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Some of the folk practices that a Muslim woman would have seen, and may have used include: using the evil eye, practicing sorcery, wearing amulets, going to a medium, marabout or spiritist, visiting a saint’s tomb and praying there, visiting special shrines, trying to divine the future through the use of certain objects or rituals, the use of special charms or specific actions to provide personal protection from evil spirits, etc. The teacher will need to have these practices in mind as she works with her disciple during this lesson. It would be rare to find a Muslim woman who has not used several of these folk practices. She might need a guided discussion to help her recognize that has been an accepted part of her culture/religion but which has been forbidden by God. Occasionally the student will need evidence that the teacher knows about these practices before she feels free to talk about them.
The child learns religious practices by observing those around him, especially his mother. In most households, the mother is the one who spend the most time with the child and models for him the accepted behavior of culture. In this way, folk practices are passed without special teaching to the next generations. The Christian will need to develop some self-awareness of her behavior and actions at home and the testimony that these give to others including her children.
The teacher should be careful to ensure that her own jewelry doesn’t give a false idea of protection. For example, wearing a cross continuously may be perceived by others as being worn for protection.
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