The following blog was contributed by NWEA of Portland, Oregon. NWEA is a research-based, not-for-profit organization that supports students and educators worldwide by creating assessment solutions that precisely measure growth and proficiency—and provide insights to help tailor instruction.
As this uncertain school year continues—and as research shows math is proving especially challenging for many students—there are many ways to support families with at-home learning. For starters, they can encourage their kids to see how math is all around us. Children can count similar items as they help put away groceries, measure ingredients for a recipe or calculate the number of days remaining until a special event or holiday.
Building strong skills now can help kids meet grade-level standards in the short term and tackle advanced math in the future. Here are just a few tips to pass along to your families and support their efforts.
Count orally by twos, fives or tens.
Complete connect-the-dot pictures.
Count and pair objects around your home and determine whether there’s an odd or even number of items.
Ask your child to solve verbal math problems. “Take the number five. Add six. Multiply by three. Subtract three. Divide by five. What’s your answer?” Speak slowly at first until your child gets better at solving these mental problems.
Help your child identify percentages in signs, on websites and in books and magazines.
Encourage your child to read nutrition labels. Have them calculate the percent of a specific nutrient in each item.
Fold a sheet of paper in half and have your child draw a shape along the fold. Cut out the shape and unfold the paper to create a symmetrical shape.
Search your home or neighborhood for different geometric shapes, such as triangles, squares, circles and rectangles.
Use common household items, such as toothpicks, empty toilet paper rolls, twist ties, sticks and paper, to construct shapes.
Help your child recognize and identify real-world examples of right angles (e.g., the corner of a book) and parallel lines (e.g., railroad tracks).
Teach your child how to set the kitchen timer when you’re cooking.
Arrange various objects (e.g., books, boxes, and cans) by various size and measurement (e.g., length, weight and volume) attributes. Talk with your child about how they are arranged using comparison words like “taller,” “shorter,” “narrower,” “wider,” “heaviest,” “lightest,” “more,” “less,” “about” and “same.”
Use a standard measuring tool to measure objects in your home.
Gather a tape measure, yardstick, ruler, cup, gallon container and scale. Discuss the various things you can measure with each.
Encourage your child to incorporate terms such as “whole,” “halves,” “thirds” and “fourths” into everyday life. Mealtimes are a great time to practice this. Encourage them to eat half their broccoli if they want dessert!
Statistics, probability, and graphing
Open a pack of Skittles or M&M’s and make a bar graph showing the number of each color found inside the pack.
Look through a science textbook or website and find three examples of different types of graphs.
Find the coordinates of places on a map, like your home or town.
Watch the weather report for a week, write down the temperatures for each day and then graph the temperatures.
Have your child make a list of things that could never happen, things that might happen and things that are sure to happen.
Encourage your child to figure out answers to real-life situations: “We have one can of tuna and we need five. How many more do we need to buy?”
Ask questions that involve equal sharing. For example, “Seven children share 49 baseball cards. How many cards does each child get?”
Help your child look up the population and land area of the state and city in which you live and compare these facts with those of other states and cities.
Visit the website for the U.S. Census Bureau and have your child write down three interesting pieces of information they learned.
Encourage your child to count and recognize patterns and color in the environment by discussing what they see, like the color of their math textbook, the number on the house across the street and the number of swings on the playground.
Have your child look for patterns on buildings, rugs, floors and clothing
For more ideas on how to support families during COVID-19, visit the NWEA blog, Teach. Learn. Grow.
The following blog was contributed by Matthew F. Manion, Professor of Practice in Management and Operations and Faculty Director of the Center for Church Management in the Villanova School of Business.
The NCEA is partnering with the Center for Church Management in the Villanova School of Business to offer a new Certificate in Catholic School Management. The program is designed to provide school leaders with the critical business skills and knowledge necessary to successfully manage their schools.
Before registering for this tremendous opportunity, you should consider the top four reasons not to sign up:
I don’t have the time
Catholic school administrators are some of the busiest people on the planet. You have responsibility for students, faculty, staff and their families. Many of you care so deeply about your school that you feel “on” 24/7 and 365 days a year. The thought of adding another commitment to an already overflowing plate can be overwhelming in a normal school year. In a pandemic, it could be impossible.
But imagine if you could handle the financial and human resource issues you face in half the time you do today? Imagine if you could manage your staff and key volunteers so they multiplied what your school could accomplish instead of adding to your workload? Imagine if you could spend more time developing your teachers and students and less time recruiting and fundraising?
