concerned about his identity. He obeys rules, but is more likely to question their appropriateness. He is forming close friendships, but requires more of those friendships. He is beginning to reject public displays of affection. He believes people should obey rules because of the concern for other.

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What this means for the leader: Give the boys opportunities to work with a variety of other boys. Provide them guidance in choosing the proper friends. Encourage his desire to succeed, and train him to obey the rules and observe fairness in all his actions. Continue to teach, model, and confirm the need for biblical standards of living. Encourage him to find godly examples of men around him, especially Jesus. Spend time defining rules with the boys’ input, but define clear reasons for the rules. Teach him how to develop trust and discernment when forming friendships. Respect his need for space. Teach appropriate ways of showing affection and concern for others. Provide opportunities for discussion and activities to demonstrate care for others.

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Adventure Rangers and the Community

Any church with a Royal Rangers outpost can make a significant impact on the community. The skills taught throughout the year and the flexibility of the Rangers ministry provide a program for all boys. It is important for each leader to be intentional in developing community spirit in the outpost, in the home, and in the church. Here are some suggestions to broaden the boys’ experiences in the community. Contact the local visitor’s bureau or chamber of commerce for a visitor’s guide. Purchase a local road map that has historical information about your community. Contact local museums or the historical society. Contact community leaders and ask them to present information for Program Features and special events. Police and fire departments can be especially helpful. Investigate participating in any local community parades. Contact local, city, or county agencies, and offer the help of the boys for a community project. The public works department is often the contact for such projects. Contact a senior citizen’s center and offer the services of the outpost. Have the boys wear their uniforms to school one day in preparation for a promotional activity or Royal Rangers event. Make crafts and sell them at a local craft fair. Visit a local hospital (this usually requires high parental involvement). Visit the elderly from your church and the neighborhood. Volunteer at a center that provides food for the hungry. Ask your pastor how your group can assist the community. If a boy from another church attends your meetings, honor him at his church.

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Discipline in Adventure Rangers Meetings

The ideal meeting has the boys totally involved in all the activities with no one complaining about the meeting being boring and no boys causing trouble. That probably doesn’t happen too often. A good meeting makes teaching the boys worthwhile. So is there a way you can have more good meetings? You can be more successful, create meetings that the boys can’t wait to come to, and see your group grow in all ways. Before any discussion on developing and maintaining classroom management, you need to understand the typical behavior of boys. A boy’s behavior is an expression of his emotions and his reality. Most boys have not developed adequate communication or social skills to express their feelings. Instead, they have learned to express those feelings through their behavior. If adults give the boy attention only when his behavior is inappropriate, he will continue inappropriate behavior to get the attention he needs. Boys will model the behavior of the adults in his life. An abused boy is more likely to become an abuser because he has learned to express feelings through abusing others. A leader needs to learn how to read a boy’s behavior to determine how the boy might be feeling. A boy caught cheating on a test may indicate he cares about his grade but has not taken the appropriate steps to achieve that desired grade. Understanding allows a wise leader to guide a boy in better ways to achieve the desired result. When we base our discipline on Philippians 2:3,4, we will treat boys with respect and love. We can look to the interests of the boys and, with humility, guide them in ways of interacting with others that will be to their long-term benefit.

A Proactive Approach A leader can avoid behavior problems in his class by taking a proactive approach. This means that he does things to prevent problems. This approach is the most important tool in classroom management. Proactive steps occur before the meeting begins.

The Room The tips below will assist the leader in designing a room that will aid classroom management. Seating arrangement: Arrange proper-size tables and chairs. Allow space in the room for the boys to gather in patrols for patrol work. Lighting and ventilation: Make sure the room has sufficient light and proper airflow.

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Temperature control: Keep the temperature at a comfortable level— not too cold or hot. Noise from adjoining classrooms: When you must be near another class, establish times when both classrooms are loud at the same time so the noise does not disturb the other group. Distractions: Minimize distractions. Some boys cannot deal well with items hanging from the ceiling or with a room containing an overabundance of decoration. Space per person: The younger the boys, the more space they need. Stick together: Keep the boys together during the various segments of the meeting. Equipment and teaching aids: Have proper equipment available or installed. Assistants: Recruit and work with other leaders in designing a comfortable and attractive room.

