Administrators from St. Agnes School, an Honor Roll school in St. Paul, stepped out and advocated on behalf of private school families in the city to receive COVID-19 relief funds originally slated for public school students only. Because of the efforts of Headmaster Kevin Ferdinandt, Jason Adkins, and 10 other private school advocates, the fund was redesigned and opened up to all eligible families, including students attending the private Catholic school, whose families meet the limited income guidelines and whose livelihood was affected by the pandemic. Read about their efforts here.
Dr. Dan Guernsey, senior fellow at The Cardinal Newman Society, and Tyler Graham of Donahue Academy offer this webinar on “Maintaining Catholic Identity in Home-based Instruction.”
Click on this link or the video below to view the full webinar.
You can find the corresponding Issue Bulletin at http://newmansoc.org/DistanceLearning.
Faithful Catholic schools are far better for Catholics than public schools. But how do they maintain their distinctive advantage when students are forced to stay home?
In important ways, Catholic schools are doing just that with the help of students’ parents. And in this time of anxiety and isolation, the special character of Catholic schools is more important than ever.
“For Catholic educators, this trying experience can serve as a time to recall what Catholic schools do both differently and do well,” write Dr. Denise Donohue and Dr. Dan Guernsey of The Cardinal Newman Society in “Maintaining Catholic Identity in Distance Learning Instruction.” “We are good at community, prayer, integral formation, and creating a Catholic worldview.”
Those four characteristics are repeatedly cited in Vatican documents as essential to Catholic education, and they suggest a good framework for ensuring that the “Catholic” of Catholic education remains strong, even when it is done remotely.
Community life under quarantine
In a crisis, families need community like never before. And even with social distancing—or perhaps especially because of social distancing—Catholics need each other for support and sanity.
For many families, a good Catholic school is a center of Christian fellowship with school leaders, teachers and other families. That’s because Catholic schools teach students how to build authentic human relationships, and since witness is a powerful teacher, they model Christian communion in every classroom and activity.
“It is through the community that students receive ‘a systematic and critical assimilation of culture’ which passes along our Catholic traditions, values and beliefs,” note Donohue and Guernsey. “In Catholic education, the community itself is considered a formative and educative means of student formation and development, where students learn Christian values by being exposed to Christian values—primarily through the witness of adults and others with whom they interact daily.”
This community remains vital to Catholic distance learning, and teachers especially can be present to students and parents in their online classes, communications and prayers together.
“How much more important now is the presence of the teacher in these unsettling times, when coming together is difficult and ‘social distancing’ is the norm,” ask Donohue and Guernsey.
Teachers can make a special effort to write handwritten letters to students, make phone calls and send video clips—always communicating through the parents, of course. In addition to giving lessons online, teachers should be “speaking from the heart and saying and doing human things to lighten the load and let students know you miss them but are in good humor.” Most importantly, teachers and families should be praying for each other and with each other, whenever possible.
Prayer and sacrament
At faithful Catholic schools, students experience reverent Mass, Confession, frequent prayer and Eucharistic adoration. But confined to home without physical access to churches, Catholic school students may be feeling as much of a loss as adults.
Still, this “does not mean that our hearts and minds should be allowed to go on a spiritual vacation,” warn Donohue and Guernsey. Teachers should begin every online class with prayer, just as in the classroom. And parents should be encouraged to continue school practices such as morning prayer and the Angelus at Noon.
Involving parents and siblings in the school’s daily prayer life can be a positive outcome of schooling at home. “Helping families start these family rituals now can have a lasting effect on children’s faith development for years to come. In some cases, families may be relying on us to pray with and form their students, and now is an opportunity to fully engage the domestic Church and leverage fuller participation moving forward.”
Parents should be encouraged to mimic the physical arrangement of the school—not only designated work spaces and well-lit, quiet rooms for online coursework, but also the distinctive Catholic imagery and prayer spaces found in a Catholic school. If a home does not already have a substantial amount of Catholic artwork and a dedicated prayer corner (with crucifix, Bible, prayer cards, etc.), that can be easily remedied.
Forming mind, body, spirit
A faithful Catholic school is not only concerned about academics. It looks to form the student to be physically healthy and strong, morally clean and virtuous, and spiritually on the path to sainthood.