This program is designed to fit into your busy schedule. Much of the content is delivered asynchronously and it is 100% online, so you can learn in the time and place that is most convenient for you. It will make the business and management aspects of your role easier, better, and more enjoyable.
It’s too expensive
Similar certificate programs at other institutions cost thousands of dollars. Thanks to a generous grant from the Lilly Endowment and the generosity of the benefactors of the Center for Church Management, eligible educators can receive a $600 scholarship reducing the tuition from $899 to just $299. That is a great deal for a Certificate from the Villanova School of Business. Based on our experience with other programs, you will find much more than $299 in increased revenues and decreased expenses within the first year as you apply what you learn.
You are worth it. Your school is worth it. Your mission is worth it.
I already have advanced degrees in education
Most school leaders like you are highly educated. However, typical educational degree programs, while excellent in leadership, pedagogy and curriculum, do not cover the practical realities of managing a school. This non-credit program will cover topics unique to Catholic school leaders such as budgeting and financing for mission; data-driven decision-making; advancement, stewardship and donor relations; enrollment, recruitment and tuition management; contract negotiations and vendor relations; and spirituality of administration.
This certificate is designed to complement, not replace, the excellent education you have already received.
Catholic education is a calling, not a business
We agree. Yet Catholic schools are organizations and as a leader, you have a responsibility to steward the people, financial and other resources of that organization in a way that is worthy of the Gospel.
In fact, from the beginning, Jesus entrusted much of the mission to entrepreneurial small business owners. Many of the apostles were fishermen, along with a tax collector. St. Paul was a very successful tentmaker before his conversion. Jesus learned how to run a business at the foot of St. Joseph before starting his public ministry.
Jesus was fully reliant on the Father and yet still made time to deal with the management responsibilities of his mission. He is a great role model for how to share a life-changing vision, for coaching and developing people, for giving effective feedback and for attending to the material as well as the spiritual needs of his followers.
We know that when the organizational, strategic, financial and people issues in a school or ministry are done poorly, it reflects negatively on the school and can block or inhibit the transmission of the Gospel. When these same elements are done well and in a way that is worthy of the Good News of Jesus Christ, they are not disconnected from the mission, but actually amplify the Gospel message. Which would you prefer for your school?
If you have considered these four reasons not to sign up and would still like to enroll, we would love to have you join us for this learning experience!
The following blog was contributed by Julieta Raymundo-Almayda, middle school math teacher at St. Anthony Catholic School in San Antonio, Texas.
Hi all! My students, parents and colleagues call me Mrs. Almayda or Mrs. A. I am from San Antonio, TX. I’ve been teaching middle school and high school math for over 20 years. My school recently recognized me for my acceptance as a 2020 Khan Academy Ambassador. It is not every day that I get to share my life and teaching experiences with a big audience.
My joining Khan Academy is my driving force, my “challenge” to myself to be better and become an expert in NWEA using Khan Academy as I make my learners better. At Khan Academy, the “challenge” has become an inspiration to aspire to go beyond what is expected. With the support and encouragement from Khan Academy, the trust and confidence of my administrators and parents and the cooperation of the learners who have limitless potential, I can push the limits.
I have met many students as well as professionals who have a strong aversion to numbers. As a budding mathematics teacher back in the Philippines, I had that thought at the back of my mind. I heard many say that mathematics is such a difficult subject to learn. As a teacher, I want my students to find math easy, fun and interesting and I resolved to make it so. I observed my students to better understand why they find math difficult and boring. This way, I know what technique or strategy to use for every lesson and for certain groups of learners. It is said “first impressions last”; so, I make it a point to start with very easy lessons to impress upon my students that math is easy to hurdle. It is more of giving the students that “feeling of success.” This may seem insignificant, but in my experience, it makes a difference.
Our learners come from different orientations, different learning experiences and different family backgrounds. We do not simply breeze through lessons and at the end of the day say we have accomplished our lesson plan. That is not what it means to teach, because for me to teach is also to touch lives – the lives of the learners. To do this, I simplify a complicated number lesson. I do my best to make it meaningful and enjoyable for them. I exert every effort to make the lessons relevant to them, especially in this challenging 21st century milieu. I see no harm in combining strategies and techniques, from traditional to non-traditional teaching platforms to approaching with modern technology. I modify and innovate. I believe that we teachers are endowed with the gift of being creative, and we need to hone our craft. I do not stop “educating” myself with the latest trends in education. I see favorable opportunities and I grab them, and in the end I contribute to the betterment of our learners. They are the beneficiaries of my efforts to do better each time in my vocation as a teacher, just as our Lord Jesus Christ was.