Planning the Lesson It cannot be emphasized enough: you must have a plan. Be firm, organized, and loving. Instructional material: Have all the materials for the meeting within reach throughout the meeting. Program: Review the lesson at least once before the meeting and know how to use the materials to teach each segment. Interest: Many discipline problems are caused by boredom and lack of interest. Planning and organization will help keep the boys from getting bored. Prayer: Prayerfully plan ahead. Session length: Avoid long sessions. The meeting plan has been designed to keep the meeting moving. Punctuality: Start and end on time. Use the review session during the eleventh week to catch up on projects in the quarter the boys may not have completed. Time-schedule conflicts: Communicate with other leaders to avoid any conflicts in the schedule. Visitors: Prepare additional materials for visitors. Time lags: Long gaps between speakers and activities can contribute to the boys’ becoming restless. Move deliberately from meeting segment to segment.

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Proximity Your proximity to the boys can have a positive affect on their behavior and keep inappropriate behavior from occurring. Stay close enough to the boys to help them as needed during Advancement and other interactive activities. When assisting the boys, sit or kneel next to them to be on their level. Stand in front of the boys in one spot when giving directions.

An Active Approach Be active in your meetings. Use your skills and energy to direct the boys on the path you want them to take. This will keep the boys interested and keep the meeting moving.

The Lesson Each lesson has a theme incorporating each activity, story, and devotion. This helps the boys see how their activities are related. Here are some other classroom management tips to remember during the lesson. Introduce all the leaders. Explain the subject for the night. Tell why the lesson is important. Explain what is expected of the boys. Establish guidelines, rules, and boundaries. Illustrate important points. Keep the class moving. Use the natural curiosity of boys to lead to the next part of the lesson or to get them excited about next week’s lesson. End the meeting by hinting of more good things to follow in the next meeting.

Interaction With Boys Staying connected with the boys will help manage the behavior in the room. Keep a good leader-boy relationship. Base all interaction on love and respect. Make sure the boys understand what is expected of them. Be clear that group cooperation is expected. Be fair but firm in expectations. Encourage self-discipline on the part of each boy. Challenge each boy to do his part to keep order by being attentive, showing respect, and obeying his leader. Keep a positive attitude throughout the meeting.

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Movement Some boys need to be given the opportunity to move. Therefore the lessons have been designed with periods of motion and periods of rest. These are some specific strategies for boys who need even more movement. Between each part of the lesson, move the boys to another place in the room. Be intentional in utilizing movement when you see the need. Give very active boys the option of sitting in one of two seats. Allow a boy to move to either seat when he needs to. Give a boy the option of sitting, standing, or kneeling, as long as he is doing his work and staying in his assigned area.

A Reactive Approach There are times when you need to react to a situation. There are poor ways of reacting and better ways. Having a plan ahead of time will help you to react in a way that continues to foster growth and trust among the boys. Body language is a significant method of communicating. Most of our communication occurs through body language. That is why when a new boy enters the room the leader should look him in the eye and greet him. This says to the boy, “You are important here.” Another way we use body language is to stop boys from being boisterous or overly active. The leader designates a physical gesture and remains standing in place, for example, raising his hand in the air. The boys stop talking and raise their hands in the air too until everyone is silent. Talking loud to try to quiet the boys usually only causes the noise level to increase.

Body Language Below are more ideas for reacting properly to the boys’ actions. Keeping boys on task: Quietly and slowly approach the boy who has become distracted and stand behind him. Confrontation: In a difficult situation with a parent or boy, don’t stand face-to-face, because this says, “We are against each other.” Rather stand side by side or at least at a ninety degree angle. This suggests, “We are working on this together.” Reactions: Watch the boy’s body language. Crossed arms may mean he is not willing to listen to the lesson or information. If a boy is leaning forward, he is most likely very interested. Instructions for games: When giving instructions for games, stand still in front of the boys. Movement of the instructor tells the boys to move.

