Archive for the 'Understanding Kids' Category
I’m pondering a different kind of homework for my religious education students for next year.
Typically, we think of homework as completing some type of worksheet, writing an essay or a paragraph, or reading a chapter and answering questions.
I’m talking about a different kind of homework: assignments that amount to practicing what we preach. In other words, we hope that what we teach our young people will have an impact on how they live on a daily basis. We are trying to apprentice them into a way of life. Perhaps we can devise assignments that require them to attempt a new “skill” for Christian living with the idea that, on the following week, we could talk about their experience.
What might I be thinking about? Here are some examples based on Catholic social teaching:
- Life and dignity of the human person: Think of someone at school who is often “left out.” Go out of your way to sit with this person at lunch or during recess.
- Call to family, community, and participation: Go out of your way to do a chore at home that will make life easier for your parents and family.
- Rights and responsibilities: Focus on a responsibility that has recently become yours (at home, in school, as part of an extra-curricular activity) and do your best to fulfill it.
- Option for the poor and vulnerable: Select an opportunity this week, either at school or at your parish, to contribute to or participate in efforts to help those who are poor (e.g. a food or clothing drive, Catholic Relief Services, working at the soup kitchen, etc.)
- The dignity of work and the rights of workers: Visit www.oxfam.org.uk/coolplanet/kidsweb/food and find out what FAIR TRADE is all about and come back with one example
- Solidarity - Visit www.hcakids.org to find out about the HOLY CHILDHOOD ASSOCIATION and come back with a story about children in another country who need our help.
- Care for God’s Creation - Keep a tally of how many items you can recycle in one week (e.g. plastic bottles, glass bottles, newspaper, aluminum cans, and so on)
As much as possible, I’m looking for these ideas to be practical and simple enough for an individual to accomplish on their own without requiring them to “make something” (no posters, etc.) and without repeatedly asking them to give money to causes that address these various needs. Likewise, various categories can be used to inspire the assignments. There can be assignments based on the Beatitudes, the Virtues, the Corporal and Spiritual Works of Mercy, and much more.
My inspiration for this is Luke 10 in which Jesus sends out the 70 disciples in pairs with a mission to accomplish and then they report back to him. Likewise, in Luke 24, the Emmaus story, the 2 disciples go on to Jerusalem after their encounter with the Risen Christ and they report what they have experienced. I believe that this is an important part of the process of mentoring: assignments are given and then a “report” is given at which time advice can be offered. It is often in the telling of these experiences that the hand of God is recognized in the experience. I think we need to give our young people more experiences!
I’d love to hear your thoughts.
At the Catechetical Ministries Awards Banquet last evening (sponsored by the Archdiocese of Chicago, Office for Catechesis and Youth Ministry), Cardinal George gave the crowd some inside scoop on the Pope’s visit to the U.S. He told us that before the Pope departed, the bishops asked him some questions, one of which was, what his advice was about teaching young people in a culture of secularization. The Pope responded, “Teach them to pray!”
I thought this was a wonderful answer and I appreciated the Cardinal sharing this thought with us catechists. He urged us, in all that we do, to be sure that we teach the young people to pray so that they can enter into a deeper communion with the Lord Jesus.
Amen to that.
Last night was our last class for the year and it was a very nice send-off. The closing Mass was very good and the young people seemed genuinely touched by the little token that I offered them. A number of the 8th grade students also went out for pizza afterwards accompanied by 3 of us catechists.
As it turns out, last week, when I missed class because of my daughter’s illness, my aide, Kris, had the young people make thank you cards for me! What a nice gesture! Here are some of the comments that they wrote in their cards:
- Thank you very much for taking the time to teach me about Jesus.
- Thank you for dealing with us all year. Thank you for volunteering your time to teach us about God. Iliked the way we meditated. I don’t like reading in the book so it was cool that you made PowerPoints.