I am from a poor family in the Philippines. The challenge was not just to survive, but to finish my studies. It was not easy to focus on this. I did not simply rely on what my parents could do, because they could only do so much. I helped send myself to school. I held on to my dreams, my goals and I never allowed desperation, frustration and failure discourage me. I held on tight to my faith in God. Even after I was a teacher, I faced obstacles. My immediate supervisors did not seem convinced that I could be a good teacher. Do you know how it feels when your administrator is not supportive? I felt like changing my career track, but I never gave up. And that also accounts for my thirst for more knowledge, for opportunities to do better, never to be complacent just because I already achieved something. For me, there is no stopping. I believe, educating oneself and learning is a lifetime process.
This year of 2020, uncertainties and difficulties stare at us. This pandemic poses challenges difficult to surmount, but as teachers in Catholic schools, let us remain unruffled. Let us hang on. We owe it to our students and parents, too, who are looking up to us. Let us be the role models. It is easier said than done, but with prayers and steadfast faith in our Lord, we shall overcome. At this time of pandemic, let us use whatever technology we have to reach out to our learners. Let us keep the faith while staying safe.
St. Anthony Catholic School, I am truly indebted to you. I am heartily grateful to Mrs. Patricia Ramirez, our school principal, Mrs. Rita Rodriguez, our vice-principal, our school board president, Mr. Derrich Rodriguez, my colleagues and the St. Anthony parents for their trust and confidence in me, for giving me the chance to contribute to the growth of the learners, and for giving me room to grow and make myself a better Catholic school teacher.
I also would like to thank my supporters and my fan base, my husband Tony for his untiring support, sacrifices and love and my children Kaela and Bethanie who give me joy and inspiration always.
Most importantly, thank you God for all these opportunities. I will be forever grateful for your grace and mercy. Please continue to protect and help us. We know that we cannot do anything without YOU. We surrender and lift everything to you.
The following blog was contributed by Clare Kilbane, Ph.D., a faculty member at the McGrath Institute for Church Life at the University of Notre Dame. Follow her on Twitter @ClareRKilbane. This article was originally published on the McGrath Institute blog and is being offered here with permission from the publisher.
Going ‘back to school’ always involves a transition for families and educators, but this year it will be even more challenging. Families returning to traditional, in-person schooling will need extra face masks, hand sanitizer, and cleaning wipes, in addition to the usual school supplies and back-to-school clothing. Families transitioning to new modes of schooling—whether online instruction, homeschooling, or “pandemic pods” (i.e., education co-ops)—will need to develop new routines, practices, and relationships to make learning both effective and sustainable. And educators, regardless of who, where and how they will be teaching, will need both creativity and grit as they flexibly adapt to changing conditions when teaching and connecting with their students. Given all this, something everyone will need and benefit from taking back to school this year is hope.
Christian hope is not some vague, circumstantial belief that ‘the future will be better than the past.’ Rather, it is a virtue that combines a desire for something and the expectation that it will be received. More specifically, Christian hope is a desire for divine union with God and the expectation of eternal happiness through it. But we need not wait for this union if we practice hope now. Union with God can be experienced in the present and with increasing fullness, if we continually allow our words, actions, and selves to be conformed to and by divine love. Christians consider hope a virtue because it is an act of will—an intentional choice made to approach the events of our lives with a particular orientation. With hope, we can choose to view the upcoming 2020–2021 school year as an opportunity to grow in holiness—especially through our relationship with the source of our hope, Jesus Christ.
It helps to remember that we are the latest in a 2,000+ year succession of Christians who have endured suffering and prevailed through hope. I am reminded, in particular, of Blessed Basil Moreau, C.S.C., the founder of the Congregation of Holy Cross. Moreau put the motto “Ave crux, spes unica”—”Hail the cross, our only hope”—at the center of his community, founded in the aftermath of the French Revolution. In so doing, he ensured that the sisters, brothers, and priests of Holy Cross who founded schools around the world would form generations of students to approach their lives with hope, even to this day.
