Amazing Catechists

Teaching and learning the faith together

1 Quick Way to Get Your Lesson Started

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This is a quick way to get your group thinking about the topic of the day you are presenting. It can be used for any age group, kids to adults, and includes a way to turn the activity into something that can be sent home as a reminder of the topic.

Since Lent is approaching, let’s choose that as our topic and put ourselves in front of a middle school group. As they enter your room, ask them this question: When I say Lent, what words come to mind? If possible, have it written out where it can be seen.

What comes to mind?

After you have started your class in the usual manner, ask for answers to the question and write a list of all the answers. Using Lent as the topic, here’s a list: fasting, no meat, pizza, fish, stations of the cross, forty, suffering, death, pray, share, poor. Now, you can make a Word Cloud with the list of words and have it as a visual reminder of what Lent means to the group.

This idea does two important things for your group: they see that they do know something about the topic; as others give their thoughts, more come to mind – showing them the power of listening and working together.

If you make a word cloud for Lent or other topics, share it on our Facebook page! I’d love to see it.

My Top 12 Tips for New-to-Homeschooling Parents

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Some friends of mine have decided to homeschool next year, and I found myself giddy.  Homeschooling has blessed our family tremendously–from the amount of time I get to form my children in virtue to the simple life we are forced to live in order to accommodate one income; from the relationships my older children have with my younger children to the generous amount of leisure it affords us.

My exuberance makes me want to rain advice and book suggestions down on my friends’ unsuspecting heads, but I recognize that I should exercise restraint.  Instead, I offer here my top 12 tips for New-to-Homeschool folks.

 

1) Decide what your non-negotiables are at this stage of your child’s education.

For us, our non-negotiables are learning our faith well; math; learning to write well; and reading time.  Would I like my kids to know their history?  Of course.  But I can add that into my non-negotiables of writing and reading.  Do I want them to know science?  I do.  Geography?  Yes.  But those will increase in intensity as they get older.  For now, if they read, write, do some math, have some kind of virtue/Bible lesson, and get outside to play or build, then that’s a good day.

 

2) Write your school’s mission statement based upon the non-negotiables and post it.

As you get into learning more about homeschooling, it’s pretty easy to lose the forest for the trees.  It’s a little like wedding planning…suddenly, you think you must incorporate party favors and cake pops while the real thing you ought to be concerned about (the sacrament of marriage) gets lost under the fluff.  Knowing what your mission is helps to make those homeschooling decisions a little easier; everything can be held under the light of “does this fit into our educational mission?”

3) Know who you are.

See, as you go along, you are going to come across blogs of homeschool parents who make snow globes and amazing origami forest animals.  If that’s not you, don’t sweat it.  Your kids will be fine, I assure you, without ever building an Egyptian pyramid out of colored sugar cubes.  Instead, focus on your own talents for teaching.  Are you great at silly songs?  That’s awesome for teaching history.  Do you enjoy being outside?  You can pack science, math, and religion into a single nature walk.  Are you good at carpentry?  More math!  Sure, you can stretch yourself every now and then and do more of what you aren’t naturally disposed to do, but for the day in and day out of homeschool, teach in a way that is pleasant to you.

4) Know who your child is.

As you go along in your homeschooling journey, you will come to know who your child is and how he learns best.  Sadly, it may not quite match your preferred method.  That’s okay–you can both stretch.  This is one reason why homeschooling is so effective: you can tailor how you teach to how your student learns.  Is he visual?  Use dry erase boards a lot.  Auditory learner?  Record yourself reading his spelling list and spelling it out for him.  Does he learn through story?  Read aloud his history.  Does he need to move a lot?  Math problems can be combined with races pretty easily.

5) Look at different homeschooling philosophies before you sweat which curriculum you will use.

Charlotte Mason, Classical, Waldorf, and Unit Studies will soon become educational philosophies you will dissect with other homeschooling parents.  Simply learning about different ways to homeschool will likely help you fine-tune what is important to you.  Personally, I don’t follow any homeschool philosophy in particular but have picked out elements from several different methods.  I strongly believe in outside time a la Charlotte Mason, I incorporate the 4-year cycle of history study used by the Classical method, and I am low-electronics like Waldorf.

6) Co-op…or not.