- Thank you very much for your class this year. I really learned a lot and enjoyed it very much. I liked how we meditated in class. You always came to class knowledgeable and prepared and we really appreciated that. Since you came wanting to be there, most of the class ended up wanted to come. This year we made our confirmation, and I think I was really ready for it. Your class was a lot of fun and it was the best year of CCD I’ve ever had!
- Thank you for the time you spent with us talking about Jesus Christ.
- Thanks for the meditation time.
- Thank you for all the things you have taught me. You taught me things outside the book that no other teacher has done. The meditation helped me pray and spend time with Jesus and God. Thanks for everything.
- Thanks for teaching our class. U really made it fun this year! It went by so fast! So thanx.
- Thank you so much for making my last year of CCD awesome! When I first came in and heard you were one of the authors of the book, I was thinking to myself, “Oh, great, we are going to do nothing but read from the book.” But I was wrong. Even though we used the book at times, this class was really fun. Learning about the history of the church and watching Jesus of Nazareth was very interesting. The meditations were also really cool. Thank you!!
I think I’ll keep doing the meditations, eh?
This Monday is the last session for religious education for the year and we will mark it with a celebration of the Eucharist. It’s hard to believe that the year is already coming to an end. In retrospect, it seems like we had so little time together and in many respects that is true. However, I hope and pray that I have been able to make an impact on the young people that I was privileged to teach this year. I think I will devote some time this weekend to finding a small gift that I can give to each of them that will express my hopes for them as they move on. If anyone has any ideas, let me know.
Here’s an exchange I recently had with a catechist working in RCIA for children:
Dear Joe,
I am a catechist teaching RCIA for children. This is my first time teaching RCIA. If you could recommend some approaches to answering questions to children grades 3rd through 5th RCIA, I would really appreciate your help. Here are some of their questions:
Why do we decorate the church with a barren looking tree during Lent? Who made God and why aren’t we from a different planet? What is the difference between a Catholic and a Christian?
Thank you, Joe!
What wonderful questions! I just wrote a post this morning about a question one of my 8th graders asked (”Would it have been better if Jesus didn’t die?”)
This is such a great opportunity for you to be able to work with these young people during such a meaningful time in their lives. You are also very thoughtful to be so concerned with approaching their questions in the most effective manner. How we respond to questions can have a lasting impact on a young person.
My first thought is to affirm the questions and the questioners. Let them know that they have asked a good question.
Next, show that you are interested in what they may be thinking. Invite the others in the group to grapple with the question. You can say something like, “That’s a good question that -N- just asked. What do you think? How would you respond to that question?” Let them know that it is good to grapple with issues of our faith and that asking questions is what disciples do…it’s how we learn.
Now, on to how to address the specific questions you listed:
- why do we decorate the church with a barren looking tree during Lent?
The Church has long compared the 40 days of Lent to the 40 year journey of Israel in the desert where their faith was tempted. In the same way, Jesus grappled with temptations in the desert for 40 days before beginning his ministry. For us, Lent is our journey through the desert - a barren area - where we face up to our temptations, away from the clutter of everyday life (this is why we give things up during Lent…to clear away the clutter).
- Who made God and why aren’t we from a different planet?
This is one of the wonderful and mysterious things about God - God has no beginning and no end. Nobody made God. God just is. That’s why when Moses asked God what his name was, God said, “I Am Who Am.” This means that God just is. This is a very hard concept for even adults to understand. God is the creator and we are creatures (created by God). The story in Genesis chapter one of how God created the world tells us that before the world came to be, God already existed and that he created all of creation out of love for us. We come from God, not from another planet, because we have an intimate relationship with our creator God.
- What is the difference between a Catholic and a Christian?
