This post links to RAnn's Sunday Snippets
Liguori Publications has recently published Classroom Management for Catechists by fellow South Carolina catechist Jennifer Fitz. I received a review copy
which I have now thoroughly marked up. I've been
catechizing since 1998, so I have lots opinions about running a classroom, and
love to compare them to what other catechists think. Here are some of my observations on a chapter-by-chapter basis (but not necessarily using each chapter’s title):
1. Your World as a Catechist
You're a volunteer and an amateur. Yikes! Angst! No! Don't
be afraid; and don't forget why you're a catechist. You know- "because you
want to share Christ with your students." Umm...yes! That pretty well
covers it. And being a volunteer amateur gives you a lot of discretion as to
how you'll teach. You know about the Holy Spirit and the charism business,
right? You got some gifts, so figure out what they are and then use 'em.
2. The Elements of Discipline
Oh yeah- just say it out loud: DISCIPLINE. 'Cause if the
little pagans don't behave, there won't be much Christ-sharing going on. Right
away Jen notes that "vague admonitions...don't really mean much," and
proceeds with "The Six E's." I won't cover all of them, but then
that's why there is a book.
Set an Example: I do set an example, but hadn't quite put it in
these pithy terms: "This is how Christians behave; this is how you should
behave." But mos def the kids will never take class more seriously than
you do. So act and look serious.
Environment: Uh-oh. There's a ton of stuff in here which I
think applies more to littl'uns than the proto-teenagers I have in
6th-grade. But I do follow this advice: "Remove Temptations." Like
Jen, I "bring visual aids and props," and if that stuff isn't out of
sight until the instant it's relevant, it's a distraction.
Keep 'em Engaged: "If your students have nothing to do, they
will think up something to do." This ties into having a lesson plan that
will fill the whole class period. But if it doesn't, Jen offers some easy quick
fixes. I know from experience they work.
But to keep the YouTube Generation engaged doesn't require
Technology In The Classroom: "...stand out by offering human
interaction." Ask leading questions, guide discussion, encourage the kids
to take an active role in their own learning experience.
Enforce: I like the sound of that- ENFORCE. But Jen first
points out that "You cannot control your students. You cannot." A
timely observation: just this week I experienced the oddest behavior I've
ever seen in a classroom in my entire life, and we just worked around it 'til
class was over. Anyway, Jen lists about 10 discrete problems and solutions from
her own classroom; and to the extent that I have those problems, my solutions
are virtually the same.
Encourage: Jen has about a half-dozen ideas here. My
favorite is Personal Encouragement: praise the kids out loud when they do well,
and encourage them to keep trying when the answers are wrong. I generally think
of the kids in class just like I think of my own kids: I love them and want to
maintain an environment in which they can do well.
3. Rhythm and Routine
Oh man I am so thankful I don't teach younger kids. Jen has
all kinds of good, concrete recommendations about ways to structure
classtime...I don't do this stuff...I'm tired now.
4. The Young and the Restless
This chapter is so spot on. Love the kids; ask serious
questions; ask silly questions; let 'em talk; don't dumb it down; don't flinch
from teaching the big words; say things opposite; use props; pretend. Every bit
of this I use all the time because all of it works all of the time.
5. Teaching Beginners and Advanced Together
I have to do this every year for the whole year. Everything Jen
says I agree with, and I follow most of her recommendations. Truly, I like
having to teach such that for any topic (e.g., Baptism) we start at the very bottom
and work our way up to the big picture; because even if some kids know a lot,
they rarely see how the all the parts fit together into a bigger whole.
6. Include Every Student
I get quiet kids, and shy kids, and kids that are unchurched;
with respect to those kids, Jen’s remarks are spot on. I haven’t ever had a child with any kind of
disability that required the type of accommodations that she also covers, but
what she says makes sense.
7. More Than One Teacher
A few pages about coordination, who does what and when…I don’t
team-teach…I’m getting tired again.
8. Class Plans
At first I thought, “oh yeah, lesson plans, I know all
about it,” but this chapter is less about lesson plans, and more about the catechist’s
dynamic use of available space and time. Interesting. I can see how this applies more to younger
kids, where one must plan for craft logistics, physical space for games, that
sort of thing. Regardless, Jen emphasizes that the plan is a plan. Or as Feldmarschall Helmuth Carl Bernard
Graf von Moltke would say, “No plan survives contact with the enemy.” So
between Jen and von Moltke, plan on making changes to your plan, which will
make your life easier next year. You heard me: next year. And the year after
that.
9. Conclusion
I haven’t mentioned this yet because it’s implied in the last two
pages: this book isn’t about Class Management per se. It’s really about how you are going to evangelize the
children that the Church has entrusted to you. Jen says, “This is the most
important subject your students will ever study.” I agree it is. So the
parents put soccer above Sunday School? So the kids are tired and inattentive? So
catechizing takes up too much of your time and energy? So what? God put you in
front of those kids for a reason: To Change the World. So- change
it.
This book will help.