You can’t go wrong here.  Trust your gut.  You can do a co-op and thereby pool your talents with others so that your kids are getting pottery classes, for example, whereas you can hardly draw a stick figure personally.  On the other hand, you could not do a co-op and learn art alongside your child at home.  One thing I will say is that the “socialization” impetus for co-ops is largely over-emphasized.  If you live in a neighborhood, go to church, have interactions with extended family, participate in any organized extra-curricular activity like Cub Scouts or sports, and make time for play dates or library activities…your kids are going to be socialized just fine, and they will be socialized across age groups as children have been for hundreds of generations before.

7) Structure your day.

In general, children like structure to their day, and this is especially important if your child is transitioning from traditional school to homeschool.  He is used to having nearly every minute planned out for him.  Clearly, you don’t need to go to that extreme, but a simple rhythm to your day will obviate being asked again and again, “What are we doing next?  Can I go outside?  When can we paint?”  It can be as simple as “breakfast, read aloud, math, recess, handwriting, read-alone time, lunch, done.”  It will also keep you from having to reinvent the wheel every day.

8) Schedule your non-negotiables first.

I used to put the stuff that was really important to me, like Scripture memorization, after we got other subjects out of the way.  Do you know that meant?  That meant we hardly ever got to Scripture memorization.  Someone dropped by, or I had to prep dinner, or everything just took longer than I had anticipated or it was a beautiful day and we decided to go for a walk.  I finally realized that we had to do our non-negotiables first and all of those lovely enrichment-type activities as the day progressed.  That way, by the end of the day, we had at least done what was most important to us.  Another idea is to put the electives at the end of the week.  In our home, we schedule Fine Arts Friday and study art history, music appreciation, poetry, creative writing, and/or go on field trips then.

9) Don’t try to re-create a traditional school environment at home.

You don’t have to do six different subjects every day.  You could decide to take a month and do all science all the time.  You can do one subject in-depth every day of the week for a total of five subjects weekly.  You can do school in the afternoon.  Your kid does not have to sit at a desk.  You can do math problems with chalk outside.  You can do all of school outside!  You can do a math review while you grocery shop.  You can add non-traditional subjects like service projects and gardening.  Or maybe that’s all you do for a month!  Again, refer back to your non-negotiables and mission statement, but remember, you can be far more flexible and creative in how you implement them than what you might believe at first.

10) Structure quiet time into every day.

This is to keep your sanity, basically, and yet I personally believe it to be a fundamental human need that is often overlooked.  I want my kids to know how to be alone with themselves without having to turn on a screen.  I want them to learn how to entertain themselves.  Especially since we have a large family, we could constantly be chattering away and running about without ever learning to listen to our thoughts and how to be at peace with ourselves.  And also–this will be the time when you get your things done.

11) Use a daily checklist.

Any child who can read can use a checklist to help manage his time.  This is convenient when you have multiple children to teach.  You can’t constantly answer “What should I do next?”  I make our checklists on the computer.  Each page lasts a week and has five columns, one for every day.  Anything that we do together we do first (such as prayer time–we love Lisa’s book Heads Bowed: Prayers for Catholic School Days), and then each child has independent work for the day to get done.

12) Read aloud and then read aloud some more.

Reading aloud has been part of our family culture and has given us innumerable adventures from our living room.  We probably know as many imaginary characters as we do real people, and it has widened our experience and deepened our bonds like nothing else.  If all I did for the first three grades were to read aloud for a couple of hours each day, I would consider that time well spent.  Since I usually don’t have hours every day to read aloud, I do what I can and supplement with audiobooks.

Relax.  There are many ways to do this homeschooling thing right, and as long as it is done thoughtfully and with love, I can hardly think of how you could go wrong.  Blessings on your homeschool journey!

 

Copyright Amanda Woodiel (2018).  All rights reserved.

Making Recitation a Tool for Success, Part II

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Introduction

Recitation, referred to in the catechetical tradition as “catechism,” is a powerful tool, albeit not the only tool, for passing on the faith to young children. Discover my first article arguing for the necessity of its restoration. In my last article on recitation, I examined the first installment of the series Making Recitation a Tool for Success, Part I. That article reviewed the practical steps to initiating recitation within the catechetical classroom. This article will round out the practical tips to making recitation a success in its execution.