“Specifically tying subject-area materials to lessons on virtue or the faith can help make connections between course subjects such as history or English,” suggest Donohue and Guernsey. “Identifying virtues and essential questions will help parents enter into the teaching, exemplifying concepts through discussion and example.”
The loss of school athletics will be keenly felt by students, and they are likely to get less exercise at home, especially if they have access to computer games and television. Educators can encourage walking and bike riding, as well as physical activities like arts and crafts or playing instruments.
A Catholic school teacher, concerned as much for the student’s welfare as for the ease of using computers for teaching and communication, will also recognize the dangers of forcing students to sit at a screen for much of the day.
“Whenever possible, break up discussion with individual work that students can do with pencil and paper or reading from a physical text,” advise Donohue and Guernsey. “Teacher teams may want to quantify, coordinate, and ration screen time as a ‘corporal work of mercy’ to our poor students!”
Teaching a Catholic worldview
“…Catholic education does not just teach secular subjects like other schools but also imparts a Christian vision of the world, of life, of culture, and of history, ordering the whole of human culture to the news of salvation,” write Donohue and Guernsey.
This integrated approach with God the Creator as the foundation of every study requires some effort within distance learning. Teachers will be tempted to water down courses to facts that are easiest to teach remotely, but good Catholic school teachers will not neglect the importance of group discussion and opportunities to highlight truths that are evident in math, science, history, literature and more.
Ultimately, “a Catholic school can never go wrong with a good supply of literature to recommend.” Allowing more time for students to read classic works at home does not detract from a Catholic education—it enhances it.
Overall, the COVID pandemic is making it very tough for Catholic schools to pay employees and plan for the future, but students can still be given an excellent Catholic education. If Catholic educators work to develop “thoughtful and comprehensive strategies to try to compensate for the suspension of in-person instruction,” argue Donohue and Guernsey, then they can continue to exhibit the strengths of Catholic schools.
The greatest of these strengths is love. Educators can show “comfort and mercy” to “stressed and overwhelmed” students and be true partners to parents, who may be trying to work from home while ensuring that students’ education continues without interruption.
When this time of “stay at home” and social distancing is over, teachers and students will be eager to return to their schools. In the meantime, distance learning can be truly Catholic and preserve the unparalleled advantages of Catholic education.
This article first appeared at The National Catholic Register.
As we all scramble to continue educating our students in this new medium, it’s important not to fall into the trap of focusing on technology first. The focus in Catholic education is the child; educating and forming them in holiness. Are the methods your school is choosing for distance instruction and online technology furthering that effort of formation?
Derek Tremblay, Headmaster from one of our Ambassador schools, Mount Royal Academy, has this take on learning from home:
“At Mount Royal Academy, we consider this a tremendous opportunity to instill the habit of reflection and introspection. If we are to become who God made us to be, we have to be willing to think more deeply about meaning and moments. Instead of putting teachers and students in front of devices for hours upon hours, we invite students to pause, pray, and ponder. Perhaps this is even providential that we are all slowing down to focus on what really matters the most: the school of the family, the domestic church.”
The Academic Dean of the school, Dr. Amy Sansone, provides the details here for the weekly Assessment & Reflection Essay (ARE’s) all students in the K-12 school are given. Instead of giving more content, this school has chosen to allow students to integrate and assimilate the choice content provided to make personal meaning and take advantage of the quite time available at home that is not often found in a busy school day.
Below are several resources produced by the Society to assist educators in this endeavor:
Maintaining Catholic Identity in Distance Learning Instruction by Dr. Daniel Guernsey and Dr. Denise Donohue.
Maintaining Catholic Identity in Home-Based Instruction (VIDEO) by Tyler Graham, Ave Maria Academy, and Dr. Dan Guernsey.
Keeping the ‘Catholic’ in Distance Learning by Patrick Reilly, President of The Cardinal Newman Society.
For Catholic Schools, Now’s a Time to Shine by Patrick Reilly, President of the Cardinal Newman Society.
With little time to prepare, Catholic schools have had to respond quickly to the COVID-19 pandemic by moving education from traditional brick-and-mortar buildings to students’ homes. Thousands of teachers are now seeking to re-package instruction tailored to distance learning.
A common way for teachers to facilitate at-home education is to copy worksheets and send home textbooks with a list of weekly assignments. This is generally done when a student is ill, but in this new extended learning arrangement worksheets and textbooks alone are not sufficient to convey the richness of the Catholic curriculum which, for most schools, has taken years to develop.
