Handouts
Click here to view: Exercise on Group Conversation
Click here to view: Question 1 Role Play
Click here to view: Question 2 Role Play
Transcript
NANO: Since we are trying to understand our past, I thought I might find a few jokes about history.
A comedian told a joke from the 17th century. The crowd went historical! [Laughter and groans.]
You know, it really is amazing what we can learn from history. For instance, did you know that the type of lighting that Noah used in his ark was floodlights? [Laughter and groans.]
Yeah. So, one thing about teaching is, you always learn to repeat yourself. Because—well, you know—you just need to—to learn, you just need to have repetition. So you may hear some things repeated. And if you do, let me know. [Nano and the audience laugh.]
So, in this workshop about leading is—it’s about leading a particular kind of discussion. This is a workshop about leading a particular kind of discussion. It will equip you with the information and tools you will need as you train and teach the people you are responsible for, that is, the leaders of the men’s and women’s groups in your branches.
I promise the workshop will be fun. [Scattered laughter.] And it should be helpful for you as mentors.
So, why this workshop on leading discussions? Well, there’s [sic] four reasons.
First, this is a new role for the heads of men’s and women’s groups. They have not led group discussions like this. This workshop will give you the information on how to train them and how to shepherd them in their new role.
Another goal is unity. I’m giving help to you and—the mentors—that you will pass on to the men’s and women’s group heads, which will put all of us on the same page and unify us.
Third, this particular way of discussing leads to greater understanding, which of course is the goal of Phase I: understanding the past.
And fourth, the workshop will give you tools to avert potential problems, which you will pass on to the heads, again, of the men’s and women’s groups that are in your care.
Okay, so this workshop will have three distinct sessions. I’ve cleverly named them A, B, and C. [Laughter.] (That was a suggestion from one of my helpers in editing.)
In this session—in the first session, A, we’ll have a preliminary discussion. I will give a demonstration, and it includes a series of questions about how to have good group discussion. This conversation is a great way for a group to take responsibility together for the task at hand.
You will do what we demonstrate with your leaders’ groups. So, in other words, you’re going to take this home and do what we do today with your head [sic; “heads”] of your men’s and women’s groups.
So, in effect, session A is learning by doing. In this demonstration that we’ll take up in just a minute, I will be acting as the head of a men’s and women’s—well, it’ll be the head of a men’s and women’s group—and all of you will be my small group. All of you are my group. [Laughter.]
Remember, you will be doing this exercise with the people in your leaders’ groups, and it is, in effect, to teach them. And they will do it with the people in their men’s and women’s groups. That’s where the real fruit will be borne.
Okay, so now the demonstration will start.
[Nano puts on a baseball cap with a “Leader Small Group” label. Someone laughs.]
This is my prop. [More laughter.]
Okay. So here we are! As men’s and women’s group, one big one, we have already decided what sources we want to discuss over the next month. Before we take up our first source, though, it will help us if we talk about having good group conversation for understanding. Good group conversation for understanding. I know our discussion will be fruitful.
So I will lead us in a discussion by asking three questions. (And they’re not the three questions at your table, okay?—that you’ve been looking at.) We will write our answers for the first question on our handout. (But don’t look at your handouts yet!) Then I’ll ask everyone to share at least one answer. Now, we’re not—I’m not asking everybody, a hundred-and-so-many of you, but—so. . . . By the way, the answers to this questions [sic], question 1 and 2 and 3—but we’ll deal with 1 first—is quite simple. And, there are no wrong answers. Students would love that, don’t you think?
So let’s get started.
Okay, you can take out—at your table, session A, there is a handout, and there’s—you should take out the first question. There’s question 2 and 3, but don’t take those out. And the question is, as you see it up there, “What does good participation in a discussion group look like?”
Did you find the questions? Great.
[Buzz of conversation; papers rustling.]
Don’t look at 2 or 3, just 1.
[Buzz of conversation.]
Okay. David? Could you go. . . . [inaudible]
Okay. Take this question for face value; just answer it as you understand it. Don’t overthink it. So I want you to take one minute and write down on your sheet of paper what you think: “What does good participation in a discussion group look like?” Okay? And I’ll set my little watch here and time you.
[Interruption in the recording.]
[Nano’s timer rings.]
NANO: Time’s up! [Nano chuckles.]
All right, I will take answers for—a couple answers, and they’ll be written up there [on the screen].
So, what does good participation in group—a discussion group look like? You can raise your hand and I’ll call on you. Mike.
