This article is shared by an ex-Baha'i who worked for many years with the Baha'is. After realizing that he was cheated by the Baha'is, he broke all connections with them. As a duty towards his Sanatani co-religionists, he decided to inform his fellow countrymen to be careful of this deceptive and false faith.
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| Innocent Hindus are being taught Baha'i prayers. |
CHECKLIST FOR TUTORS FOR ACCOMPANYING THE PARTICIPANTS OF THEIR STUDY CIRCLES IN THEIR INITIAL ATTEMPTS OF SERVICE
When tutoring Book 1:
• Help each participant of the study circle to memorize the presentation on the concept of prayer given in Unit 2 of Book 1, and learn how to share these ideas with seekers and begin devotional meetings with them in a natural way;
• Help each participant learn how to study a prayer with others;
• Conduct several visits with participants to the homes of their friends, both Baha'is and non-Baha'is, to share the concept of prayer and hold devotional meetings;
• Help each participant organize a devotional meeting in his or her home and take part in it;
• Help each participant document their experiences and share their learning about devotional meetings with others and with cluster agencies;
• Encourage the participants of devotional meetings to engage in the institute process.
When tutoring Book 2:
• Help participants learn by heart the content of 6 themes for deepening in Unit 2 of Book 2;
• Help participants memorize the content of 11 themes for presenting Baha'i beliefs in conversation (including the theme on the station of Abdu'l-Baha) from Unit 3 of Book 2;
• Help participants practice sharing each theme, first in pairs and then through role-play;
• Accompany participants on several visits, first to friendly Baha'i families and then to the homes of inactive believers, to share at least the first three themes;
• Help participants prepare lists of contacts for visiting;
• Accompany participants while visiting friends, colleagues, neighbours, or relatives to share ideas from Unit 3;
• Help participants reflect on their experiences and document their learning to share with others and cluster agencies;
• Help participants adopt the method of consultation, action, and reflection.
When tutoring Book 3:
• Help participants identify the key concepts of each section and each unit of Book 3, including all 15 lessons;
• Help participants form children’s class groups in visited homes or their own neighbourhoods during the study of Book 3;
• Help participants practice conducting elements of children’s classes;
• Accompany them while conducting the first three lessons with the children;
• Help new teachers begin working with parents using recommendations from the last two sections of Unit 3 of Book 3;
• Help new teachers analyze and document their learning from each class and regularly share it with other teachers and the cluster institute coordinator.
When tutoring Book 4:
• Ensure that participants understand the concept of the “Greatness of This Day”, become conscious of their purpose and Baha'i identity, and believe that the heroes of the Faith are their ancestors;
• Help participants understand the concept of crisis and victory;
• Create opportunities for participants to retell the stories of the lives of the Bab and Baha'u'llah, starting with one or two paragraphs and gradually telling the full story;
• Accompany participants in visiting the homes of inactive believers to share the lives of the Bab and Baha'u'llah using illustrations;
• Help participants use Book 4 content to create drama presentations for cluster reflection meetings, Nineteen Day Feasts, and teaching campaigns;
• Help participants plan regular visits to the homes of seekers and believers to share the history of the Faith;
• Help participants memorize quotations from the Kitab-i-Iqan and the Kitab-i-Aqdas.
When tutoring Book 5:
• Help participants rehearse the short presentation on the junior youth programme during study circle sessions;
• Help participants form junior youth groups in their neighbourhoods and make presentations on the junior youth spiritual empowerment programme;
• Accompany participants in their first two junior youth group meetings;
• Help new animators reflect on and document their experiences and share them with other animators and cluster coordinators;
• Help new animators include arts and crafts in junior youth activities;
• Help new animators plan, conduct, analyze, and document their first acts of service;
• Help new animators establish and maintain contact with parents of junior youth;
• Support new animators in resolving difficult situations that may arise.
When tutoring Book 6:
• Help participants memorize “Anna’s Presentation” and rehearse it several times during study circle sessions;
• Help participants make their individual plans for teaching;
• Help participants carry out their individual teaching plans;
• Help participants reflect on their teaching experiences, document learning, and share it with the Cluster Growth Committee;
• Arrange a week-long collective teaching campaign after completing Book 6;
• Continue accompanying participants and ensure their participation in cluster meetings, planning processes, and expansion activities.
When tutoring Book 7:
• Help participants understand concepts from Book 1 to prepare for facilitating their first study circle;
• Help participants prepare and rehearse presentations on the Ruhi Institute course sequence;
• Help participants visit the homes of believers and seekers to form new study circles;
• Accompany participants in facilitating the first study sessions;
• Help tutors integrate arts into study circle activities;
• Help tutors document and share their early experiences;
• Help tutors motivate participants to continue to higher levels of Ruhi courses;
• Ensure tutors participate in gatherings, refresher courses, and institute campaigns.
When participants face difficulties or opposition:
• Stay with them and pray with them;
• Help them analyze the situation;
• Help them find solutions;
• Implement decisions together, relying on Divine Assistance.