1.
Be a Student of What They are Learning
We’ve
read the story year after year. We know that Jesus was crucified, placed in a
tomb and resurrected on the third day. And this is important! But when we take
a look at the bigger picture of Scripture we see themes and images that come up
again and again to shed even more light on the significance of the Easter
account. Just like reading a good book or watching a gripping movie, we
understand that the author is trying to turn our attention to something greater
than the story itself. Over the course of this series, we look at a few key
themes in Scripture—Bread, Water and Blood—to help weave together the greater
story of God’s love for us. To take the power of the Easter story and allow it
to shine in those places where we need provision, security and redemption.
2.
Be a Student of Your Student
Over
the course of this series, we have talked about the idea of themes; those
things that come up again and again, whether in a good book or movie or even
just in our day-to-day lives. And as we’ve learned, certain words or themes
within particular stories in the Bible can trigger something that might remind
us of another story, showing us how God’s Big Story connects, especially as it
relates to the Easter story. But these themes occur in our everyday lives as
well.
We
as parents experience things that trigger us to know when our teens are happy
or excited about something—and when they are anything but! Our students notice
our triggers as well. Your student probably knows that when you pick them up
from school late, slam the door when you come home from work or forget to check
on them after their set curfew, that something is up.
And
these triggers, these cues, are definitely something to look for in our
teenagers. Especially for those middle school and early high school students
who are still in a world of “egocentric abstraction,” which means that they may
be trying on multiple personalities to figure out just who they are. And these
triggers give us a clue into how these different sides of our students come
together as they try to figure out who they are. And while this may be scary
for us and seem like anything but normal, it is really just a natural part of
their process of defining who they are—of shaping their identity. But does this
mean that we just give them complete space to figure it out on their own during
these very complicated years? No, it means we listen. And sometimes, the best
way to listen to a teenager—no matter what age—is as much about hearing what
they say as it is about hearing what they don’t. So, we want to provide an
opportunity for you to sit down with your student and talk about some of these
triggers, first allowing them to give you a glimpse into the things that clue
them into your mood and next, having a dialogue about the things they do that
tell you about how they are feeling.
3.
Action Point
As you and your student sit down, remember to keep
this conversation light. This isn’t a time to start probing into your student’s
life to look for deep, dark secrets. Rather, it’s a chance to connect in a
mutual way and start a conversation about the way that we often communicate how
we feel without saying a word. It’s a chance to create empathy, both from you
to your student and from your student back to you. So, as you answer the
questions below, allow your student space to be honest and practice listening
to what they are saying with their words, as you both figure out what you say
from day-to-day without using words at all.
Questions
from Parent to Student:
- What are some things I do that tell you that I’m in the following mood: Rested, Content, Stressed Out, Enthusiastic and Agitated?
- What do you usually do when you sense that I am stressed out or agitated? How about when you sense that I am rested and content?
- What is a word or a phrase that we can come up with for you to say to me when you are picking up on one of my negative triggers that worries you or makes you upset and you want to be able to talk about it?
Questions
from Student to Parent:
- What are some things I do that make you think I am sad, overwhelmed or upset? (For the Student to Answer: Are the triggers that your parent or guardian noticed pretty accurate? Do you feel like they are picking up on what you do when you are sad or upset?)
- How do you know when I am happy and everything is going well?
- What is a word or phrase that we can come up with for you to say to me when you are picking up one of my negative triggers and want to be able to talk about it?
Get connected to a wider community of
parents at www.orangeparents.org.