With the exception of those few teachers who are trained to teach Religious Studies, or those in specifically religious

schools, the discussion of Faith and Religion as issues can often seem very daunting for teachers. This document is designed to help you think about some techniques and tips to remember which will help you to do it a way that is respectful towards religious traditions, yet completely appropriate in the classroom. As teachers we are often used to being the expert in our classroom, and having all the answers. When looking at religion and faith issues, this becomes a very challenging role to take on nobody can know everything about all the religions of the world, and indeed few people really know all the diversity that might exist within one religion. It is important to let go of the expert role, and to become a facilitator for your students discovery this is what the lesson plans are designed to enable. As a teacher preparing your class for dialogue in the Face to Faith programme, you will need to help your students to become both confident and sensitive when talking about sensitive issues. The lesson plans provide you with a lot of different tools to help students do this but there are also some general principles that you might find helpful. It is really important to maintain a safe, neutral space for discussion; this is the key to enabling your students to express themselves. We also need to prepare students for all kinds of questions to be aired without fear of offending or being offended. By following these simple tips, first in the preparatory lessons, then in VCs, we can ensure that everybody: feels comfortable contributing can talk about faiths and beliefs in a respectful way can disagree without offending

Face to Faith teaching materials encourage classes to think about ideas, concepts and feelings that students may never have previously considered. In some cases students will be asked questions that they have never even begun to think about yet are powerfully and closely linked to their identity. It is not impossible that students may experience strong emotions in some of these lessons so please think in advance of how to take care of those students. Make sure that you allow them some space, and please remember that students always have the option not to share things that are private or personal everyone is allowed to say I dont want to talk about that. Remember our RESPECT principles we want everyone to feel safe. This means that anyone can decline to answer a question, and certainly shouldnt be forced to. Nor should students be made to identify themselves in any particular way What religion are you? is not an acceptable question for the classroom. Inviting students to contribute is much more appropriate, and, given time, will be successful in building genuine dialogue. Activities or assignments associated with Face to Faith are appropriate for students of all faiths or none. No student should be made to feel like an outsider, and not a full member of the community, by any activity or assignment.

Consider different points of view There can be many different beliefs within the same religion, as well as between different religions. We call this intra-faith difference, as opposed to inter faith which is between faiths. Some of these differences are religious (e.g. Catholics and Protestants, Shias and Sunnis), whereas others are culturally defined (e.g. Sephardi and Ashkenazi Jews). When talking about a particular faith, try to include ideas from people from that tradition who might see things differently. Where relevant, get students to do their own research into different beliefs and practices within a single religious tradition.

Use Attribution To avoid discussing your own beliefs, or putting students on the spot, it is often good to attribute beliefs and points of view to specific groups: Buddhists believe that.... Catholic Christianity teaches...

Some Hindus believe... This is a practice that is important to Muslims...

Start phrases with the word I As noted above, not all people who identify with a particular faith will believe the same things. Using I statements or me statements helps to avoid generalizing. Rather than saying, All Christians believe, try As a Christian, I believe... Instead of It says in Islam, try For me, as a Muslim, this is very important... This way we allow for people within our tradition who hold different views to ours.

Be careful of religious value judgements We are not there to instruct each other how to live. It is important to distinguish between I do this and it is important to me because... and I do this, and you should do this too... Teachers should encourage students to choose their language carefully, and refine it where necessary. Reminding them, where appropriate of the I-statements rule (see above) and the Dialogue, not Debate rule (see below)

Dont be afraid of silence. Very often we are used to getting quick responses from students particularly if we are accustomed to teaching in a subject where there are right answers. In building open dialogue we need to give people space to answer questions properly, where they may not know what the right answer is straight away. Waiting for students, and being comfortable with silence is a good thing to remember. You can help to pre-empt this by saying Im going to give you a minute to think about this, and jot some ideas down, then follow this with a Rally Robin, before you move into broader discussion.

Dialogue, not debate

Dialogue is the process of discovery about the other through inquiry, discussion and active listening. Debate usually involves trying to persuade someone that you are right, and while it is appropriate in some settings, it is not appropriate for interfaith dialogue, where there is no room for hidden agendas. We are here to inform and educate each other, not to persuade or convert, so as teachers do intervene if they feel that the language of debate is being used with regards to faith and beliefs.

Working towards genuine dialogue Is a long journey, and we must not expect anyone to do it quickly these guidelines are very useful when considering how you might manage discussions in class;

Not enough
Little understanding of boundaries students make disrespectful comments No pace conversation drags on, long gaps, no enthusiasm

Just right
Clear boundaries set students maintain respectful dialogue Right Pace. Students are able to think about their answers but also not allowed to drag things out.

Too much
Boundaries unclear students are afraid to comment No thinking time facilitator pushes too hard, doesnt give students time to reflect or think.

No challenge the questions are too easy, usually only requiring students to state facts.

Inclusion of all questions have enough challenge to be able to push students without excluding them. Deeper understanding achieved through respectful disagreement

Too demanding. The questions are too difficult abstruse and theological.

Overly seeking similarities

Provoking argument