MIKE: All members add something, say something.
NANO: And . . . Amy?
AMY: Everyone is polite.
NANO: Linda?
LINDA: Everyone listens.
MAN 1: Loud enough for others to hear. [Laughter.]
NANO: Thank you!
MAN 2: Each participant contributes what they are—what he or she does best in the conversation.
WOMAN 1: Sorry, I didn’t hear that.
NANO: Oh, you want to say it louder?
MAN 2: Yeah. Each participant contributes what they do best in a conversation.
WOMAN 2: People reflect back what they have heard to the other. . . . [inaudible.]
[Nano’s timer rings.]
NANO: Did you hear that one? Okay.
Hat off. Okay, my demonstration is over.
Now, what I would like you to do is—your work will begin. And this is—I want you to do this exercise in real time. And the exercise includes: you take a set period of time—and I have to look in my notes to see how long I’m gonna give you—and at your table you answer question 1. Take a minute, just like what we did—well, you all had written it down, so you already have that answer.
So, do that one. And then, answer that question. And then, move on to the second question and answer that question, okay? And then share it. And then move on to the third.
So, there’s three questions. They’re all about discussion. But don’t look at 2 or 3 until you’re done with 1. And then turn over 2. Does anyone have any questions about the exercise?
Okay. I will give you maybe, maybe four—well, I don’t know; maybe I’ll give you 10 minutes to complete this, okay? To complete—I’ll give you 15 minutes for all three questions. Okay. You can begin now.
[Buzz of conversation.]
[Interruption in the recording.]
NANO: Okay, move towards question 2 if you haven’t already.
[Interruption in the recording.]
NANO: Okay, time to move on to question 3.
So, take only about a minute to just think about that question, and then go ahead and start talking about it.
[Interruption in the recording.]
NANO: Okay, time’s up.
From the amount of laughter, I think there must have been a lot of familiarity with sabotaging group discussions, huh? [Laughter.]
So, I want to say a final word about this exercise. This is really a simple discussion. Three simple questions—[a phone rings] oh, that’s a nice ring—that you—I’d ask you to use with your women’s—the heads of women’s and men’s groups. And then they can use it in their groups. Okay? So everyone will be on the same page with that.
It will help everyone participate and put their life more in common. It’s going to foster unity. And it’ll underscore that the leader does not own the group! We don’t own groups; we’re not their king. The group is—it’s our group. And it gives everyone a responsibility for what goes on in the group in the sense of their own participation. So—and it will help our future discussions of the sources, as each member now has a personal way, because you had these conversations, to evaluate his or her participation. Because they know what good discussion is, and they can take responsibility for that.
I practiced this on my household last Friday night, and when we were done, one person said, “Hey, what are we going to do with all this information we just shared? You know? We gotta do something with it.” And someone said, “Well, let’s write it all down,” and then someone else said, “Well, no, that’s just—we just shared that—that was kind of just for your workshop. I—we all want to do it again, before we start talking about the resources.” So that’s what we decided we’re gonna do. We’re going to sit down and go through the whole exercises [sic]—this little—these little questions.
So. I would—we don’t have time for this now, but another question you could ask your group at the end is this one: “What should we do with this information?” Just like the person in my household said. “What are we going to do with it?” You know? And that led, at least my household, to about another 20-minute conversation about “What do we want to do?”
So that’s really helpful.
Okay, we’re moving on now to—how’s everybody doing?
[Audience murmurs.]
NANO: Good. We’re moving on to session B, and in this session we will be having—we’ll be talking about question 1. As you know from looking at your source journals and from our conversations at the consultation kickoff, we list those three questions.
And the first two are designated to help us understand our past. What did the speaker or author actually say? Why did they say it? And the third question, which prepares us for Phase II: What are my personal takeaways?
For our session B, there will be a brief explanation of the first question, followed by a role play demonstration; and then, finally, at your tables, you’ll have the opportunity to role play by discussing this question.
So, let me talk about leading a group discussion with these two questions. Before I give any directions on the demonstration of the role play and your participation, I want you to r—keep in mind that the men’s and women’s group leaders have not led a group discussion of this type. They have not led one of this type. It is a brand—it’s something really brand new to them. Don’t assume that they understand the question, nor know how to shepherd a group to the goal of understanding the sources.
Your initial and ongoing direction does not need to be heavy-handed. Again, be a servant leader. You’ve heard that word several times today. Be kind, deliberate, and always pointing the way, always working towards unity.
