The Episcopal New Yorker |

By Kathy Botuzzi-Jones

Thou Shalt Not:

1. Imagine that the Spirit is flowing through you (the teacher) into empty vessels (the children).

Children have rich spiritual lives and from a very young age they are able to articulate their experiences with simplicity and grace.

2. Exude certainty at all times.

More important than knowing all the answers is modeling how to ask good questions about this mystery that defies certitude, this God who is infinitely more than we can know. As with many complex
issues in life, the one who has all the “answers” is less likely to challenge him or herself to grow.

3. Limit your own prayer life to Sunday worship.

The best way to cultivate a love for the Presence of God in children is to be someone who has cultivated the same in through a healthy prayer practice. It is good to be a role model, but it is even better to have your own love and enthusiastic witness be “caught.”

4. Prepare your lesson plan on Sunday morning just before Sunday School; the important thing is not to appear anxious, rushed or unprepared.

Let’s face it; most people are always rushed. But setting aside time to bring the lesson plan into personal prayer during the week makes it at teacher’s own. This allows one to step back from the lesson’s “content” during class time -- to invite the Spirit in and attend more closely to how the Spirit is moving among the particular children in the room.

5. Stick closely to the lesson plan, no matter what.

There is so much that can be missed when the focus on the plan rather than the process. It is far better to take a giant detour that follows the promptings of the children’s needs, questions, fears,or struggles, than it is to stay on task. A lesson plan is a necessary start but it is not the end of an encounter with or impact upon the children.

6. Don’t waste precious lesson time praying together; kids can pray at home or in church.

Prayer is an essential part of creating community among the Sunday School children. Together, they learn to hold each other in prayer, to be present to each other and with God, to share what is on their hearts, and to include God in the most ordinary of daily experiences (“My hamster died, God.”) Of course, it is also good for children to pray at home and at church with their families – let them see the links between what happens in Sunday School, in church, and at home.

7. Remember that information is more valuable than experience.

Religious education is more than learning facts and telling stories. It needs to embrace the whole child and cultivate a space where he or she can learn the skills necessary for addressing the life-long challenges of being Christian. In a space where experience is valued, even a small child can begin to engage with the mysteries of death and new life, develop patience for the journey of faith, grow in love and discipleship, practice responsiveness in prayer and daily living, cultivate justice and compassion, and so much more.

8. Curtail spontaneous questioning, wondering, and thinking aloud.

“ Wondering” about Biblical stories and our places in them is a hallmark of the Godly Play curriculum, but not exclusive to it. A child who witnesses the earnest questioning, wondering and thinking aloud of an adult teacher – in a room where the teacher is seen to be a learner as well -- is blessed, indeed, with a model for engaging the deepest of mysteries. And the spontaneous outbursts of children engaging with the Christian story can carry the seeds of faith far and wide.

9. For continuity’s sake, teach in one modality all year (preferably verbal).

Sunday School teachers need to continually call on or call forth all the children in the room -- the ones who are verbal, the quiet ones, the artists, musicians, dramatists, contemplatives, etc. The trick is to teach in such a way that evokes responses in various forms. Many of the current curricula take pains to present multi-modal options intended to reach all the children in the room – allowing
them to feel connected to the lesson and express themselves comfortably.

10. Keep a highly-disciplined classroom;most children have too much freedom, anyway.

Finding that balance between instilling the notion that the spiritual life is a discipline that takes practice and reflection – and encouraging children to both listen to their interior voices and respond in freedom and action -- is the challenge. Too strict of an environment may stifle a sensitive child’s exploration; too permissive an environment may deafen everyone.

11. Stick with a single biblical interpretation at all times, so as not to confuse the children with other perspectives.

Religious education should challenge traditional stereotypes and focus on inviting children to commit to a lifestyle that is imitative of Jesus. A biblical interpretation such as liberation theology, for example, exposes the children to the perspective of the poor and challenges the stereotype that poor people are helpless and waiting to be rescued. Widening teaching to include Biblical interpretations that represent the perspective of the poor disposes children to the ideals of community, solidarity, accountability, mercy, and justice. They are not likely to learn this elsewhere with any depth in this society.

12. Think local; “global” is overwhelming and might scare the children.

The challenge today is to find a way to help children (and adults for that matter) think about the task of learning in terms of helping to make connections. If learning is about making connections, what are the elements we need to connect as Christian people? One crucial set of connections to explore teaches children to expand their circle of concern -– the connections between one’s personal experience
of God, the church community’s traditions, and a world community lacking in love and justice for many, many people. A child who, from the earliest age, is encouraged to see her/himself as an active member of multiple groups – imagine concentric circles from the family unit moving outward to the world community – will not be tempted towards a view of Christianity that focuses exclusively on self-improvement. Rather the work of personal and community growth is understood in terms of the larger Reign of God on earth.