 

Recitation as an Immediate Assessment

The cumulative recitation experience at the beginning of class provides the Catechist with an immediate assessment of their child’s attitude for that day, their overall abilities, and current level of comprehension. The overall recitation should

be the class standing up and reciting a rhythmic harmony. Yet, in each class there should be a few questions that focus on a particular grouping of students in the classroom. For example, the Catechist might have a question that is just for each row, another question that is for boys, and another for girls.

Catechists may notice issues with a student during the group recitation, but the above examples of smaller groups will make it more challenging for a struggling student to hide it from the Catechist. Take note of any students not participating, not saying it proficiently, or overly distracted. Their struggles may be due to stressors at home or in school, but they might also inform the Catechist that the child has learning challenges or is falling behind in class.

You will not know all that is going on with a student from recitation, but it will provide you an idea of who you need to keep an eye on or follow-up with.

 

Recitation as a Foundation

Conducting recitation is not the same as a lesson. This tool will help your lesson and future lessons. It will provide the class with common vocabulary; everyone will be able to speak the same language and hopefully it will be a language that matches the Church. This is necessary in our age when many kids grow-up without many of the same cultural staples of Catholicism and mechanisms that helps one become accustomed to words like: Mass, Eucharist, Consecration, Confessional, Genuflect, Sacrifice, etc. Many of us have experienced the challenge of students that refer to the Eucharist as the “bread and wine” or confuse “Confirmation” with “Confession.”

Some Catechists struggle with needing to cover too much in the limited amount of time for sacramental preparation. Some communities have students entering into sacramental prep needing the basics as well. Where do you start? What do you do if there is not enough time? Rely on recitation to cover some of the foundational elements in order to ensure the core elements for sacramental preparation are covered.

 

The Struggle to Make Recitation a Habit

Whether its recitation or any other catechetical component, a once a week catechetical gathering is not sufficient to offer the ideal formation experience. Recitation requires habitual use to actualize its potential. It is a struggle to only have recitation drills once a week. The challenge is to attempt ways to get some or all of the students to review their recitation at home.

Let parents know about the importance of recitation. Provide them a copy of your recitation questions and invite them to review them 1-3 times a week outside of class. You can also provide children a notebook and ask them to copy the new recitation phrase for the week a handful of times in their notebook outside of class. Students can also review their recitation with not just parents but also godparents or siblings; relatives can sign a paper to witness to the practice at home.

Communicate well and communicate often with parents. Let them know what you expect and how it will impact the end of the year event (see below).

 

A Closing Recitation Event

Invite parents, godparents, and clergy to enjoy a formal last recitation to end the year. Think of it like a RECital or performance of the year’s cumulative recitation. Try to create a true celebration spirit for those attending to see their child showcase their mastery of catechetical formulas and increased memory capacity. The benefits of such an event include:

  • Students will have a chance to discover a sense of accomplishment towards their hard work.
  • Parents and members of the community get to see an example of something that the kids worked on during the year.
  • The buildup towards this annual event may inspire some of the parents and students to review it outside of class and help cultivate the habit.

 

While I am passionate about the importance of recitation in catechesis, I am under no impression that recitation alone is what these kids need. It is simply a component that assists their overall catechetical formation and child developmental skills.

Classroom Management with Eager Children

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We have all been there. We, the Catechist, ask a question in the classroom. Several eager students raise their hands in a manner that sounds like a miniature version of the clamoring shoppers on Black Friday. These students want to be called upon and share their insight. Stopping the eagerness may, or at least we think it might, discourage them from volunteering their answer in the future.

The Question and Answer approach in the classroom is a favorite of many, wherein the Catechist lectures or writes something upon the board and asks a question to get the classroom to engage in the lesson. This approach can truly become chaotic in the classroom. I have sat in the classroom of many catechists that I mentored, and some have offered me this question: “Did you notice how they got really noisy whenever I asked them a question?” This is a chronic problem for classrooms full of small children. It is only natural for a child who loves truth to desire to share the answer to the Catechist’s question.

Here is a very simple set of ideas for maintaining the focus on the lesson while inviting students to offer answers or ideas:

  • Call on a student before asking the question. For example, “Joe Smith, who created the world?”
  • Call on a specific row. For example, “Can someone in the first row tell me what Ex Nihilo means?”
  • Call on a specific group. For example, “Girls, can one of you tell me how many books are in the Old Testament?”

These simple ideas, especially the first, will maintain order in the classroom and allow Catechists to continue to invite students to offer answers during the catechetical lesson.