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Touch Appropriate touch enhances the leader-boy relationship. These suggestions provide some guidelines. When a leader corrects a boy, the leader needs to explain the proper behavior and then model it. When the boy does the appropriate behavior, the leader can put his hand gently on the boy’s shoulder and say, “Very well done.” This touch is equated with appropriate behavior. When boys are working together and behaving properly, make a point of touching the boys by shaking their hands, touching their heads, or gently grasping their shoulders to acknowledge the proper behavior.

Verbal Responses Leaders also need to use words when reacting to a situation in the room. Here are some tips for using your voice in these situations. Your voice should be low, in control, and calm. Unless an emergency or other important message needs to be made, yelling should not be used in managing boys. Talk in a conversational manner. When a group is getting too loud, the leader should whisper or lower his voice. This will gain the boys’ attention. Try to ignore a boy who is yelling, and instruct the group that the appropriate way to ask a question or get your attention is to raise a hand. If a boy continues to yell, move toward him while continuing to teach or work with the other boys and remind him of the rules. Ask him to repeat his question in the appropriate way. When a boy is nagging, acknowledge his concerns or fears. He may just need to know he has been heard. Deal with the situation at a later time, instructing the boy on how to be heard. When a boy interrupts a conversation you are having with someone else, touch his shoulder to acknowledge him while continuing your conversation. When your conversation is over, talk with the boy, remind him of the rules, and attend to his question or need. Use questions to engage the boy. Most questions should be openended instead of requiring only yes or no answers. Use questions requiring the boys to respond in sentences. Avoid arguments with the boys. Be very careful when dealing with problems. Don’t give an opportunity for lying by asking a boy if he did something wrong. Boys will look to you to be the leader so guard that role. Set aside your personal preferences when settling disputes between the boys. Be as objective as possible.

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Feedback When the boys receive immediate feedback about their learning, they will remember the lesson better. In school, the best method is to take a test, correct it immediately, and discern where knowledge was lacking. Then the learner will have learned from the test and increased his knowledge. In Adventure Rangers, a leader can Provide immediate feedback by working closely with the boys as they complete the requirements on their merits. Encourage the boys with positive comments and praise as they fulfill their requirements. For more information relating to classroom management and behavior issues, see the Royal Rangers Leader Manual.

Leading a Boy to the Savior

The goal of evangelizing, equipping, and empowering boys for Jesus Christ must always remain primary. The excitement of the ministry will generate interest within the community. Boys will tell their friends, who will be eager to be part of a safe, action-filled place to grow. Some boys may walk through the doors of a church only once, so it is critical to make the most of every opportunity to reach a boy for the Savior. Once a boy has been reached, he will begin to hear the truths of God’s Word, learn skills needed to live a fruitful and successful life, and have the opportunity to touch the lives of those around him. The dedication of leaders and the mentoring effect they have will help keep these boys in church. A boy’s readiness to believe in Christ as Savior varies with age, background, understanding, and other individual differences. Whether a boy comes from a Christian home or not, he must first be shown the love of God if he is to feel God’s love and respond to the Savior. Patiently, lovingly, “precept upon precept; line upon line; . . . here a little, and there a little” (Isaiah 28:10, KJV), the boy must be taught the concepts necessary for him to understand God’s love for him. Pray and remain sensitive to the boy’s needs. Ask the Holy Spirit to help the boy recognize his need of the Savior. Remember, the boy’s salvation is not of any person’s doing. It is a supernatural work of the Holy Spirit who does His work through others. Boys need the way of salvation presented clearly by connecting concrete ideas to abstract ideas (e.g., stealing candy is wrong–it is a sin to steal). Boys in Adventure Rangers are just beginning to develop abstract thought. Explain that everyone has sinned, done things that are wrong,

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and need God’s forgiveness. Affirm God’s love for each individual. Some boys may not have a father at home so the concept of a loving Heavenly Father who cares may not be easily understood. Use the following helps as you present the “good news” of Jesus’ love.

