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Indentify
These
questions
are
relevant
whether
you’re
In
our
experience,
we
have
found
that
things
work
best
when
these
3
key
Leadership
one
person
hosting
a
conversation
club
in
roles
are
covered,
though
they
may
all
be
done
by
one
(very
busy
and
your
living
room
or
a
megachurch
hopefully
paid)
person,
or
by
many
volunteers
handling
individual
tasks.
Gifts
&
Roles
expecting
200
students…
More
people
means
more
teamwork
and
coordination
required,
but
much
less
time
and
stress
for
individuals!
Also,
these
tasks
may
ebb
and
What
might
be
some
administrative
tasks
flow
between
each
role.
related
to
your
program?
Who
has
gifts
in
management
and
admin?
Some
possible
tasks
related
to
administration:
What
would
be
some
critical
skills
for
this
• recruit
volunteers
• coordinate
and
provide
refreshments
person?
• keep
volunteers
informed
by
phone
• maintain
facilities
and
email
• purchase
supplies
&
books
• schedule
classes
&
coordinate
with
• manage
finances
volunteer
schedules
• organize
childcare
• manage
student
data
• plan
and
produce
advertising
• keep
on
top
of
calendar
and
to-‐do
list
• keep
record
of
classes
(photos,
video,
• help
teachers
with
preparing
materials
testimonies)
for
classes
• report
to
church
• prepare
and
organize
registration
• conduct
program
evaluation
materials
Look
for:
businesspeople,
accountants,
teachers,
secretaries,
managers,
event
and
hospitality
planners,
real
estate
agents,
editors…
What
might
be
some
tasks
that
require
Some
possible
tasks
related
to
socio-‐emotional
connection:
connecting
with
students
socially
and
• recruit
students
• provide
info
on
social
services
emotionally?
• follow
up
with
missing
students
• connect
students
with
broader
church
Who
has
the
gifts
to
engage
and
relate
to
• return
student
calls
• encourage
student
leadership
and
• meet
students
at
registration
ownership
students
on
a
socio-‐emotional
level?
• plan
social
events
• evaluate
student
satisfaction
and
What
might
be
some
critical
skills
needed?
• make
announcements
assess
ongoing
student
needs
It’s
ideal
if
inviduals
focusing
on
connection
speak
students’
languages
and
are
familiar
with
the
cultures
represented,
so
often
students
with
higher
level
English
skills
are
the
most
adept
at
this
role.
However,
anyone
with
sensitivity,
a
willingness
to
listen,
and
a
commitment
to
relate
can
do
a
great
job.
Look
for:
counselors
and
therapists,
retired
missionaries,
social
workers,
human
resources
people,
second
generation
kids
of
immigrants,
English
limited
parents
of
church
members,
small
group
leaders,
artists
and
musicians…
What
be
some
tasks
that
require
educational
Some
possible
tasks
related
to
educational
effectiveness:
expertise?
• plan
and
carry
out
assessment
of
students
Who
has
the
gifts
to
assure
that
the
program
• select
or
design
curriculum
• train
teachers
and
conduct
ongoing
training
opportunities
is
educationally
effective?
• provide
lesson
plans
or
help
with
lesson
planning
What
might
be
some
critical
skills
needed?
• collect
tools
and
resources
for
teachers
• observe
and
evaluate
teachers
and
provide
support
and
feedback
How
could
you
go
about
identifying
these
individuals?
Individuals
with
formal
ESL
experience
and
training
are
ideal,
because
the
needs
of
language
learners
are
unique,
but
any
background
in
education
will
help!
Look
for:
K-‐12
teachers,
professors,
homeschool
parents,
Bible
study
leaders,
teachers
in
children
or
youth
ministry,
anyone
involved
in
adult
education...
In
our
case,
we
have
gone
from
one
person
handling
all
these
areas,
to
a
team
of
up
to
12,
including
a
committee
of
students
handling
socio-‐
emotional
connection
tasks,
local
high
school
students
handling
administrative
tasks,
and
a
cohort
of
teachers
handling
educational
tasks.
Identify
people’s
gifts
and
strengths,
and
then
be
creative!