The 4 Key Questions for Lesson Plans

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I. Introduction: Planning

It has been my experience that the two most common pitfalls for Catechists, for myself and others, are prayer and planning. I will only speak briefly on prayer since this article is about planning. We get busy. We all get busy. There is a temptation to sacrifice times of prayer in preparation for a catechetical class. Instead of our ministry as a Catechist being the fruit of prayer, we can sometimes rush in and catechize from a place of our own energy. This temptation is even more common among volunteer catechists. Our catechetical ministry must always have enough foresight to prioritize times of prayer for our students, their parents, their godparents, our parish, and the particular class in the coming day or week.

We also have the temptation to not spend sufficient time planning for future classes. We may be able to say, “I am teaching First Confession and First Communion class. This year is about Confession and the Eucharist. First semester is on Confession and second semester is on Holy Communion. I have my textbook. And I know what subject I want to cover next week.” This is all well and good but is lacking the preparedness that makes for an Amazing Catechist. If we move from subject to subject or week to week, we have no real means of monitoring growth and catechetical learning. There is no synthesis throughout the overall year.

The common objection that may arise is: “I can tell you want to encourage lesson plans. But lesson plans get in the way of the Holy Spirit. If I plan too much I will not be going where the Holy Spirit wants me to go.” First, I would say that keeping prayer as the context for our motivation and planning for the classroom will keep the Holy Spirit involved in the process. Second, just as the Spiritual Masters teach us regarding prayer, planning and methods are good but we can make alterations if the prompting of the Holy Spirit arises (in accord with proper discernment).

 

II. The 4 Key Questions

I would not dare to compel you to create lengthy lesson plans like those used in schools. All I invite you to do is to answer four questions with each unit. A unit may span the time of a month or two.

  1. What is the theme of this unit?
  2. By the end of this unit, what should my students know?
  3. By the end of this unit, what should my students love?
  4. By the end of this unit, what should my students be able to do?

These questions can work for small children, teens, or adult participants. Answering these questions provides a system, rooted in prayer, that allows us to evaluate all decisions we make in the classroom. Will this lecture or activity or project help to catechize on the theme of the unit? Will this lecture or worksheet or coloring page or discussion help my students achieve the three categories of goals for this class unit? This prevents us from making decisions “just because it seemed right.”

Perhaps it may be helpful to provide some examples of answers for the four key questions for lesson plans.

EXAMPLE 1:

  1. The Sacrament of Confession for 7 year olds. (Unit Theme)
  2. They should know the biblical foundations for Confession, the role sin and reconiliation play in our relationship with God and others, what happens when we go to Confession, and the form and words of Confession.
  3. They should love forgiving others, love receiving forgiveness, and love the opportunity to encounter the Good Shepherd in the confessional.
  4. They should be able to summarize the Sacrament of Confession to others, be able to make an examination of conscience, and tell me what they need to say/do when in Confession.

EXAMPLE 2:

  1. Oil and Laying on of Hands in Confirmation for teens. (Unit Theme)
  2. They should know the Old Testament and New Testament uses of oil/anointing and the laying on of hands as they pertain to Confirmation.
  3. They should develop a love for the Holy Spirit.
  4. They should be able to pray to the Holy Spirit, articulate to their peers the meaning of the sacramental signs of Confirmation in relation to Scripture, and be able to recognize the work of the Holy Spirit in their life.

 

III. Conclusion: Be an Amazing Catechist

As you can see, this 4 Question approach prevents that catechetical classroom from being solely intellectual. Worksheets, crafts, and presentations will not accomplish all the goals for the unit. The traditional assessments of a quiz or test or worksheet will only accomplish assessing one category of goals: What they should know. The other categories require the use of discussions, reflections, meditation, mentoring, presentations, and guided prayer. This is the recipe for an Amazing Class, made possible by an Amazing God, and made possible because of the prayerful preparedness of an Amazing Catechist.

Sacred Art and Assessments for Small Children

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Whether it’s a weekly catechetical class or catechesis delivered within a daily Catholic education environment, it can be a challenge to know what new students know and what they don’t. Knowing their status is crucial before covering new material. The common approach for older kids is to offer a beginning of the year quiz, trivia game, or oral questioning. What can be done to assess, whether it is the beginning of the year or the end of the year, small children? The answer: Sacred Art and Word Association.