There really—they really will appreciate your leadership and direction, and they will respond to it. Occasionally, I would recommend that the leader go first in answering the question, to model it. Be the guide. And of course, always begin with prayer and praying against the enemy.
So. What did the speaker or author actually say? The answer to this question is quite simple. The answer is a retelling of what was said and what was heard. It is a retelling of the talk in the group members’ words. Well, somebody might say, “Why, isn’t this question—why is this any—necessary, anyway? Didn’t you hear the talk?” [Nano and some audience members chuckle.] They may think this is a waste of time, repeating the talk.
No, it’s not a waste of time. Surprisingly—at least, I found this to be true—we do not have perfect memories! We forget. According to a Yale study, at the end of a talk an audience remembers 60% of a presentation after 20 minutes, 40% within a half of a day, and 10% within a week. Take, for instance, Sean’s talk. Had we not answered this question—“What did the speaker say?”—by tomorrow morning most of us would recall only 40% of what he said, and next week only 10%.
Because we all answered question 1 so diligently, we have a greater recall. And, most importantly, we did a far better job of answering question 2. Because we had better recall, we could provide concrete evidence to support our answers.
So here are some tips for explaining question 1. Question 1 lays a solid foundation for question 2. The answers are building blocks for question 2. Scripture tells us that a house built on sand will collapse like a c—like a house of cards. We don’t want to build our consultation on sand.
Allow about 10 minutes in your groups when you answer this question—no more than 15. You’ll get a sense when the group is running out of answers or steam, and then you can just move things along.
When you explain this question, make it clear and simple. At the consultation kickoff, we did not give enough detail to the table discussion leaders and to our tables. We assumed that they would answer the question—the question just as it was written.
So, we had copies, just like you have today, of the questions at the table. I dutifully, at my table, read the question and said, “Okay, let’s all go around and take a stab at it!” The first two answered the question; the other five just went off—went trailing off in different places, saying, “Oh, I thought this,” “I liked this,” “I agreed with it,” “I felt this way”—but they didn’t answer the question.
I was sitting there thinking, Oh, my gosh! This is really a surprise! I knew that this was a crucial point in the life of our group together. If I didn’t help the discussion now, I—it would only get worse. This is right away in the morning, and I thought, We’ve got two days! [Laughter.] You know?
As soon as the last person talked, I said, “Let’s stop a minute here. . . . ” Well, I didn’t say it exactly like that; I said, “Let’s stop and we’ll make—I’m going to make a midcourse correction, a little correction.” And then I gave them a little mini-teaching about answering the question. And wha—and then, after a while, everybody in the group would catch their mistakes, and we’d all laugh about it and say, “Oh, no, I’m jumping to question 3!” “Oh, no, I’m on 2!” “No—okay, back to 1.”
So, that worked out really well.
Ask each person to start his or her answer with—and this is sort of silly, but it works—”I heard the speaker say. . . .”
Back to my example from the kickoff talks: as we did that, we really stayed on question 1. It’s so easy to want to talk about positive or negative feelings about a talk, or we want to move on to another question. The simple phrase, “I heard. . . .” helps us stay with it. It’s effective. It works.
There are a few common mistakes that group members will make with this first question. They [the mistakes] also are simple, and they’re easily redirected. And in your session B envelopes at your table, there is a handout. And it has—when someone is making—has made a mistake, there’s a gentle and simple way to redirect them.
So, in a few minutes, I’m going to give a demonstration. But before the demonstration, I’d ask that you take that handout out—it’s session B—and pass it around, and I’ll give you two minutes to read that handout. It’s on question 1.
[Interruption in the recording.]
NANO: Okay, time’s up. So, can my role play folks come forward? That’s Chris, I believe, and Tom, and Elizabeth, and Chris. Two Chrises.
[Role players get ready. Inaudible comments.]
NANO: Okay. So, you know, this is my little women’s group—men’s group and women’s group. [Laughter.]
And, so, you know, you heard my little teaching, and—about the first question. And we’re gonna talk about—well, we heard—we just listened to David’s talk, didn’t we?
ROLE PLAY GROUP: Yes, yes, we did.
NANO: Yes, we did. Right, okay. [Laughter.] So . . .
CHRIS: Salmon!
NANO: David Salmon, right. So, okay, the first question is? Elizabeth, what’s the first question?
ELIZABETH: The first question is, “What did you hear the speaker say?”