Catholic schools are not only content providers but also evangelical learning communities. It’s important that we come at this situation with our own needs and goals in mind. Facing weeks of missed in-class instruction and the loss of all the critical formation that happens outside of the classroom in a Catholic school, we need to devise more thoughtful and comprehensive strategies to try to compensate for the suspension of in-person instruction.
The first step is to make explicit what we do on a daily basis that makes Catholic education unique and then seek to find ways to translate as much of that magic as possible to a distance learning environment. Vatican documents on education identify several distinctive elements of Catholic education, including:
- the centrality of community and importance of relationships;
- the presence of a rich prayer and sacramental life;
- the integral formation of students’ minds, bodies, and spirits; and
- the development of a Catholic understanding of the world.
This is quite an amazing mission and a huge mandate. It is important to acknowledge up front that it simply cannot be as effectively and powerfully accomplished on-line and at home as it can where we are gathered as a community and interacting with each other personally. Catholicism is all about reality and real physical presence. We are all feeling this now, as we do our best to attend “Online Mass,” which is perhaps the best we can get at the moment—but it pales in comparison to the power of being in each other’s presence as we approach HIS presence in the Eucharist we share. So by all means let’s do what we can, but let’s be transparent that this is a time of separation and shadow, until we can once again be with the students we love and bring the full force of our apostolate to bear.
What follows are few practical tips for conducting our rich mission in a diminished environment. How can Catholic schools continue to provide these key aspects of Catholic education?
The Centrality of Community and Importance of Relationships
So much of who we are in Catholic education is based on our existence as a faith-based community, where we gather together to see, hear, and be with each other in prayer. Participation in the Sacraments, feast-day celebrations, prayer, and rituals form the basis of daily interaction and activities. The regular school day also has other community building activities like class meetings, breaks, games, and just time to hang out with each other. All day long we are building community with each other in school, and it has a cumulative effect of creating and transmitting culture. It is through the community that students receive “a systematic and critical assimilation of culture”1 which passes along our Catholic traditions, values, and beliefs. In Catholic education, the community itself is considered a formative and educative means of student formation and development,2 where students learn Christian values by being exposed to Christian values—primarily through the witness of adults and others with whom they interact daily.
How much more important now is the presence of the teacher in these unsettling times, when coming together is difficult and “social distancing” is the norm. Teachers can never be as present in distant learning programs as they are in a real classroom, so it is all the more important to do as much as possible to bridge the gap. It is assumed that teachers will be posting video help for lessons and instruction to the degree possible, but among the community building options available are short videos from the teacher, not just explain a lesson introduction, but speaking from the heart and saying and doing human things to lighten the load and let students know you miss them but are in good humor. Perhaps sending a personal video to a student (copying the parent) on his or her birthday or feast day or recording a dramatic reading of a story or poem for all the children to watch. Take a video of your garden or other image that makes them think of something you all learned or did together.
High-tech options include a livestream class meeting using Teams, Zoom, or some other group conference platform such as podcasts and class chat forums. Make this optional for younger students and give parents at least 24 hours’ notice. Shared social time with you and their classmates may be a welcome break to their home isolation. You can also do a live reading of a story to them for educational purposes without copyright infringement.3
Low-tech ways to keep students close might be through a weekly phone call to each of them. Or even write them a letter or card and mail it—they will likely remember it for the rest of their lives. Finally pray for each one of your students daily by name at a particular time and let them know it. This is a time none of us will soon forget! Don’t forget to reach out to parents as well and let them know that you are willing to facilitate help for any particular needs by leveraging school resources.
Older students will enjoy many of the previous contact ideas, but in addition they can be encouraged to sustain community through online “household” social media activities. Both college campuses and high schools have found great success with the household system, which merges various grades or groups together to form smaller sub-communities. This does not have to end with distance learning. There are many opportunities for interaction and joyful competition between groups. These fun competitions direct students’ energy and focus during down time and help maintain peer connections.
The Presence of a Rich Prayer and Sacramental Life
To the degree possible, keep the school’s daily prayer cycles going. If the school day starts with a specific prayer, encourage parents to continue the practice. Remind them that at school, grace and/or the Angelus is said before lunch and to please continue that with the students.