13. Avoid working with children with special needs or disabilities.

By far the most valuable lesson I learned when starting out in religious education came about the hard way: By insisting that I lacked the special training necessary for incorporating children with disabilities, I had missed out on a wonderful opportunity to include a marginalized child, refresh a soul-weary mother, and teach the other children about community. When I came to myself, the solution was as simple as seeking out the child’s mother for ideas about how to reach the child about whom she was an expert! Welcoming a severely disabled child was so strikingly simple. Welcoming this child was crucially important to everyone of us in the classroom. We learned about loving “the least” among us – and we learned to receive his remarkable gifts. Teaching, let along special training, had little to do with it: In the act of calling in one from the margins, we became the mercy of Jesus.

14. Never invite a child to witness teen, adult, and elder groups in prayer, Bible study, education or fellowship -- until they grow up and can behave better.

There is no better way to instill the idea that Christian formation is a lifelong journey than to demonstrate
this for children. Invite them to visit and really participate in ongoing groups; create opportunities for intergenerational learning whenever possible.

15. Never mention death. The fact that it is woven into the human experience and central to the Christian story is not as important as ensuringour children have happy memories of Sunday School.

When the World Trade Center towers were toppled, many teachers and parents got practice talking to children about death and loss and acts of premeditated evil. It wasn’t easy or desirable, but we knew that it was essential. Beyond that particular context, which has shaped the American and Christian psyches in ways we have yet to fully understand, we must mention death for a very simple reason: because it is an important part of reality. Teaching children to look at reality is how mercy, kindness and justice are taught.
It is also an important way to teach children about life and growth. Growing involves a kind of death, death of the old self and birth of a new self. To begin to understand and accept this reality is to steep oneself in remembering the ministry, death and resurrection of Jesus Christ, until it becomes a part of one’s daily life. Christian educators who can communicate empathically about loss and new life offer a great gift to children and their families.

Reprinted with permission from the Children and Family Ministries Newsletter.

THE EPISCOPAL NEW YORKER
	July/August 2006
How Not To Teach Sundy School: Correcting Common Misperceptions about Teaching Children In Church