If faith illuminates one’s experience of reality with an awareness of its design and purpose (e.g., a call to intimate and loving relationship with God), then hope is the lens that enables us to see beyond the Cross—to experience the invisible reality of God’s love. When carrying hope along with the Cross, trust in God transforms suffering to joy. As St. Paul wrote, “I pray that God, the source of hope will fill you completely with joy and peace because you trust in him. Then you will overflow with confident hope through the power of the Holy Spirit (Romans 15:13).”
One way to take hope back to school is to meditate on the following questions each morning.
What particular struggles am I experiencing today? Ask God to assist you in meeting these struggles with hope.
As I engage people, relationships, and events today, how can I more fully awaken the joy that comes from hope? Ask God to open your heart to a greater, deeper trust in him.
How can I be a model of hope for others (my children, my students, my colleagues)? Ask God for the gift of perseverance as you carry your cross, and for the grace to see beyond your struggles—to find in the Cross of Christ a sign of hope.
Hopefully, by returning often to these meditation questions, your experiences of the 2020–2021 school year—whatever those may be—can be transformative, not only educationally but also spiritually.
The following blog was contributed by Dr. Gene Kerns, Chief Academic Officer at Renaissance Learning, Inc.
Back-to-School 2020 involves new challenges. Catholic educators must make distance learning work, full or part time. But will formative assessments be accurate and reliable when administered remotely?
The answer is “yes.” With the right planning and processes, you can use tools such as Renaissance Star Assessments to gather formative data remotely. However, remote testing involves unique considerations to ensure your assessment data provides reliable insights to guide student learning.
1. Define your purpose for testing.
Testing runs more smoothly when everyone understands how results will be used. Students apply their best effort, parents recognize that results are used to tailor instruction, and educators are prepared to analyze and act on the data.
Defining your purpose prevents over-testing. Only test when you’ll use the data: to identify struggling students, guide instruction and intervention, ensure all students are learning, or all these purposes.
2. Consider your timing.
Determining when and how often to test relates to your purpose for assessing and ensures the data accurately portrays student achievement. Schedule the initial test early enough in the year to get data to inform instructional decisions—but only after you’ve had time to get to know your students.
Regarding time of day, consider when students will be able to do their best. Avoid testing as the first or last thing in a day so students are less likely to rush.
One of the benefits of Star is each assessment takes about 20 minutes. If your test is longer, consider how to manage breaks to get students’ best efforts.
3. Provide clear testing instructions.
How you set up remote testing depends on available resources. Having a teacher administer the test to small groups of students using video conferencing provides a good experience. Another option is to have a parent or other adult family member in the same location as the student serve as proctor.
No matter who supervises testing, make sure they understand the test’s purpose and their responsibilities. Our Teacher Guide for administering Star Assessments remotely outlines how to ensure a smooth experience and reliable results.
Test security and cheating are often educators’ biggest concern. One of the best ways to prevent cheating is also the simplest: clearly explain the test’s purpose. When teachers and parents reward effort instead of results, they’re showing students that trying their best is what matters.
4. Communicate clearly with parents and students.
Sharing your remote testing plans is also important. Consider using a variety of communication channels, keeping messages targeted and tailored to the audience:
A third-generation educator, Dr. Gene M. Kerns was born with a passion for learning. Over the past two decades, he’s served as a public school teacher, adjunct faculty member, professional development trainer, district supervisor of academic services, and academic advisor at one of the nation’s top edtech companies. Dr. Kerns earned a doctor of education in educational leadership from the University of Delaware as well as a master of science in secondary curriculum and instruction and a bachelor of arts in English education from Longwood University in Virginia.
The following blog was contributed by Jan Coonrod, chemistry teacher at Bishop O’Dowd High School in Oakland, California and this year’s winner of the Presidential Award for Math and Science Teaching for California in the area of science.
Many of us are feeling no small amount of trepidation about opening up our school year with online learning. As a chemistry teacher, the thought of taking my amazingly successful and popular student-centered, inquiry- and activity-based course, and flattening it to the dimensions of a screen and a dimly lit image of myself is soul-scarring. In times like these, it’s good to remember that the only thing a problem needs is a creative solution, and teachers are nothing if not creative. I offer some basics here about how our school is approaching remote learning in the hopes it might prove useful to others or a jumping off place for ideas.