One of my 8th graders asked this on the first night of class this year! Of course, Catholics ARE Christians! The term Christian is a broad term that describes anyone who is a follower of Jesus and has been baptized in the name of the Father, Son, and Holy Spirit. For the first one thousand years of the Christian Church, there was only one kind of Christian…anyone who followed Jesus. In the 11th century, the Christian Church became divided between those who followed the leadership of the bishop of Rome (Roman Catholics) and those who followed the leadership of the Patriarch of Constantinople (The Orthodox Church). Then, in the 16th century, the Christian Church became even more divided because of the Protestant Reformation. This means that some Christians chose not to follow the leadership of the bishop of Rome (the pope). These Christians established many different denominations: Lutherans, Calvinists, Methodists, Presbyterians, and so on. They are Christians baptized in the name of the Father, Son, and Holy Spirit but they do not follow the leadership of the pope. As Roman Catholics, we are Christians who follow the leadership of the pope and bishops, the successors of the apostles. (Much of this answer will be beyond the younger children but I wanted to provide you with as much as possible and you can adapt it for your various age groups).
Great stuff! Kids ask such wonderful questions!
This exchange was posted with permission and, as always, I posted the catechist’s e-mail anonymously.
On Monday evening, one of the young people asked, “Would it have been better if Jesus didn’t die? Like, if I went into a time machine, went back in time and prevented him from being killed, would that have been better?”
What a wonderful question! I responded by explaining that Jesus came to save us, not to be saved and that, by dying, he showed us the greatest love that anyone can have - selfless love even to the point of giving up one’s life. Likewise, Jesus’ death allowed God to show his power over death, through the Resurrection. There is no avoiding pain, suffering, and death. But now we know that God can overcome all - even death.
How interesting, though, to see the compassion that underlies this question. The young man who asked it is not unlike Peter who couldn’t stomach the thought of Jesus undergoing any form of suffering. Peter, like my student and like most of us, did not understand that the only way to save one’s life is to lose it. (Matthew 16:22-25)
And this question came from one of the students who has given me the hardest time all year! You never know.
Showing a segment of the DVD Jesus of Nazareth worked out beautifully last night.
As I mentioned yesterday, I showed the segment beginning with the Way of the Cross, leading up to the end of the film as the Risen Christ assures his apostles (and us) that he will be with us always. This is about 40 minutes.
I paused the video frequently, pointing out information and asking questions and inviting the young people to ask questions. They indeed had a number of very good questions about Jesus’ death and Resurrection. It made for a very good educational and formative experience. We talked about Nicodemus, Mary Magdelene, the act of crucifixion, the Pharisees, Mary the Mother of Jesus, Veronica who wiped the face of Jesus, the “good thief” (”Dismas”), Jesus crying out “Eli, Eli, lama sabachthani,” the apostle John, Peter’s denial, the Jewish burial customs, and the question of whether or not Jesus could have been “spared” this gruesome death. Kids can get into some heavy stuff, eh?
From there, we went right into a reflective prayer, focusing on the story of the 2 disciples on the road to Emmaus. The young people were extremely well-behaved (it helps when 2 of the usual trouble-makers are not present) and prayerful.
Back to Jesus of Nazareth, this is a good way to use video in religious education. Be sure to preview the DVD ahead of time and find points at which to pause it and ask and invite questions. It transforms the young people’s mindset from one of being passively entertained to one of being actively engaged in learning. Jesus of Nazareth is a good resource for catechesis because it is quite faithful to Scripture for the most part and, where it isn’t, it allows you the opportunity to point out what Scripture actually does teach. Our young people are so visually-oriented, it is good to provide them with visuals of the Gospel.
I had the pleasure of listening to Bishop Blase Cupich (pronounced soopich) of Rapid City, South Dakota, speak at the NCEA convention in Indianapolis the other day. He spoke about exploring “proven pathways” for facing the challenges that we face in the catechetical ministry in our culture and times. In particular, he presented an Augustinian model of passing on the faith, grounded in St. Augustine’s communications to Deogratias (A.D. 403) titled “On the Catechizing of the Unistructed.”
Deogratias, a deacon, was having a hard time teaching the faith. He felt that his teaching was being perceived as “boring.” Sound familiar? Augustine responded with his advice for catechetical instruction. Bishop Cupich mined this tradition to speak to today’s catechists. He emphasized the following:
- the need for the catechist to know his or her subject which means that we each need to strive to know Jesus more deeply
- the need to know (really know) one’s students and to adapt catechetical methodology as needed
- the need to recognize prayer as the first duty of teaching the faith and for that prayer to be rich in sign and symbol
- the need to connect the present to the story of salvation history
- the need to teach with cheerfulness which he (Augustine) called hilaritas - an enthusiasm for teaching and a love for what we teach and who we teach.