Find
Space
&
How
might
the
location
and
space
affect
the
Consider
benefits
and
drawbacks
to
finding
a
“neutral”
space
more
familiar
Basic
Supplies
way
the
program
is
run
and
students’
to
students
vs.
holding
classes
that
connect
more
readily
to
your
church.
participation
in
it?
for
Classes
What
partnerships
do
you
have
that
could
Some
possible
locations
for
classes:
help
you
locate
a
comfortable
space
for
• homes
• community
service
buildings
students?
• churches
• schools
and
HeadStart
programs
• libraries
• small
businesses
Wherever
you
might
hold
classes,
is
there
room
for
the
class,
but
also
for
future
Consider
if
you
might
need
space
in
the
future
for:
supply
and
textbook
needs?
storage,
student
records,
teachers’
resources,
a
student
library,
If
not,
how
might
you
find
space
for
these
childcare,
a
common
space
for
community
resources,
a
gathering
space
things
later?
for
events,
etc.
What
are
the
minimum
supplies
a
class
might
We’ve
found
that
access
to
place
to
write
and
a
copy
machine
are
the
need
to
function?
basics.
(And
even
these
are
negotiable
for
a
small
group
of
students.)
What
partnerships
or
resources
could
help
you
find
these
resources
affordably?
Ideas
for
creative
sources:
• whiteboards,
tables,
chairs,
file
cabinets,
or
office
supplies
from
companies
or
schools
upgrading
or
going
out
of
business
• www.freecycle.org
or
www.craigslist.org
for
used
supplies/furniture
• rent
or
lease
a
copy
machine
with
service,
rather
than
purchasing
new
• use
chalk
paint
on
a
wall,
sheet,
or
piece
of
board
as
a
chalkboard
• use
packing
paper
or
newsprint
rather
than
purchasing
flip
charts
• stock
up
on
sale
supplies
after
the
school
year
begins
• contact
community
colleges
who
provide
ESL
or
GED
classes
for
textbooks,
resources,
and
reading
materials
that
are
being
cycled
out
• contact
publishers
for
test
copies
of
books
to
build
a
teacher’s
resource
or
student
reading
library
• contact
libraries
for
old
magazines
to
use
for
projects
and
reading
Make
Key
There
are
pros
and
cons
to
every
choice.
For
At
River
City,
this
is
how
we
have
answered
some
of
these
questions.
Decisions
About
more
information
on
some
of
the
These
have
changed
every
semester
and
are
still
changing,
so
don’t
implications,
see
the
additional
links
on
the
worry
about
making
final
choices
now.
Work
with
what
you
have
and
Schedule,
kimrothhowe.blogspot.com
blog.
grow
from
there.
Structure,
Fees,
and
Spiritual
Key
Questions
on
Structure:
Structure:
Content
• Will
you
offer
one-‐on-‐one
language
• We
started
with
one
small,
drop-‐in,
multilevel
group
so
that
we
could
partnership
and
tutoring,
offer
only
one
or
serve
anyone
who
came.
These
types
of
classes
require
curriculum
and
two
classes
with
various
levels
merged
activities
that
can
serve
students
at
different
ability
levels
(see
together
and
working
together,
or
offer
a
Curriculum
section
below).
variety
of
classes
at
different
levels
or
on
• Now
there
are
3
levels
of
classes,
emphasizing
vocabulary,
conversation,
different
topics
(i.e.
basic
literacy,
college
and
grammar
respectively.
We
register
students
for
these
classes
and
skills,
computer,
finances)?
keep
careful
attendance,
though
no
one
is
ejected
for
low
attendance.
• Do
you
want
a
drop-‐in
class
where
students
(See
Ongoing
Issues:
Students)
come
when
they
can,
or
a
more
formal
• An
informal
multilevel
conversation
group
meets
separately.
This
is
a
program
with
registration,
assigned
class
drop-‐in
group
that
students
attend
as
they
are
available.
This
is
great
days,
and
attendance?
for
students
with
fluctuating
schedules
that
cannot
attend
regularly.
On
Schedule:
Schedule:
• Will
you
accept
new
students
whenever
• We
have
2
weeks
of
registration
before
each
term,
after
a
major
they
come,
or
during
set
times
only?
advertising
push,
but
accept
students
throughout
the
year.