If a class is being live-streamed, then of course it is good to start with a prayer led by the teacher or one student. (Choral prayer or responses do not work well online.)
Not being able to participate together in the Sacraments does not mean that our hearts and minds should be allowed to go on a spiritual vacation. If anything, this is a time to look at what our lives would be like if we didn’t have the Sacraments. Why is attending Mass or going to confession so important? What would my life be like if these activities were permanently eliminated?
If possible, perhaps arrange for an all-school Mass to be video-streamed by the school’s chaplain. This can provide a common experience and keep students and teachers tied to each other in prayer.
Recognizing that students may not engage in prayer at home as frequently as they do in school, make extra efforts to insert prayer and Catholic themes into home assignments.
Provide mothers and fathers, the spiritual heads of the domestic Church, with suggestions for leading the family in morning and evening prayer, the Rosary, the Church’s daily Mass readings, the Liturgy of the Hours, or Lenten Stations of the Cross. Allow time for students to personally reflect on provided prompts or using Lectio Divina4 to more deeply uncover how God is speaking to the heart can be done by children as well as adults. Following the Church’s liturgical cycle at home as we do in school is also important. Families can now perhaps more purposefully than ever enter into that cycle by introducing new novenas,5 praying together at certain times of the day,6 and teaching their children how to do an examination of conscience7 before they go to bed. Helping families start these family rituals now can have a lasting effect on children’s faith development for years to come. In some cases, families may be relying on us to pray with and form their students and now is an opportunity to fully engage the domestic Church and leverage fuller participation moving forward.
Unlike Catholic school buildings with religious art and classrooms with prayer corners, some homes may have few religious items and no sacred spaces set aside to contemplate God’s word. Since the pandemic has prevented many people from entering the sacred space of our churches, now would be a good time to suggest to families to set aside sacred spaces in the home where children can go throughout the day to quiet their hearts and minds and thank God for His gifts, express sorrow for their failings, or ask for His assistance. A simple crucifix, a picture of Jesus or the Holy Family, a Rosary, or prayer cards can initiate a contemplative, prayerful space.
The Integral Formation of Students’ Minds, Bodies, and Spirits
Distance education lends itself to content delivery and detached academic skills, but in the process may not fully provide for the integral intellectual, physical, and spiritual needs of students. Special effort is needed to maintain this essential aspect of Catholic education.
To avoid the disaggregation of knowledge, which can arise when assignments are provided strictly by subject area, the use of broad essential questions can help tie discrete subjects together. In the classroom, quite often it is the teacher who helps make these connections, so it is important to continue integration through learning at home.
Using problem- and project-based learning approaches may also help facilitate interdisciplinary learning. When using these approaches, develop and provide grading rubrics to students when assignments are given, and suggest online resources and directions where to find them.
As for spiritual development, the above section on prayer already touched on some ways to ensure that we are educating students’ hearts and souls, but special effort toward this end should also be made whenever possible in various subject areas. Specifically tying subject-area materials to lessons on virtue or the faith can help make connections between course subjects such as history or English. Identifying virtues and essential questions will help parents enter into the teaching, exemplifying concepts through discussion and example.
Helping older students reach a deeper level of academic and moral formation through contemplation of rich and complex artistic and philosophical material may benefit from the use of Socratic seminars8 or guided discussions.9 These can be done in synchronous or asynchronous10 online options. In the synchronous option, the teacher and students meet online at a designated time (always allow enough time and patience to ensure the workings of technology) and discuss a text using traditional Socratic etiquette. If synchronous is not an option, teachers can set-up discussion prompts and require each student to make an original response to an online prompt and then two additional responses to comments made by other classmates. This asynchronous option requires an original response to a discussion prompt which ends with a required question, such as “Is this what you think?” or “Have I found all the pertinent aspects?” This is done to generate discussion, further conversation, and facilitate the gathering of different viewpoints and aspects of the topic under consideration.
While “engagement” is the buzz word in the classroom, it is even more important in a distance learning arrangement. Opportunities for interaction among teacher and students and students among themselves will help keep students motivated. Research indicates that high interaction and instructor support through online courses lead to greater course success.11
According to one research report,12 distance instructors who are effective have good:
- course planning and organizational skills specific to distance environments;
- verbal and nonverbal presentation skills specific to distance learning situations;
- ability to involve and coordinate student activities among several sites;
- communication and classroom organizational skills;
- collaborative work with others to produce effective courses; and
- ability to use questioning strategies.