Bishop O’Dowd High School in Oakland, California decided early to go to entirely remote learning—it made the most logistical sense. We started in July with trainings and PD focused on our new reality. In response to the economic pressures of our times our school decided to freeze our salaries and make that money available as emergency financial aid to families. There were no objections. We also created a Student Emergency Fund for donors to support struggling families for the upcoming year.
We learned from online teaching in the spring not to bite off too much, so we now teach four days a week—Monday, Tuesday, Thursday, and Friday. Our classes are 80 minutes long. Wednesdays are reserved for office hours with students, department meetings, and some co-curricular activities for students. We found teachers desperately needed this Wednesday time to adapt and create new lessons. Plus, students needed a day away from the screen and time to catch up on work or to speak to teachers. Also, our day now starts at 9 AM and extends a bit later in recognition of the fact that teenagers just don’t do that well in the mornings. To start the new year with new students and new classes, the first two weeks are slower paced, taking real time to connect with the kids and allowing them to get used to the technology and expectations.
Since the keystone to my honors chemistry course is hands-on learning, I arranged to use some of the money normally earmarked for chemicals and equipment to create an at-home chemistry kit for my students. One of the more ingenious things in this kit is a digital meat thermometer which we will use as a temperature probe for a lab that generates evaporation curves for various liquids. With some online sourcing, I found a digital pocket scale that reads to the nearest hundredth of a gram and weighs up to 500 grams. It’s amazing and less than ten dollars! With help from campus maintenance we set up a contactless distribution system for the 200-odd kits right out of the chapel. While the kit is simple and extremely safe, I’m hoping that the interactive nature will stimulate some enthusiasm. I plan on creating “lab groups” of four or five students so that students can work on some of their activities in breakout rooms with a consistent set of individuals and feel more of a sense of community. Finally, the words of our principal, Dr. Chris Smart, ring especially true right now—our best approach to this whole situation is to “be nimble.”
The following blog was contributed by Clare Kilbane, Ph.D., a faculty member at theMcGrath Institute for Church Life at the University of Notre Dame. Follow her on Twitter @ClareRKilbane
The scientific evidence is clear that wearing face masks reduces the transmission of COVID-19. However, there continues to be a lot of social controversy about wearing them. Although face masks are small things, they raise big questions. One question we benefit from considering is if, in a Catholic context, wearing face masks is humanizing or dehumanizing? The answer is both! In the coming months, Catholic school educators will help their students if they demonstrate how to approach mask-wearing with creativity and offset feelings of dehumanization. If they embrace the pandemic health precautions as a “teachable moment,” these leaders will allow their students to gain a powerful lesson about solidarity and also develop virtue.
Wearing face masks as humanizing
In theological terms, an action is humanizing when it allows us to more fully develop the potential of becoming who God has created us to be. If we accept that human beings are created to be in loving relationships with God and one another and if we recognize that virtue aids this, then wearing masks is an exercise that is very humanizing. Rather than wearing a mask to simply adhere to school rules, Catholic school students can be encouraged to wear a mask to practice solidarity and develop the virtues of kindness, charity, and temperance.
Wearing a face mask is kind and also an act of charity to others
It helps a student to hear that while very few people like to wear masks, doing so is more tolerable when we acknowledge it as an act of care for others. Wearing a mask, much like other personal sacrifices (e.g., sharing one’s belongings or using good table manners) is a personal choice to respect other people and honor their dignity. When students wear a mask, they should feel good about performing an act of charity. And when students see their classmates wearing masks to protect them, they can be reminded that they are valued. Further, all students can be reminded that even though every community member will appreciate the good choices they make about health practices, those who are most vulnerable will benefit the most. For some students, especially those who live with elders or are close to people with preexisting health conditions, it is critically important to reduce their risk of contracting and transmitting the virus. Other students, those who suffer from anxiety, will benefit from a greater sense of well-being when everyone is wearing masks and exercising extra caution.
Wearing a face mask develops temperance
Scientific research to date indicates that masks must be worn consistently and correctly by all community members for the most effective protection. This means that self-restraint or temperance must be developed both individually (i.e., by each student) and collectively (i.e., uniformly across a community). When a student’s temperance waivers (as is predictable, because it will develop only gradually), it may help him or her to be made aware of and contemplate a unique aspect of the virtue, namely its “transferability” or value in all aspects of a person’s life. The teacher might explain how a student who develops self-restraint will benefit from it in all situations, such as when studying, (e.g., it helps fend off distraction), learning a musical instrument (e.g., it promotes regular practice), participating in a sport (e.g., it leads to better sportsmanship), or building the habit of prayer (e.g., it enables greater growth). Developing temperance is like building muscle strength—the more we practice the virtue, the stronger it becomes.