In an ideal world, baptized students would enroll in our classes and have a firm catechetical foundation from home as the Church calls parents to be the “first” teachers of the faith and the “best” teachers of the faith (see the Rite of Infant Baptism). Yet, this is not always the case. We cannot take for granted that the kids entering our classroom have a firm grasp of the major figures and events within the grand story of our salvation.

Small children are often shy and quiet when they feel they are being assessed. A direct line of questioning may damage the bridge building that the opening class sessions are meant to finalize. Yet, Sacred Art provides an easy path to building the bridge of trust with small children and assessing their current knowledge of the figures and events of Salvation History and the Sacraments.

Displaying a Holy Icon or a reprint of a painting can provide small children, or individuals of any age, a sense of awe and wonder as they take their seats. Allow them the opportunity to enjoy the Sacred Art. Allow them to get close. Encourage silence during this process. Then ask the students questions about the image. Let us use two examples. The Crucifixion Icon of Meister der Schule von Nowgorod (Wikimedia commons).

  1. Who is the central figure in this image? (Jesus)
  2. What is He on? (a Cross)
  3. Is he alive or dead? (answers may differ)
  4. How many figures have a Halo? (3)
  5. Who is the woman with a halo? (Virgin Mary)
  6. Who is the man with a halo? (John the Apostle)
  7. Why did Jesus die on the Cross? (for our sins)

If a child struggles with this, you can choose to ask them to point at Jesus, find the golden halos, find the Cross, etc. This is not as effective since the child can guess and get it right. The seven questions above are more like a child version of short answers, while the “point and find” method is more like a multiple-choice question.  This next example comes from Adoration of the Child by Sebastiano di Bartolo Mainardi (Wikimedia commons).

  1. What is this an image of? (Christmas/Nativity)
  2. How many animals are in this picture? (2)
  3. What animals do you see? (donkey and ox)
  4. Who is the child? (Jesus)
  5. Who is the woman? (Mary)
  6. Who is the man? (Saint Joseph)
  7. Why are they with animals? (There was no room for them in the Inn).

This may seem like simple stuff, but most of us catechists have had the heartache of having a kid that knew nearly nothing about the faith and we found out too late in the year. This Sacred Art assessment is simple, fun, and nearly exact in its ability to assess their basic knowledge of the faith. Feel free to use other images or use more. You can then choose new images at the end of the year and see if they can improve their ability to recognize the individuals and events depicted in the Sacred Art.

To make sure the class is not merely an assessment, have the kid’s work on a corresponding coloring picture while they wait for their turn to sit with the Amazing Catechist. If the image you are assessing them with is on the Crucifixion, have them color a crucifixion page. After the children have been assessed, discuss the image as a class. Then end the class by inviting students to draw and color on a blank page while trying to imitate/copy the image used for the assessment by matching colors and figures the best they can given their age. This too will allow you a better window into the abilities that fall under the category of developmental skills.

Teach Your Kids to Pray in 5 Simple Steps

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My husband and I are not unusual in the sense that we have three daughters. What is unusual about our family, however, is that two of our three girls have special needs. “Special needs,” of course, runs a wide gamut. In our case, it covers both minor developmental issues that can be corrected through occupational therapy (for our oldest, Felicity) and complex care that includes medical, psychological, and educational professionals (for Sarah, our middle child).

When we were teaching the older girls how to pray, they weren’t sure what that entailed. I wanted to use the acronym ACTS to explain that prayer can be adoration, contrition, thanksgiving, and supplication (or petition). But they didn’t really understand the academic explanation. Here’s what I did instead. (Thank you, Holy Spirit!)

Use a simple formula for young kids or children who have cognitive impairment to help prayer become a natural, fluid conversation with God that covers all of the four hallmarks of prayer:

  1. Dear Jesus, my day was…
  2. Thank you for…
  3. I’m sorry for…
  4. Please help me to…
  5. I love you, Jesus. Amen.

Have your child begin in front of an image of Jesus or statue. In our home, it’s a framed image of the Sacred Heart of Jesus. The girls get some holy water, make the Sign of the Cross (sometimes with help), and begin with item #1. Telling Jesus about their day helps them make the connection that Jesus is real and cares about the details of our lives – also that our daily lives change, and it’s good to bring the hurts, frustrations, and joys to prayer.

