Junior high and high school religious education classes in many parishes just don’t make the grade. Young people are quick to report that it is boring and a “waste of time.” Some adults would say that teens think everything is boring because they are at “that age,” however, many catechists and parents actually agree with this assessment.
It is no secret that most catechists are not professional educators, and with the exception of those that are parents, have probably not had much experience with teens. Although most catechists would say that they have a strong faith and a desire to share it with youth, they are at their wits end trying to figure out how to make their classes more interesting.
The first step towards improvement starts with the catechist. It is imperative that catechists engage in self-reflection in regards to why they have said yes to this ministry. They are the instruments in which the Holy Spirit uses to instruct others and not having insight into why they are involved in this ministry or how vital their roles are, will lessen their impact.
Some questions catechists should reflect on are: Do I believe that I am called to this ministry? Why? Do I have a passion for Jesus and a sincere desire to share it with teens? Do I have gifts for teaching and evangelization, or at least a desire to learn more in these areas? What are the other gifts I’ve been given that could benefit this ministry? How well do I live out my own Catholic faith? The answers to these questions will help catechists form a firm foundation on which to build their ministry. As the saying goes, “God doesn’t choose the qualified. He qualifies the chosen.” If you are chosen and open to the work of the Spirit, your ministry will assist youth in growing in faith, and it won’t be boring.
The second step is to look at the world and the church from a teen’s perspective. What are their needs and challenges and how can our Catholic faith make their lives better? Then take that information, think outside of the box, and plan a creative learning experience that helps them connect Catholicism to their daily lives. This is where some catechists get stuck.
In my experience, religious education works best when teens are presented the material in an experiential youth ministry format rather than a lecture or reading directly through the book type of style. Step back and realize that teens spend their days in school. The last thing they want to do is to go to “night school at church” or Sunday school. Teens want to be inspired and motivated. They want the answers that our faith gives to life’s questions and if the catechist is enthused, passionate and creative, they will listen.
Many have heard the saying, ”Faith is caught, not taught.” Well, perhaps it should be re-stated to read, “Faith is caught, then taught.” Most adults will acknowledge that it wasn’t until they had a personal experience of Jesus Christ that they wanted to learn more about him and the church? It isn’t any different with teens. Create an environment where teens can have an experience of the Savior and then they will want to learn about salvation. It all starts with creating a teen-friendly, welcoming environment. Here are some ideas to get you started.
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“De-classroom” your teaching space. Adjust the lighting, play worship music as the teens enter. Get them out of sitting in rows. Create different ways to make the room feel more like a welcoming community or retreat space. |
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Words have meaning, power and create images in our minds, so change your lingo from secular to theological. Call the teens “disciples” rather than students, your time with them a “Catechetical session” rather than a “class”. Instead of homework, give them “faith work”. Instead of wanting their “attendance” in the session, ask for their “presence”. It will make a difference. |
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Trust has to be present in order for teens to be open and hear what their catechist has to teach. Creating an atmosphere of trust with the teens as soon as possible is crucial. A foundation of trust will improve the quality and depth of dialogue, questions, and sharing. Also, contrary to what some believe, icebreakers are not a waste of time! They are a fun and valuable way to build trust, community and improve the overall learning experience. There are plenty of faith-based icebreaker books available in the marketplace for interested catechists. |
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Knowing the material and being well prepared for sessions makes a catechist more confident and effective. Instead of overwhelming the teens with tons of information, bring out the main points of what you want them to know and relate it to their daily lives. The message will stay with them longer. |
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Be available to them before and after the sessions to answer any questions. Don’t be afraid to witness about your own faith experiences in the sessions. Teens love personal faith stories and it encourages them to reflect on how God is working in their own lives. |
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Help teens experience all the various and rich forms of Catholic prayer and don’t squish prayer into a few minutes at the beginning or end of the session. Use faith symbols, lighting, music, and have them participate in the planning and implementation of prayer services. |
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Be creative. As an example: don’t just read a parable – have them act it out, or re-tell it as it would happen today. Have teens express their faith through drawing, poetry, prayer writing, song, and service. Creative activities are not just time fillers. They are creative connections that tap into one’s soul and make lasting impressions. |
Catechists that diligently work at improving their planning and presentation skills will have many more “Cool and Catholic” sessions and fewer teens complaining of boredom.
Linda Norton currently lives in Pawcatuck, Connecticut where she also enjoys a variety of hobbies including photography which has resulted in the publication of two photos in the 2003/04 “Mystic and More Discovery Guide.”
She does an occasional craft show, and has numerous “in the works” writing and other creative projects.
Throughout her lifetime she has also volunteered for numerous causes.
© 2006 Religion Teacher’s Journal |
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