Tools for Teaching Confirmation [antikvár]

Introduction I talk with many who are dissatisfied with thenteaching in confirmation. So I've begun to ask in this material, "What do the satisfied teachers do?" "How do they put the experience together so that they actually enjoy confirmation?" This is the second in a series of resources for those doing confirmation ministry. It addresses the practice of teaching, the ways in which confirmation classes are conducted by many people, and some of the issues that confront the catechist in the classroom. The previous work, Six Models for Confirmation Ministry, reflected on the program of the congregation, its shape and approach, and some of the issues which surround a person who is planning a confirmation ministry program. A third work is also planned which will focus on how the catechist relates to her context: the congregation, families, pastors and other staff members, students, and synodical and national networks. That piece will address such issues as developing a committee and how the catechist relates to and blends the various voices, groups and expectations which are all a part of confirmation ministry. But for now, we will turn our attention to teaching. This material is based on four tools that seem to be used by many satisfied teachers: ritual pattern, shared experience, shaped human conversation and intentional projects. In the various recent studies of confirmation ministry, these tools are generally present and talked about whenever those who teach describe their work. Part One considers in detail the use of these tools to construct the confirmation ministry experiences of young people. In Part Two, the four tools are presented more abstractly. Although this section is short, it is a place where the catechist will want to spend some time, thinking about what she does. The exercises at the end of Part Two may be of use to the catechist who would like to develop her own use of the tools. In Part Three, devotions are provided from my own experiences. It remains important to attend to the heart of the catechist as well as the body or program and the theory or mind behind it. This work functions on two levels. On one level it hopefully will assist the beginning or wondering catechist with practical comments on conducting a class. On another level, it somewhat boldly suggests that although there is little consensus regarding the theory or approach or models used in confirmation ministry, there is unity regarding what catechists or teachers actually do in the classroom. The unity of confirmation ministry lies very close to the classroom process. Whether or not this unity remains both practically useful as well as able to support general discussion is one of the underlying purposes of this long letter, theoretical paper and collection of poems. The teaching described in these pages reflects my own personal style. At times you may feel yourself wanting to take a different approach. When that's the case, please follow your own instincts. Although generalized descriptions like this are useful, all of us are bound by our personal style, context and culture. This work is certainly no exception. But I've taken some care to make the tools of the catechist as universal as I could. As you read the letter, you may at times feel a bit overwhelmed or discouraged. "I can't do all the things suggested on these pages," may be something you will feel as you read. What I've tried to do is collect the best possible ideas for your use. No one catechist could probably do all these things. Pick one or two things to work on as you do your classes. Then move on to another strategy or idea. Build skills slowly, one step at a time. Teaching takes many years to learn.