Here is a good article written by Paul Turner about Augustine’s catechetical advice.
Thanks, Bishop Cupich, for offering these “proven pathways” for meeting today’s challenges!
Here are some interesting facts about how the Internet has influenced kids’ traditional viewing habits:
- 64% of kids report going online while watching TV, with 49% of Teens doing the same from three times a week to several times a day.
- 73% of kids are actively multitasking, which is up by +33% since 2002.
- 50% of 9 to 17-year-olds visit websites they see on TV even as they continue to watch
- 45% of teens have sent instant messages or e-mail to others they knew were watching the same TV show
- 33% of 9 to 17-year-olds say they have participated in online polls, entered contests, played online games or other online activities that TV programs have directed them to while they are watching.
- While TV/internet multitasking, 47% of kids report their attention focused primarily online, with 42% saying they focus equally on the two, while 11% report TV holds their primary attending.
The US study (The Kids’ Social Networking Study by the research firm Grunwald Associates) was conducted online with 1,277 9-17-year-olds, 1,039 parents, and telephone interviews with 250 school district leaders in charge of internet policy.
Implication: kids are into multi-tasking, meaning that content in one medium is influencing a concurrent behavior in another medium. In other words, it’s not enough to just watch a TV program or read a book, nowadays - you also need to be online or connected by cell phone while doing so. An example: you just don’t watch American Idol, you also go online (or on a cell phone) and vote people off of the show. This means that, if Jesus had a TV program today on which he was telling parables, there would be an accompanying Website where viewers could log on and express their opinion, select an option, ask a question, or indicate their level of understanding!
How often do we hear kids say, either about Mass or about religious education class, “It’s boring”? Too often, I’m sure.
Kids (and most of us in general) are engaged when there is drama involved. That’s why sports is so big…we don’t know how the game is going to turn out and so we are engaged. Movies and video games are big because we don’t know how they will end.
One of the challenges we face as catechists is to present the drama of the Christian story. This can be particularly challenging because, on the surface, we know how the story ends. During Holy Week, we enter into the dramatic events of Christ’s suffering, death, and resurrection. And yet, we know “how the story ends.” Where’s the drama?
The drama is, in fact, discovered in how the death and resurrection of Christ intersects with our own lives.WE DO NOT KNOW HOW OUR OWN PERSONAL STORY “ENDS.” We do not know how the Paschal Mystery will “play out” in our own lives.
The only way that the Christian story, and Mass, and religious education can be perceived as boring is if we in general find life to be boring. Granted, we do experience redundancy in our lives, but there is nothing boring about the human experience. Our challenge is to tap into the drama of the human experience and show our young people how the death and resurrection of Jesus is found in that experience and how the paschal mystery of Jesus can transform our experience.
One way we can bring our young people to this realization is to be sure that we are always addressing the profound issues of life going on around us. We need to invite our young people to pray for and keep in mind those people who are sick, suffering, oppressed, enduring hardships, experiencing the loss of a loved one, or a relationship, or of a job, and so on. We need to invite the young people to share prayers for people in their own lives who are experiencing these things, as well as the great joys of life…births, accomplishments, victories, vacations, engagements and marriages, and so on.
Life is not boring. It is full of turns and twists that can make our heads spin. We need to invite our young people to plunge headlong into the mystery of life and help them to see how God is found in the midst of it. We do our young people no favors by suggesting that following Jesus is fun or that it will take away all of our problems. The biggest favor we can offer our young people is to recognize the profound complexities of life within the context of the death and Resurrection of Jesus.
My thanks to Fr. J. Glenn Murray, S.J. for touching on this topic in his workshop at the L.A. Congress this past weekend. It obviously made me think!