Integral formation also provides for the health and training of students’ bodies. Even though students cannot gather together to play sports, teachers can encourage time spent each day in some form of physical exercise. Some may be able to gather with peers (while practicing social distancing) and go for a walk or bike ride with a friend. Additionally, bodily activities are not limited to athletics but also involve physical activities such as arts, crafts, and music.
Be aware of the physical toll of extensive screen time. While live-stream instruction is a very useful and effective way to build community and keep more intimate and direct contact with students, there are some real limitations. Platforms like Microsoft Teams or Zoom are quite good in replicating a type of classroom environment in real time, but extended use throughout the day can be very hard on teachers and students. Eye strain and headaches are a common side effect as well as just plain burnout if trying to keep it up all day. If going this route, consider designing lots of screen breaks throughout each class and throughout the school day. Students should be asked to look at the screen primarily when class discussions are taking place. Whenever possible, break up discussion with individual work that students can do with pencil and paper or reading from a physical text. Teacher teams may want to quantify, coordinate, and ration screen time as a “corporal work of mercy” to our poor students! And again, get the students moving constantly throughout the day, including in class when possible.
To the extent possible, give the kids and families (and yourself) a break! These are trying times. Do your best to deliver core academic material to the degree possible in the midst of a very real and historic crisis. Then take a deep breath and see how different kids and families respond. To the stressed and overwhelmed, provide comfort and mercy; to the frustrated super-students, develop scads of tailored supplemental material so they can keep flying. Just remember, this too shall pass, and (except for high school seniors) we will have time to get everything back on track later. The whole world is on pause, and we should proceed as best we can, knowing that folks remember how they were treated in a crisis.
Remember to provide accommodations to those students who qualify for them. During this time, students who require accommodations may be the most needy. Fortunately, most accommodations already require the use of individualized online programs and if not already in use, look into the accessibility of them, or ask someone to do that for you. Perhaps this would be a great way to use an hourly employee who might be otherwise laid off.
The Development of a Catholic Understanding of the World
Understandably teachers will rely heavily on material produced by secular educators to get through the first stages of distance education. Publisher-designed worksheets and websites are a logical first place to turn. However, in many cases such resources are insufficient, as Catholic educators teach more. The Congregation for Catholic Education reminds us that Catholic education does not just teach secular subjects like other schools but also imparts a Christian vision of the world, of life, of culture, and of history, ordering the whole of human culture to the news of salvation.
The Cardinal Newman Society’s Catholic Curriculum Standards13 provide a framework for keeping your curriculum “Catholic”. They purposefully ensure that a Catholic interpretive framework is present and articulated in various academic disciplines.
Additionally, many Catholic publishers already offer textbooks and additional resources online. Some links are provided below.
Finally, a Catholic school can never go wrong with a good supply of literature to recommend. Have students constantly reading a good book. Not everything needs to be formally assessed. The Cardinal Newman Society (as well as other reputable Catholic organizations) have recommended reading lists for different ages. Whenever possible try to get a hard-copy book in front of them, especially as screen time has increased for many students right now. If a home library is thin, then there are plenty of free online books through Kindle, Spark and others.
A pleasurable alternative is to play an audio book suitable to the age range in the household and have students draw, build a puzzle, or work with Legos or clay while they listen—which they often will happily do for an hour or more under the right conditions.
A recent study reported that students do learn differently when comparing online reading to reading from an actual text. Students annotate and highlight more in hard texts (even though both means have this capability), but reading comprehension actually improves with highlighting texts online.
For Catholic educators, this trying experience can serve as a time to recall what Catholic schools do both differently and do well: we are good at community, prayer, integral formation, and creating a Catholic worldview. We now get to try this in greater partnership with our parents to get through this crisis. Once this is all over, we can come together to re-dedicate ourselves to the value of our classrooms, relationships, and awesome calling.
Webinar to Accompany this Document: https://vimeo.com/403718817/4265ea3c8f
Catholic Online School: Daily Online Mass Readings with Deacon Keith Fournier.