Item #2 is a prayer of thanksgiving. I try to jog my girls’ memory by saying, “What is something good that happened today you’d like to thank Jesus for?” Sometimes the variations of this might be, “What’s something special about today?” or “Is there a person in your life you want to thank Jesus for?” Gratitude, I believe, fosters a much deeper sense of who we are as people of faith because of acknowledging God’s provision.

When we segue into item #3, we are entering into contrition. This is a very rudimentary form of an evening examen, but the point is to put a habit into place that can be expounded upon later, as your child matures. I might prompt the girls with something like, “What’s something you did today that you wish you hadn’t?” or “Are you sorry for anything you might have said or done today?” It’s incredible the things they remember and bring to the Lord!

#4 is really a continuation of the third item, yet it acts alone as the hallmark of petition, or supplication. I tell the girls that sometimes when we see our sins, we can ask Jesus for the grace of a specific virtue we might need. For example, if Felicity says she is sorry for mouthing off to Mom today, she might ask Jesus to help her use self-control and grow in respect. These, of course, are conversations we have as they go along with their prayer.

Finally, let’s end with praising God! When we tell Him we love Him (which we can never do enough), we end our short conversation by handing Him our hearts.

This has become such a treasured part of our nightly routine, and it has been a very useful way to incorporate spontaneous dialogue between our girls and God.

Text (c) Jeannie Ewing 2018, all rights reserved. Photo by Enis Yavuz on Unsplash

Helping Parents BE Their Children’s First Catechists

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Do you find yourself, as a catechist, pulling your hair out trying to get parents involved? Are you facing a group of students who seem to be getting nothing beyond the classroom?

Let me just say: I feel ya.

Helping Parents Be Their Child's First Catechist - Amazing Catechists

I am once again in front of a group of 5th graders every week, as a catechist of a parish religious education class.

And once again, I’m lauded as “knowing more” than others. I’m heralded as “being better” at this. Someone recently called me (much to my chagrin!), “brilliant.”

I can’t help but feel that some of the people who say these things so quickly and so admiringly are hiding a bit.

Because, in the years I’ve been a catechist, I’ve noticed something that I’m still trying to process:

Most parents DO NOT realize **THEY** are their children’s first catechist.

Where’s the first place children learn about anything?

It’s in their own home, and while there will be plenty of other places that they learn things, the primary source is home.

Given that, what can WE, as catechists, do to help these parents? Here are a few ideas from the trenches of catechist-hood:

1. Communicate with them. Again and again and AGAIN.

I send at least one and sometimes two emails to parents of my students. I let them know the topics we’re covering, the “trivia” (it’s not homework, it’s a hunt for the answers…and THEY are the kids are the ones doing the hunting), and other items of note.

Sometimes I mention the liturgical season, tie into the Mass readings, tap into popular events that have happened.

I also don’t hesitate to call or reach out directly to a parent when I feel like something might be up with a student. There was a student not so long ago who just had a distant look in my class; I caught Mom afterward and found out some critical facts about their home life that really transformed how I dealt with him.

Parents are busy. I get that. But…they’re bringing their kids for a reason, and I can’t help but think that, if I help them along, they’ll get excited and have more resources to do their own catechisting too!

2. Invite them in.

In the decade plus that I’ve been doing parish work and volunteering, I’ve noticed something: you can have Bible studies and committee meetings all day long, with or without food, and you may or may not have people show up.

Offer religious education for kids and suddenly people are crawling out of the woodwork.

There’s room to be cynical about this. But I’d like to see this as a sign of hope.

Parents KNOW that this is important. They KNOW that this is critical. They KNOW that it’s something they should do.

They just. don’t. know. how.

So…why not invite them in?

As a 5th grade catechist, I think I’m probably teaching at about the level most adults want. It’s low-impact, mentally, and yet when the kids get going with questions, it can really get them stimulated and thinking.

3. Engage them in their faith.

This is a buzzword in marketing, but don’t let that make you cynical. People want to be welcomed, and they want to connect.

What better connection point than their children? And what better topic than their faith?

A lot of the parents I’ve worked with over the years are insecure about their faith knowledge. They need encouraged. They need to know what tools they already have.

Maybe their own catechesis was nonexistent. Maybe they’ve forgotten what they learned in school. Maybe they didn’t care until recently.

You may think you’re there to teach kids, and you are. But really, you’re there just as much for the parents.

Help them realize their role, and help equip them in whatever small way you can.

And above all, don’t forget to pray for them!

How do you engage with parents?

