by Mary Clifford Morrell

 

Several years ago, Pope Francis sent a message to teachers & catechists for the First International Symposium on Catechesis. In it, he described catechists—those who help form children as disciples—as “creative; they search for different means and forms of announcing Christ."

Catechists may serve in religious education programs, or they may be teachers in Catholic school who engage in the work of religious formation. What’s important, said Pope Francis, “is to imitate the style of Jesus, who adapted to the people he had before him in order to make them close to the love of God."

So how is it that educators can adapt to a classroom full of unique individuals with different learning styles? It’s a challenge, to be sure, but possible when we encourage students to be actively involved in learning, not just receptors of information.

There was a time when, as a catechist, I was purposely given a classroom of eighth grade boys, some of whom were known to be a bit unruly. I think the rationale was based on the fact that I had six boys of my own and was familiar with the territory.

We were having a class on the Ten Commandments and things were not going exactly as I had hoped. Some were bored, others were chatting, some were laughing, a few were listening. I knew I had to do something different, or they would go home with no more than a list of rules, rather than principles or ethics by which to live.

We decided on a scenario where the boys were stranded on two different islands. We discussed whether or not there was a need for rules on their respective islands, what would happen without them, and, finally, to decide among themselves on ten rules they would institute within their group. They met in two groups, one for each island, and after some period of discussion, chose two people from each group to write their 10 rules on the board.

This list led to further discussions, in which all the boys participated, about why the lists were different or the same, how they compared to the 10 commandments, and, finally, what rules they should establish in their classroom. Most importantly, they were able to make a comparison between what they wanted for others by establishing their laws, and what God wanted for us when he gave us the 10 Commandments. They began to understand that the commandments encouraged us to know and love God and to respect each other. They were not, as so many consider them, just a list of things people shouldn’t do.

An unexpected outcome from the lesson was a great improvement in classroom behavior. The boys wrote the rules, approved by me, of course, so they were invested in respecting them.

The lesson was successful, I believe, because the boys took ownership in it, it required their input, and an opportunity to share what they believed, without judgement. Listening to children with true interest, helps them connect being treated with respect with being loved, which is a key to religious education.

It also kept them active, moving from one element of the lesson to another, discussing, planning, writing, listening, and in some cases drawing on the board. Illustrations add a lot to any lesson and help children who are visual learners.

This lesson taught me to review prepared lesson and look for opportunities to add other elements that would engage a variety of children who may be auditory, visual or tactile learners. Trust your creativity!

 

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.