By Kathy Botuzzi-Jones Thou Shalt Not: 1. Imagine that the Spirit is flowing through you (the teacher) into empty vessels (the children). Children have rich spiritual lives and from a very young age they are able to articulate their experiences with simplicity and grace. 2. Exude certainty at all times. More important than knowing all the answers is modeling how to ask good questions about this mystery that defies certitude, this God who is infinitely more than we can know. As with many complex issues in life, the one who has all the “answers” is less likely to challenge him or herself to grow. 3. Limit your own prayer life to Sunday worship. The best way to cultivate a love for the Presence of God in children is to be someone who has cultivated the same in through a healthy prayer practice. It is good to be a role model, but it is even better to have your own love and enthusiastic witness be “caught.” 4. Prepare your lesson plan on Sunday morning just before Sunday School; the important thing is not to appear anxious, rushed or unprepared. Let’s face it; most people are always rushed. But setting aside time to bring the lesson plan into personal prayer during the week makes it at teacher’s own. This allows one to step back from the lesson’s “content” during class time -- to invite the Spirit in and attend more closely to how the Spirit is moving among the particular children in the room. 5. Stick closely to the lesson plan, no matter what. There is so much that can be missed when the focus on the plan rather than the process. It is far better to take a giant detour that follows the promptings of the children’s needs, questions, fears,or struggles, than it is to stay on task. A lesson plan is a necessary start but it is not the end of an encounter with or impact upon the children. 6. Don’t waste precious lesson time praying together; kids can pray at home or in church. Prayer is an essential part of creating community among the Sunday School children. Together, they learn to hold each other in prayer, to be present to each other and with God, to share what is on their hearts, and to include God in the most ordinary of daily experiences (“My hamster died, God.”) Of course, it is also good for children to pray at home and at church with their families – let them see the links between what happens in Sunday School, in church, and at home. 7. Remember that information is more valuable than experience. Religious education is more than learning facts and telling stories. It needs to embrace the whole child and cultivate a space where he or she can learn the skills necessary for addressing the life-long challenges of being Christian. In a space where experience is valued, even a small child can begin to engage with the mysteries of death and new life, develop patience for the journey of faith, grow in love and discipleship, practice responsiveness in prayer and daily living, cultivate justice and compassion, and so much more. 8. Curtail spontaneous questioning, wondering, and thinking aloud. “ Wondering” about Biblical stories and our places in them is a hallmark of the Godly Play curriculum, but not exclusive to it. A child who witnesses the earnest questioning, wondering and thinking aloud of an adult teacher – in a room where the teacher is seen to be a learner as well -- is blessed, indeed, with a model for engaging the deepest of mysteries. And the spontaneous outbursts of children engaging with the Christian story can carry the seeds of faith far and wide. 9. For continuity’s sake, teach in one modality all year (preferably verbal). Sunday School teachers need to continually call on or call forth all the children in the room -- the ones who are verbal, the quiet ones, the artists, musicians, dramatists, contemplatives, etc. The trick is to teach in such a way that evokes responses in various forms. Many of the current curricula take pains to present multi-modal options intended to reach all the children in the room – allowing them to feel connected to the lesson and express themselves comfortably. 10. Keep a highly-disciplined classroom;most children have too much freedom, anyway. Finding that balance between instilling the notion that the spiritual life is a discipline that takes practice and reflection – and encouraging children to both listen to their interior voices and respond in freedom and action -- is the challenge. Too strict of an environment may stifle a sensitive child’s exploration; too permissive an environment may deafen everyone. 11. Stick with a single biblical interpretation at all times, so as not to confuse the children with other perspectives. Religious education should challenge traditional stereotypes and focus on inviting children to commit to a lifestyle that is imitative of Jesus. A biblical interpretation such as liberation theology, for example, exposes the children to the perspective of the poor and challenges the stereotype that poor people are helpless and waiting to be rescued. Widening teaching to include Biblical interpretations that represent the perspective of the poor disposes children to the ideals of community, solidarity, accountability, mercy, and justice. They are not likely to learn this elsewhere with any depth in this society. 12. Think local; “global” is overwhelming and might scare the children. The challenge today is to find a way to help children (and adults for that matter) think about the task of learning in terms of helping to make connections. If learning is about making connections, what are the elements we need to connect as Christian people? One crucial set of connections to explore teaches children to expand their circle of concern -– the connections between one’s personal experience of God, the church community’s traditions, and a world community lacking in love and justice for many, many people. A child who, from the earliest age, is encouraged to see her/himself as an active member of multiple groups – imagine concentric circles from the family unit moving outward to the world community – will not be tempted towards a view of Christianity that focuses exclusively on self-improvement. Rather the work of personal and community growth is understood in terms of the larger Reign of God on earth. 13. Avoid working with children with special needs or disabilities. By far the most valuable lesson I learned when starting out in religious education came about the hard way: By insisting that I lacked the special training necessary for incorporating children with disabilities, I had missed out on a wonderful opportunity to include a marginalized child, refresh a soul-weary mother, and teach the other children about community. When I came to myself, the solution was as simple as seeking out the child’s mother for ideas about how to reach the child about whom she was an expert! Welcoming a severely disabled child was so strikingly simple. Welcoming this child was crucially important to everyone of us in the classroom. We learned about loving “the least” among us – and we learned to receive his remarkable gifts. Teaching, let along special training, had little to do with it: In the act of calling in one from the margins, we became the mercy of Jesus. 14. Never invite a child to witness teen, adult, and elder groups in prayer, Bible study, education or fellowship -- until they grow up and can behave better. There is no better way to instill the idea that Christian formation is a lifelong journey than to demonstrate this for children. Invite them to visit and really participate in ongoing groups; create opportunities for intergenerational learning whenever possible. 15. Never mention death. The fact that it is woven into the human experience and central to the Christian story is not as important as ensuringour children have happy memories of Sunday School. When the World Trade Center towers were toppled, many teachers and parents got practice talking to children about death and loss and acts of premeditated evil. It wasn’t easy or desirable, but we knew that it was essential. Beyond that particular context, which has shaped the American and Christian psyches in ways we have yet to fully understand, we must mention death for a very simple reason: because it is an important part of reality. Teaching children to look at reality is how mercy, kindness and justice are taught. It is also an important way to teach children about life and growth. Growing involves a kind of death, death of the old self and birth of a new self. To begin to understand and accept this reality is to steep oneself in remembering the ministry, death and resurrection of Jesus Christ, until it becomes a part of one’s daily life. Christian educators who can communicate empathically about loss and new life offer a great gift to children and their families. Reprinted with permission from the Children and Family Ministries Newsletter.

How Not To Teach Sundy School: Correcting Common Misperceptions about Teaching Children In Church