FORMED: Lenten Reflections, religious movies, devotions, cartoons, and more: https://watch.formed.org/browse
Holy Heroes Sunday Mass preparation for kids: https://www.holyheroes.com/MassPrep-s/57.htm
Stations of the Cross with Fr. Robert Barron (for high school students and adults): Stations.wordonfire.org
Called to Be More! Free 5-week trial. Based on St. John Paul IIs Theology of the Body, this program is fully online and accessible for teachers and students in grades PreK-5 and 9-12. The high school program was designed to conform with the Bishops Curriculum Framework for high school students and can be accessed here: https://app.ruahwoodspress.com/register/account. The K-5 program: https://ruahwoodspress.kartra.com/page/OCw1
Virtual Book Fairs for Catholic Schools: Leisure reading for Catholic children. Provides a rebate back to the school when you include your school’s code: https://goodnewsbookshop.com/
Kolbe Academy Online: Free literature lesson plans: https://kolbe.org/free-literature/
Standards for Online Course Preparation: https://www.nsqol.org/wp-content/uploads/2019/09/National-Standards-for-Quality-Online-Courses-Catalog3-2019.09.01.pdf
Institute for Catholic Liberal Education School@Home Resources: https://catholicliberaleducation.org/schoolhome/
Arts of Liberty project developed by Master of Classical Education program to support online learning. Links to lessons, study guides, and textbooks on Logic, Rhetoric, Arithmetic, Geometry, Music, Astronomy, Theology, Philosophy, Politics, History, Literature, and Natural Sciences: https://artsofliberty.udallas.edu/
Institute for Excellence in Writing is offering a free, completely digital, three-week program of English language arts instruction that covers writing, grammar, vocabulary, and poetry memorization for grades 3-12. https://iew.com/three-weeks-of-language-arts-instruction-from-iew
With the kids at home, now may be a great time to experiment with Catholic homeschooling and decide whether it is a good fit for your family.
“School-at-home,” of course, is not the best representation of homeschooling. Especially in the upper grades, the fixed schedule of online classes allows little flexibility, and parents are not engaged in the learning process. School-at-home also lacks key benefits of Catholic schools, including the close-knit faith community and personal engagement in the classroom.
But with the kids at home, many parents may be thinking of Catholic homeschooling as an option for the future. Catholic education comes in many forms, as it always has, and today there are outstanding parochial schools, lay-run schools, homeschool curricula and combinations of these. It is good for Catholic families to know their options.
Ultimately parents are the primary educators and must decide what best serves their family’s needs. All children deserve to be formed to fully embrace their human gifts of reason and freedom on the path to sainthood, and that’s the essential point of education.
Today, homeschooling is an excellent option for Catholics. Parents have impressive resources available to them, including help with curricula, texts and learning activities. Teaching the Faith is easy; there are many sound resources online, in print and on video including Magisterial teaching that can be accessed by the click of a mouse.
My five wonderful kids—now four teenagers and the oldest in college—have never enrolled in a brick-and-mortar grade or high school. My wife Rosario and I have found homeschooling to be a blessing and an opportunity to ensure that our children get precisely the education and the balance with other activities that we want for them. Rosario had the inspiration to go above and beyond, developing her own hybrid homeschool-classroom program called Aquinas Learning, which has provided our kids a Catholic formation according to classical methods of learning.
If you are inclined toward homeschooling, be not afraid! These weeks at home with school children can be a great time to test the waters and decide whether homeschooling is right for your family. And veteran Catholic homeschoolers are ready to give you plenty of advice.
Integrate School with Family
For children in schools, weekdays are clearly divided between the school day and the remaining time focused on family, recreation and other activities. One of the first things parents are now finding is that such a clear division at home is artificial; even students who are online much of the day cannot help but engage more with parents and blur the lines between school and home.
Especially with younger children, parents can take a more active role in their education and ensure that the family’s needs are being met.
“First things first, write down your goals of education for each child, with the heavenly goal as the first priority,” advises Rosario Reilly of Aquinas Learning. Parents who are new to the homeschooling mindset need to rethink every aspect of their home life and education as an integrated whole. “Second, set a simple routine for the family maintaining some boundaries and requiring children to participate in maintaining the home.”
“Having a rhythm to your days, as a homeschooler, makes the day flow a great deal more easily and allows for time to work and time to play,” agrees Mary Ellen Barrett, editor of the magazine for Seton Home Study School. Parents can build around assigned lessons and activities to establish their own agenda.