NANO: Yeah, what did you hear the s—so that’s what—I want to go around—you know, we’ll just go around once, and then we’ll go around again. So, what did you hear David say?
CHRIS V: I heard David say that we should really be a provident and resourceful people, and that we should really take care of everything that we own and we should share with others and that we should make sure that we always, always take care of our things. Don’t call somebody first, but try to take care of it and fix it yourself first, and. . . . Yeah. And I heard him say . . .
NANO: Okay, okay. Can—next, Chris, you want to share?
CHRIS M: Forgiveness is an act of will.
NANO: Mm-hmm.
CHRIS M: And so you have to choose to do it.
NANO: Okay. Elizabeth?
ELIZABETH: Yeah. Going back to Chris’s: he didn’t talk about that, actually. He was talking about forgiveness. . . .
NANO: Okay. [Laughter.]
ELIZABETH: . . . and, so he wa—he said that . . .
NANO: Okay.
ELIZABETH: . . . forgiveness is important.
NANO: You know, Elizabeth, let me stop you there.
ELIZABETH: Okay.
NANO: You know what, we all hear things differently. [Laughter.] And so, we don’t want to criticize someone else’s hearing. You know?
ELIZABETH: Okay.
NANO: But what did you hear?
ELIZABETH: Well, I heard him say that forgiveness is important for being able to do a consultation well.
NANO: Okay, good. Yeah.
CHRIS V: I heard that too.
NANO: Did you? [Laughter.] Okay, yeah. Yeah. Tom?
TOM: I heard him talk about prophecy [laughter] and that prophecy’s really important to the consultation.
NANO: Uh-huh. Okay, ah, Chris? [Laughter.] Did you hear anything else? We’ll go around one more time.
CHRIS V: Yeah, I did hear him say that forgiveness was really important, and that, yes, we need to be a prophetic people, and that we need to really listen to each other a lot . . .
NANO: Mm-hmm.
CHRIS V: . . . and be attentive to each other, and—
NANO: Okay. You—just one thing, Chris. So then, we want to have—make sure that everyone gets a chance to talk. But, . . . thank you.
Okay, we’re going to stop that role play right there. Thank you. [Laughter.]
Hey, let’s applause [sic] for them! [Applause.]
I was a little flummoxed there, when I thought, where was he this morning? Hunh.
Okay. I have to find where I’m at in my notes here. Okay—oh, now I know where we’re at.
So, now you get to practice at your own tables.
But, this is—one thing about doing a role play is, sometimes those who are more competitive among us really like to get into it, and they like to make it really hard on whoever the leader is. [Laughter.]
Don’t. [Louder laughter.]
This is a learning exercise! You can give them a little bit of trouble, but don’t make it impossible. [Laughter.] Okay.
So, at your tables, in session B is a small envelope, and there are roles. And so, let me tell you about the roles. [Groaning from audience.] Oh, groaning? Do I hear groaning? [Laughter.]
ELIZABETH?: We’re just so excited.
NANO: Yeah, I know.
So, there’s a leader role, and there’s a timekeeper role, and those two roles are the only ones—let’s see—that you should tell everyone else at your table what role you’ll have. If you draw the leader role and you don’t want it, and—I—see if somebody else wants to take it. And the leader role should not be taken by the person who is the head of your table. Is that clear?
And so, basically, read your role, and just do what it says. That’s all you have to do. And if you don’t want to do what the role says, just be yourself. [Chuckling.] That shouldn’t be too hard.
And—let’s see. I thought there was one more bit of instruction. Okay. Pardon me? Yes, you still are talking about David’s talk. That’s the point. You’re talking about David’s point [sic]. And if the leader needs some help, he can look at, or she can look at, the sheet that I handed out earlier. Okay?
So I’ll give you about three minutes, three or four minutes, to do this role play.
[Buzz of background conversation. Then, interruption in the recording.]
NANO: Okay, I’d like you to take maybe a couple minutes and just share at your tables—just have the whole table share: What did you learn from that? Besides that you’ve got some real hams in your groups, but [laughter] what did you learn? Okay, take a couple minutes and share what you learned. You don’t have to write it down; just talk.
[Buzz of conversation.]
[Interruption in the recording.]
NANO: Okay, time’s up.
Okay, we’re movin’ on to session C. This is the home stretch.
Like session B, there’ll be a brief explanation of question 2, a demonstration, and a time for you to practice and laugh at your tables. [Nano chuckles.] Okay?