Signs of Readiness to Become a Christian A boy may Have a change in behavior. Have a concern and conviction of sin. Respond to a particular lesson. Need to linger near or after the Devotion, Bible Study, or prayer. Have sincere questions about the death of Christ. Have the intellectual comprehension of the salvation plan. Your preparation: Believe God wants boys to be born again. Believe that boys must be born again. Believe that the Holy Spirit will convict and convert sinners. Believe that everyone is commissioned to spread the Word. Pray each day for the guidance of the Holy Spirit. Memorize Scripture verses. Mark Scripture verses in your Bible. Practice, practice, practice.

Scripture Verses for Leaders to Mark and Memorize

John 1:12: “To all who received him, to those who believed in his name, he gave the right to become children of God.” John 3:16: “‘God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.’” Romans 3:23: “All have sinned and fall short of the glory of God.” Romans 6:23: “The wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord.” 1 John 1:9: “If we confess our sins, he is faithful and just and will forgive us our sins and purify us from all unrighteousness.” Revelation 3:20: “‘Here I am! I stand at the door and knock. If anyone hears my voice and opens the door, I will come in and eat with him, and he with me.’”

Tips in Working With Boys Be a born-again Christian yourself. Give every boy the opportunity to receive Jesus into his heart and become a member of God’s family.

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Have a Bible or New Testament ready to use at every meeting and outing. Teach a boy about salvation before asking him to become a member of God’s family. Be gentle and sensitive; don’t force, push, or pressure a boy into accepting Christ. Have only one leader at a time talking to a boy about Christ. Keep your breath sweet with gum, mints, etc.

Soul-Winning Plan Try to talk to a boy one-on-one, a little removed from the rest of the group, but not alone. Sit close enough to the boy to show him verses in your Bible. Use the boy’s name and speak in a relaxed, informal voice. Here is one example to use to lead a boy to Christ. There are many others.

Admit

Admit you are a sinner in need of a Savior. “There is no one righteous, no even one . . . . all have sinned and fall short of the glory of God.” Romans 3:10,23 (See Romans 5:8; 6:23.)

Believe and Become Believe that Jesus is the Son of God and that God raised Him from the dead. Put your trust in Him as your only hope of salvation. “Everyone who calls on the name of the Lord will be saved.” Romans 10:13 Become a child of God by receiving Christ. “Yet to all who received him, to those who believed in his name, he gave the right to become children of God.” John 1:12 (See Revelation 3:20.)

Confess and Commit

Confess your sins and that Jesus Christ is your Lord. “If you confess with your mouth, ‘Jesus is Lord,’ and believe in your heart that God raised him from the dead, you will be saved.” Romans 10:9 (See verse 10.) Commit your life to following Jesus. “[Jesus said,] ‘Whoever serves me must follow me.’” John 12:26

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The Value of a Boy

Christ could have entered our world as a mature adult, but He chose to pass through the years of childhood and adolescence and finally emerge into adulthood. Among the Jews, children are appreciated, loved, and nurtured with great care. Josephus, the great Jewish historian, wrote, “Our principal care of all is this, to educate our children well.” 1 Jesus used a child as an example (Matthew 18:3). He made time in His busy schedule for children (Mark 10:14). Jesus warned against despising them (Matthew 18:10). He promised a reward for kindness to children (Matthew 10:42). Jesus commanded reception of them (Mark 9:37). Charles Spurgeon stated, “Young Christians do become the best Christians. Early piety is usually eminent piety; so seek to catch the children while they are young, and train them for the Lord, then they will be ready to serve their generation in their turn.”2

Words That Boys Need to Hear “I’m so fortunate to have you in my group.” “You are a great helper.” “I like it when you try so hard.” “Let’s talk about it.” “I’m sorry.” “You’re special to me.” “You’re a great kid.” Adventure Rangers provides opportunities for boys to establish and grow in their relationship with Jesus. The ministry also provides avenues for the leaders to mentor the boys in their group—reaching, teaching, and keeping them for Christ. These meeting plans and additional helps are provided to assist you in this ministry to boys. God bless you as you teach boys how to become young men of God.

Endnotes

1The

Life and Works of Flavius Josephus, trans. William Whitson, 1736 (Sage Digital Library), 1822. CD-ROM. 2The Spurgeon Sermon Collection: 55 Selected Expositions (Sage Digital Library), 671. CD-ROM.

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