Barrett suggests a few simple guidelines: “Keep bedtimes and wake-up times consistent. Allow for morning chores and prayers as well as afternoon tidy-ups. Have a few breaks sprinkled through the day to ‘get the wiggles out,’ and end early in the afternoon. No young child is at their best late in the afternoon.”
As for the education, parents can look for ways to get creative and enjoy some benefits of homeschooling. For instance, one of the distinctive features of Aquinas Learning is its curriculum that is structured to allow children of all ages to study similar topics at the same time, albeit with different levels of complexity.
“Even in a grade-restricted curriculum, parents could bring together the family on certain subjects, such as taking one topic in history and learning it together,” Reilly suggests. “Your Kindergartener might listen to the story and color a picture, while your sixth grader writes a report about it. And everyone can visit historic places together—even online, until restrictions are lifted—or watch a historical movie suitable for all ages.”
She also urges parents to ensure that the insights of the Catholic faith are integrated into every course. Not every school does this well—but parents have the opportunity to make it happen at home. Even short conversations about how historical events intersect with Christianity and the moral choices of a book character will greatly enhance your child’s education.
Faith, Love Come First
While your student is at home these next several weeks, try doing something that Catholic homeschoolers are good at: making faith and family priorities above anything else.
Amid the pandemic, teachers are sending a lot of schoolwork home, and it can put a large burden on parents. The tendency may be to focus too much on the workload and not enough on what is most important—especially given the fears and dangers that families are facing.
“As Catholics, I think these times call for us to be much more concerned with ministering to each other and deepening our faith lives, than spending a huge amount of time on academics,” Barrett says. “While very important, math and English will always be there to be mastered, but this is a time God seems to be calling us to deeper things.”
“Although there is schooling to do, by and large, it won’t take hours to do it. And this leaves hours together to be the family God intended us all to be,” adds Krista Thomas, director of communications for IHM Homeschooling Conferences.
She recommends “watching and participating in the Mass online, adding a new devotional, and reading about the saints” as “simple and gentle ways to draw closer as a family, as well as to Our Lord.”
Teresa Peddemors, a mentor with Mother of Divine Grace School, says “the most important thing that mothers can do is comfort and love on their kids.”
The pandemic can be scary. “The children have been present during many conversations and news reports,” Peddemors says. “Their lives are upside-down. It’s more important that they are shown that their parents will be taking care of them through all of this, no matter what.”
Pace Yourself and Your Child
Anxious parents need to “relax,” advises Patrick Carmack, president of the online Angelicum Academy. “Learning itself, as Aristotle noted long ago, is natural to humans and enjoyable. So enjoy it. Proceed at a pace that is appropriate for each of your children—neither too fast, which discourages them; nor too slow, which bores them.”
One of the benefits of homeschooling is that it avoids the “unnecessary stresses of competitiveness and over-testing,” he says. Now many schools are relaxing test requirements for the spring semester, and they are trusting parents to make sure that children learn.
“Tailor the experience with options of convenience,” Thomas advises. “For example, if your children are hesitant readers, read with them. Take turns reading aloud the material. Ask questions. It isn’t a race to finish in five minutes or check off a list… be patient and savor this time—a time of simplicity with your family.”
With schools closed, both parents and students are likely to suffer from an overload of screen time. Homeschoolers are familiar with this problem, as the internet is a constant temptation and provides a wealth of helpful resources for learning. But one of the great benefits of being at home is the opportunity to stay close to family, get outdoors and do more hands-on activities.
Reilly is using this time to promote more off-screen socialization, even as Aquinas Learning centers are forced to shift classes online. “We are encouraging handwritten letters to pen-pals, relatives, elderly shut-ins at nursing homes, the front-line medical workers whom we know, and overseas military.”
Teach with Confidence
Somehow it has been ingrained in modern parents that they are unfit to teach their children. Nothing could be further from the truth. Knowing when and where to get help is important—but God has already given parents the grace to be their children’s primary educators.
Trust that “you are uniquely equipped for this time, to do this work, with these children,” advises Sheila Schofield of Mother of Divine Grace School. “Have confidence in your abilities, in your love for your children, and in the grace of God to educate your children at home.”