The second question on the sources is, as you see, “Why did he or she say it? Why did the speaker or author think it was important? And what was the speaker or author trying to achieve?”
Question 2 is the gateway to understanding the whole talk. It ans—answering it takes effort and discipline. It’s a harder question than number 1. At my table at the consultation kickoff, I don’t think it was until the second day of the discussions that we began to really answer this question, “Why did he or she say it?” You really have to dig in.
With this question, we seek to know what the speaker was saying in the context of when they were speaking it. It’s a kind of question that engages our wonder, and our curiosity. Why did he or she use that description to make the point? Why did the speaker think it was important?
Mike Wacker’s art workshop helps us understand this question. He encourages—he encouraged us to slow our thinking down. It’s like you’re in slow-mo. Make use of your good observation skills, and stop making snap interpretations without evidence.
A talk from the source is like a painting. They [sic] describe a point in history. Question 1 gives us the details of the history: what is seen and heard. Now, we can step back and then look again at the talk as a piece of art, knowing that the speaker carefully crafted it. We now slowly study it, then answer the question of its meaning, using the data from question 1.
It will really help if you listen closely to each brother and sister’s answer. We may find in another’s answer an idea that will be one that we can build on.
The answer to this question is not how we feel about the talk, or what we liked about it, or what we agree or what we disagree [sic]. It is not the time to say, “We should get back to the good old ways of doing things,” or, “Boy, am I glad we left that practice behind.” It’s easy to share our feelings, but that should be saved for question 3.
When we do this question on the sources, we should allow about 30 minutes, 20 to 30 minutes. And at the end of answering question 2, the leader should direct the group to add any additional comments or personal takeaways to—under question 3. Think about question 3 as a parking lot.
Okay? You’re going to park your ideas, your thoughts, your feelings. And then you can come back to it.
And as—the older I get, I’m really glad when I go to parking lots that have those letters or numbers of [sic] identifiers, you know? Because I forget where I park my car? So, this is a way to remember those ideas.
As we work at answering and mastering these questions, we will grow in our ability to communicate with one another, just like what happened at the kickoff. I think the more and more we worked at answering this question, the more we grew in unity, [and] the more we grew in doing a better job of answering them [sic]. Our sisterhood and our brotherhood will grow. We’re gonna to know each other better. We’ll be in a great spot to take on Phase II of the consultation. And we’ll be hearing the word of the Lord in one another, and the Spirit.
So, we’re gonna have a demonstration now. And so if my actors would come up. . . . And Mary Grams will be leading this group—little group discussion. So, again, as we did in the last, we’ll be talking about David’s talk. And, when this is finished, then you’ll pick up your envelopes to—and you’ll have different roles in question [sic; “session”] C.
But I completely forgot. . . . Here, pick up session C’s envelope; and there’s a handout in there. And I want you to take a minute or two—and these are mistakes that people can make answering this question, and then corrections. Okay? So, read that: mistakes and—that people can make, and corrections.
[Interruption in the recording.]
NANO: Okay, so after they do their role play, then you’ll start your role play and—taking different roles out of your session C [envelope]. Okay? But don’t take those out yet. And then I will let you do your role play, and I’ll call time, and then you’ll have time to share what you learned. Okay? And at the end of that, we’ll just—at six o’clock it will be time for dinner, I think. Isn’t that right, Mike? Yeah.
Okay, so, let’s give our attention to these illustrious—this mixed group. This is a new thing in the People of Praise! [Laughter.]
MARY: Still a small group, but . . . [Mary laughs.] All right, so we’ve already answered, now, question 1. I think we’ve spent enough time. Moving on to question 2—again, that’s asking the question, “Why did David—why do you think he said what he said?” That’s—and then also, “Why do you think it was important?” Like, bringing off of that. . . . [sic].
So, how about we start again by everybody just having a turn to go around in a circle, and then we’ll just kind of open up the floor. So, Pat, do you want to start?
[In the following section, there are many overlapping comments.]
KRISTEN: Five minutes.
MARY: Thank you.
PAT C: Yeah, hopefully this won’t, you know, mess things up right off the bat, but I have to admit, I still don’t really understand this particular question. So . . .
MARY: Okay, yeah, so it’s—it’s asking more, like, what’s the point of what David said? Why—why would he want us—why would he want to tell us about this? You know, is there something more that he’s getting at? If it would help, we could have a few more people answer the question first and come back to you. Would that . . . ?
PAT C: That’d be great. Yes, thank you.
