Leadership
John Mulholland

We’ve read all of the teaching books out there, and I’m thankful that Josh and Kurt brought us to Jesus at the beginning of the year. This is so key, because Jesus can get lost amidst methods, programming, and structure. In Ephesians 5 and Philippians 2, Paul writes that our mind-set should be the same as Jesus. He is our ultimate example. Here are some additional thoughts on Jesus as mentor.

Movies, Music, and Commercials
When Jesus sat down with his followers across from the temple, he called their attention to the seemingly mundane to share the good news and expectations of God. For me, following the mind-set of Jesus means I can use Coke Zero’s “And…” commercial to talk about how we are never quite satisfied with what we’ve been given. Yeah…I like that commercial.

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NEW lessons on FRIENDSHIPS, PARENTS, SELF IMAGE, and IDENTITY!
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The 500, 72, 12, 3, and 1
No matter how small your group’s size, it’s difficult to connect and deeply disciple more than a handful. Jesus had different relationships with different people. His inner circle was comprised of three: Peter, James and John. Then, he had John.

In student ministry, a huge win is to have your leaders understand Jesus’ relational model and live it out. Some of “my” 12 would be another leader’s 3. Some of their 72 might be in “my” 12. It makes connecting with individuals easier and creates community and inclusion for all of your students.

Speaking of Community…
It’s going to take time, plain and simple. It’s going to require us to spend time with our teams to determine our individual and collective giftedness. Our teams need to take on significant and specific roles on group nights and with students.

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NEW lessons on FRIENDSHIPS, PARENTS, SELF IMAGE, and IDENTITY!
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The Team
Trusting the team requires equipping, observation, and time. One of the most difficult things that I ever landed with a student ministry team was, “You don’t have to teach the way I do, but you do have to teach.” Each person on the team had a different skill level at teaching; it was my responsibility to give them the tools they needed (equipping), to provide coaching and feedback (observing) and to allow them space (time) to develop their skill.

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