Whether your choice is Catholic homeschooling or a faithful Catholic school, this time together in the home can be a blessing to both parents and kids. Seize the opportunity, because things soon will be back to normal. May God bless you and your family.
This article first appeared at The National Catholic Register.
There is still time to register for the virtual conference titled “Be not afraid: Affirming the truth about sex and identity.” The conference has moved all of its talks to an online experience with a reduced cost of only $75. The focus of this year’s conference is to offer practical and pastoral guidance on the topics of homosexuality and sexual identity to clergy, religious, pastoral ministers, and lay professionals. Speakers include Helen Alvare, J.D., Fr. Philip Bochanski, Mary Rice Hasson, J.D., Fr. Paul Sullins, PH.D., and Quentin Van Meter, M.D., among others.
Click here for conference information. Click here to register.
This Lent, you have a great opportunity to meditate on the mysteries of time, salvation, and God’s protective grace with our patron St. John Henry Newman and his inspiring poem, “Dream of Gerontius.”
Today, Dr. Bernadette Ward will present a webinar with the Institute of Catholic Culture, “I am Near to Death: A Study of Newman’s ‘Dream of Gerontius.’” The Cardinal Newman Society has been thrilled to help arrange this special event, and we hope that you will join us.
Also see our exclusive interview with Dr. Ward below! She is a Newman scholar and professor of English at the University of Dallas, which is recommended in The Newman Guide for its strong Catholic identity.
Newman Society: A strong Catholic education depends heavily on reading and discussing good literature. In the Newman Society’s guide to literature policies in Catholic K-12 schools, we emphasize literature that helps students learn “what it means to be a fully actualized, good human being” and to know and love God. How does literature serve this purpose at the college level?
Dr. Ward: At the college level, it is vital to engage not only with literature that builds us up but also with literature that shows us the consequences of various ideas—for instance, right now I am reading Frankenstein with my students, and discussing the consequences of calling life into being without respect for the mystery of God’s creative love. The book points readers to that mystery in allusions to “The Rime of the Ancient Mariner.” Of course, one can also read more complex writings, from historical backgrounds that require a stretch of the imagination to inhabit, Renaissance sensibilities or medieval sensibilities that require a transformation of the way we envision the cosmos. That’s very good for people who are often stuck in our narrow present time, in a cold universe unconcerned, as far as their culture tells them, with love and beauty.
Newman Society: You are an expert on St. John Henry Newman’s poem “Dream of Gerontius” and will be presenting a webinar about it on March 31. Can you explain the lessons that this poem teaches Catholics, especially during this holy season of Lent?
Dr. Ward: John Henry Newman kept his eye steadily on the most important matters: death and judgment, heaven and hell, and his relationship with God. The centrality of that, and how to cope with the loss of literally everything, on one’s way to God—these are some of the important things Newman is dealing with, along with the final impotence of evil and the joy of even suffering for the sake of seeing God. Our culture does not value suffering much; Newman did.
Newman Society: This time of “social distancing” might be a good opportunity for Catholics to acquaint themselves with good literature. Not many people are aware of St. John Henry Newman’s fiction and poetry. Do you have any special recommendations?
Dr. Ward: Other poems, such as “A Word in Season,” “Lead, Kindly Light” (“The Pillar of the Cloud”) or “The Sign of the Cross” are all available at NewmanReader.org for free. Frankly, his sermons are a lot better than his novels. Try “Ventures of Faith” for starters.
Registration is now open for two June Theology of the Body Educator Training Workshops at the Sharonville Convention Center in Cincinnati, Ohio. This training features nationally renowned speakers, experts & experienced educators whose focus is to help equip teachers with the understanding and tools needed to make THEOLOGY OF THE BODY come to life in the classroom and community.
The programs are designed for DREs, catechists, youth ministers, administrators, educators, diocesan officials and parents interested in learning to share St. John Paul II’s transformative biblical view of God’s plan and purpose for the human person.
For more information and registration click on the links below.
1) Intro to Theology of the Body 3-Day Workshop*:
June 22-24, 2020
2) Special Topics in TOB: Gender & Sexual Identity 2-Day Workshop*:
June 25 & 26, 2020
Sign-up for either topic or BOTH (& SAVE $35) to make it a 5-day powerhouse week!
*Send at least two ambassadors from your school/parish & your pastor can attend for FREE!