MARY: . . . help? All right, why don’t we move on to Phil?
PHIL: Oh, yes, I really liked the concept of asking forgiveness. I once read a book about asking forgiveness, and the book said . . . [Laughter.]
MARY: Okay—oh, Phil, oh, yeah, I—I’m sure you did read a book about forgiveness . . .
PHIL: I did, yeah.
MARY: [Laughing.] I’ve read a few too!
PHIL: Yeah.
MARY: Yeah, but right now, actually, we’re just going to try to stick to answering the question of “Why do you think David was saying this” right now? Not trying to bring in other outside sources . . .
PHIL: Oh, okay.
MARY: . . . just looking at this one. But do you have any thoughts about that?
PHIL: It was someone like Augustine, or someone like that, the book—who wrote the book.
MARY: Okay, great! Yeah, yeah. So do you have any thoughts, though, too, about why do you think David said what he was sharing today about forgiveness?
PHIL: I just, you know—it’s just such a good topic to talk about all the time, and to take the opportunity to ask forgiveness all the time! Like bumping into someone at the store, and saying to them, “I forgive you.” You know? [Laughter.]
MARY: Yeah. [Laughs.]
PHIL: It’s just really rewarding!
MARY: Oh that’s—yeah.
KRISTEN: Three and a half minutes.
MARY: Three—okay. Pat, do you want to share?
PAT M: Yes, I think that David was really trying to point out that we need really to forgive each other from the heart if the consultation’s going to work the way we think God wants it to work.
MARY: Mm-hmm. Kristen, do you have—?
KRISTEN: Oh, I didn’t really have that much to say right now.
MARY: Oh, okay. Did you—do you have anything you wanted to add from what others have shared so far that you—do you agree, you’re not sure, or . . .?
KRISTEN: Oh, I really like what they said.
MARY: Okay, you liked what they said.
KRISTEN: Yeah, yeah.
MARY: Okay, okay.
KRISTEN: We have three minutes. [Laughter.]
MARY: Okay, thank you! Thank you. You’re doing a great job keeping time. [Laughter.]
Pat! Pat, does this—did this help you [laughter], what’s been shared so far? Are you getting a better picture of what we’re trying to get at here?
PAT C: Yeah, I think I’m starting to get it.
MARY: Okay, do you want to try answering the question? Yeah.
PAT C: Now, maybe, we’ll see after, after we’re—yeah.
PAT C: Yeah, so, I mean, it’s—I feel like, if there’s—if, you know, if we haven’t—if there are things that need forgiving, the—that are—that haven’t been, then that’s going to—that’s going to be an impediment to consultation. Right? So that’s why we, you know, kind of need to get those things squared away, to sort of open up those channels of conversation . . .
MARY: Mm-hmm, yep.
PAT C: . . . that we’re trying to have in the consultation.
MARY: Any other things people want to keep adding to this? What more . . . ?
PAT M: You know, I also thought what David said is related to not just forgiving, but to forget, as well. I thought that was a really important for—thing for us to remember.
MARY: Yeah, and why—do you have more to say about why you think that’s important? Why . . . ?
PAT M: Because I think often you can forgive somebody, and not forget. And there can still be some residue of something that’s still there in your relationship with that person that can, kind of, be an impediment to really kind of moving forward, so. Forgetting seems like it’s a really very important thing.
MARY: Mm-hmm. Any other—any more thoughts, Kristen? As you’ve heard more here?
KRISTEN: Um, yes, I agree that forgiveness is good. [Laughter.]
MARY: Yeah, why—why do you think David would want to talk about it being a good th—why would that be good for us right now and . . . ?
KRISTEN: Hmm. It could help us move forward as a community. [Laughter.] We have one minute left.
[Laughter and applause.]
NANO: It’s hard to think, at times, when you’re in front of a lot of people. But another thing that the leader could do is—they wouldn’t have to necessarily go around in a circle. You can just let it be, you know, free-wheeling. And also, the leader should feel free to participate, too. She was just sort of directing traffic, because she had a rather unruly group. [Laughter.]
Okay, so have at it, and I’ll call time when you can share about what you had learned.
[Interruption in the recording.]
NANO: Okay, why don’t you talk now about what you—a few things that you learned from doing this exercise. Or just learned about—whatever you want to talk about.
[Interruption in the recording.]
MIKE WACKER: Okay, that is time! Next up is the opening of the Lord’s Day.
[Recording ends here.]
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