Helping Parents Be Their Child's First Catechist - Amazing Catechists

Hope in Rising

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Today’s First Reading from St. Paul to the Thessalonians is a verse that is special to my soul.  When my Sister-in-Law’s beloved Mother died, she asked that I choose and give one of the Readings at the funeral Mass.  While I was honored that she wanted me to participate, I saw it as complete obedience to our Lord – to share the immense hope that can only be found in Him.

As a catechist and disciple of Christ, I am moved by the Holy Spirit to bring this good news to those He puts in front of me.  My heart ached for my dear Sister-in-Law and her family, but at the same time was burning to share the hope that’s in our own Resurrection. Yes! Our own Resurrection.  I knew that, although many there were Christians, they did not know.  So I chose this verse by St. Paul because it consoles us with hope.  Hope, because like Christ, we will rise.

“We firmly believe, and hence we hope that, just as Christ is truly risen from the dead and lives for ever, so after death the righteous will live for ever with the risen Christ and he will raise them up on the last day. Our resurrection, like his own, will be the work of the Most Holy Trinity.” (Catechism, Para. 989)

Today the Reading came up in the Liturgy again, and once more it ignited the flame in my heart to share it.

Did you know?

________________________

“We do not want you to be unaware, brothers and sisters,

about those who have fallen asleep,

so that you may not grieve like the rest, who have no hope.

For if we believe that Jesus died and rose,

so too will God, through Jesus,

bring with him those who have fallen asleep.

Indeed, we tell you this, on the word of the Lord,

that we who are alive, who are left until the coming of the Lord,

will surely not precede those who have fallen asleep.

For the Lord himself, with a word of command,

with the voice of an archangel and with the trumpet of God,

will come down from heaven,

and the dead in Christ will rise first.

Then we who are alive, who are left,

will be caught up together with them in the clouds

to meet the Lord in the air.

Thus we shall always be with the Lord.

Therefore, console one another with these words” (1 Thes 4:13-18).

Elizabeth Tichvon, Catechist Daily

The Seven Deadly Don’ts of Being a Catechist

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image1/ Don’t assume your catechumens/candidates or students know anything. I once had the experience of teaching someone who had never heard about the Trinity. He had no frame of reference and no idea what I kept referring to. That experience taught me to ask my students what they knew about a particular area of faith, before we discussed it.

2/ Don’t assume your students know nothing. It seems that every year I am shocked by one person who has been studying the Faith on their own and could probably teach the class! Again, beginning with a question and answer session is a great way to learn what gaps and what knowledge your students have.

3/ Don’t think teaching the Faith is all about knowledge and education. Teaching Faith is more about relationship than anything else. If you connect with your students, establish trust and have a true interest in their spiritual journey, they will be engaged and interested in the information you share with them. Catechism differs from other ‘classes’ they will take in life, as it will become a part of their life. The hope is for your students to not just learn, but internalize and love their Faith.

4/ Don’t think everyone learns the same way. Students tend to learn either auditorally (by hearing something), visually (seeing) or tactically (feeling). Combing different styles of teaching can be more effective to more people. For example, teaching about the Mass, then attending a Mass and discussing it afterwards (or during, if your parish priest doesn’t mind explaining things as he goes along) will help students who learn in different ways absorb the information.

5/ Don’t think you must have all the answers. It is okay to explain to your class that all aspects of Catholic teaching can take a lifetime to learn. We have a finite amount of time to cover all important topics, so if you don’t know something just tell them you don’t know and look it up for the next class. I encourage my adult class to look up the answers on their phone or computer when I don’t have the answers so that we can learn together.

6/ Don’t avoid the tough questions. Most catechists get questions that can make us uncomfortable. When this happens, the best response is to depersonalize the answer and just answer it frankly and honestly, referencing the Catechism (rather than sounding like you are the moral authority). I usually begin by saying, “The Church, in her wisdom and led by the Holy Spirit, states in the Catechism…” If they have an interest in learning about how this teaching has affected me personally I will go ahead and share that with them.

7/Don’t believe that someone else’s faith journey is your responsibility. We have an obligation to instruct, engage and set a good example, but it is the Holy Spirit, and not the teachers, who leads someone to Faith! We can assist the Spirit by increasing in our own knowledge of the Faith so that we are effective instructors, showing genuine Christian love for our students and praying for them. Good luck and God Bless!