Open
• Will
classes
be
ongoing
year-‐round
or
enrollment
throughout
the
semester
can
be
challenging
for
teachers,
so
within
set
terms?
If
so,
when
and
how
long
you
may
need
to
develop
strategies
to
help
integrate
new
students
will
they
last?
effectively
(see
Ongoing
Issues:
Students).
• Will
you
have
daytime
or
evening
classes?
• We
have
spring
and
fall
class
terms
with
holiday
and
summer
breaks,
Weekday
or
weekend?
How
often
each
a
but
conversation
group
goes
year-‐round.
During
the
breaks
we
also
week?
How
long
will
each
class
be?
offer
special
events
and
outings,
and
if
volunteers
are
available,
• How
will
the
class
time
be
organized?
Are
occasional
special
interest
classes.
Evening/weekend
and
school
year
there
other
activities
you’d
like
to
include
scheduling
choices
may
make
it
difficult
for
parents
to
attend
(see
along
with
classes,
such
as
announcements,
Ongoing
Issues:
Childcare),
but
were
necessary
because
of
our
volunteer
prayer,
break
time/refreshments,
whole-‐ base
of
students
and
working
professionals.
If
your
volunteers
tend
to
group
time
or
activities?
be
stay-‐at-‐home
parents
or
retirees,
you
may
have
more
options.
On
the
other
hand,
daytime
classes
are
difficult
for
full-‐time
workers.
• We
offer
structured
classes
Tuesday
nights
and
Saturday
mornings
for
3
hours
each,
as
well
as
2
hours
of
conversation
group
on
Thursday
nights.
Students
can
attend
one,
two,
or
all
three.
A
variety
of
attendance
choices
allows
flexibility
with
students’
scheduling
needs,
but
also
offers
an
opportunity
for
up
to
8
hours
a
week
of
English.
(5
hours
per
week
is
a
generally
suggested
as
a
minimum
for
continuity
and
effectiveness.)
The
classes
are
long
and
many
students
come
after
full
days
(or
nights)
of
work,
so
we
have
to
be
very
intentional
about
creating
interactive,
engaging
classes
that
use
students’
time
well.
• Because
our
students
may
be
late
due
to
work
and
family
requirements,
as
well
as
cultural
norms,
the
classes
start
informally
with
self-‐selected
work,
conversation,
and
prayer.
We
have
a
15
minute
break
in
the
middle
for
refreshments,
where
all
three
classes
get
together.
• Once
a
month,
the
student
committee
organizes
an
activity
that
brings
all
three
classes
together
for
half
of
the
three
hours
such
as
a
workshop,
potluck,
knowledge
sharing
time,
talent
show,
guest
speaker,
etc.
On
Fees:
Fees:
• Will
you
provide
all
materials
for
students?
• Classes
are
free.
Requiring
payment
can
give
a
sense
of
credibility
to
a
• Will
they
pay
for
books
and
materials?
program
and
can
increase
commitment,
but
also
can
limit
some
• Will
they
pay
a
registration
fee,
and
if
so,
students.
If
you
decide
to
charge
beyond
the
cost
of
materials,
I
would
how
much?
recommend
waiting
until
you
get
some
of
the
kinks
out
and
are
sure
you
are
offering
a
high-‐quality
product
that
is
worth
what
people
are
paying
for.
If
you
decide
not
to
charge,
you’ll
need
to
find
creative
funding
methods
(see
above
under
Space
and
Supplies
or
in
the
document
Ongoing
Issues:
Funding).
• Books
and
materials
are
provided
for
use
in
class
at
no
charge,
but
can
be
purchased
to
take
home
for
practice.
We
buy
books
and
dictionaries
wholesale
and
tax-‐free
and
sell
these
at
a
slight
upcharge
to
cover
program
costs.
For
classes
that
don’t
use
books,
we
offer
a
class
binder
with
helpful
class
organization
tools
and
some
materials
for
students
to
purchase.
• There
is
also
a
donation
box
for
students
who
prefer
to
pay
something
for
the
classes.