Wearing a face mask promotes solidarity
School-aged children are, quite naturally (due to their developmental stages), focused primarily on their own needs, rather than those of others. To succeed in life and flourish, a student benefits from knowing the truth—that they have been created by God for relationship and all of creation, including human communities, is necessarily interdependent. The news headlines offer ample, irrefutable evidence that all members of the human family are inextricably linked, as Catholic social doctrine teaches. As long as some members of the community suffer, we all suffer. And if some in our community are unprotected, we all are unprotected. Many current events, including the Covid-19 pandemic, illuminate our universal needs and humanity’s common destiny. Solidarity is about recognizing others as our brothers and sisters and working together for the common good. When embracing this truth in the midst of difficult times, school community members will find that joy is derived through solidarity and an active union with others.
Wearing face masks as dehumanizing
Many sociologists predict that the Covid-19 pandemic will result in a significant, permanent decline in genial interactions among people in public spaces. Although this is possible, it need not be so. Physical distancing undeniably impacts our social interactions, but only unravels the social fabric if we allow it. It will help us if we adjust our understanding of what pro-social behaviors are. For example, when a person is in public and avoids others to protect someone else this need not be interpreted as rude or unfriendly. We must learn to adjust and recognize it will take extra effort for everyone to remain close at a distance. Remembering to smile with one’s eyes and wave in greeting when moving to create a safe distance is important. Thoughtfully modifying one’s actions makes it possible to balance social connection and also the community’s physical health.
If one accepts, as Catholics do, that a person’s body is essential to his or her identity as an ensouled creature, it explains why wearing a face mask feels so unnatural. The stifling feeling we experience when our breathing is obstructed, the frustration that arises when we attempt to communicate using muffled speech, and the alienation we feel when we cannot easily read the facial expressions of our loved ones and friends, are all evidence that our physical experiences are an integrated part of our identity. The very same practices that allow us to exercise our care for others radically subvert our accustomed sense of humanness.
In difficult times, it is easy to feel powerless and focus only on the feelings associated with our physical, material experience. Yet Christians must challenge themselves to acknowledge the whole of reality. We are more than our bodies and feelings—we are created in God’s image and have the potential for love. Therefore, wearing a mask is only as dehumanizing as we allow it to be. By engaging creativity, a divine gift we share with the Creator, Catholic school teachers and leaders can adjust and adapt to the new conditions of practice and assist their students to grow in the ability to love as God does.
Here are some creative suggestions, or “workarounds,” that may off-set the dehumanizing feelings students often experience when wearing a face mask and help allow them to grow in their connections to and care for one another:
Supplement and augment support for “seeing” and connecting with classmates
The appearance of a person’s body (especially his or her facial expressions) is an important aspect of identity. It is often the first and most powerful mode for communication and a foundation for developing a relationship. A comforting smile can make a student feel welcome in a new place and initiate friendship. If a teacher can supplement ways for his or her students to “see” one another and get to know one anothers’ appearances, it will increase a sense of connection and develop a more cohesive classroom community. Mask-wearing need not preclude students from learning to visually distinguish between their classmates while wearing masks nor should it keep the students from getting to know what their classmates’ uncovered faces look like. Photographs taken without masks of the students, teachers, aides and other school personnel should be brought into a prominent display in the school building. They might even be displayed with the message, “My name is X and I care about my friends.” Where there are many new students and relationships, this will be especially helpful. Young learners might find it easiest to wear laminated photos on a lanyard, while older students might display them on their desk on a “name tent.” Their teacher could place his or her photo on a poster, coffee mug or t-shirt.
The students should also be encouraged to look beyond the masks in their classroom and learn to “see” one another as God does—as unique, beautiful, and irreplaceable people who are both body and soul. The students would enjoy being coached to notice the other physical traits associated with their classmates, such as their posture, body language and eye color. Going even further, the teacher might emphasize that truly “seeing” others requires a concerted effort to explore their distinct character as it made evident in thoughts, values, talents, struggles and more. Students might be encouraged to pray for one another—bringing the intentions and needs of their classmates’ struggles to God. After so much isolation, opportunities for the students to get to know one another more fully, relate socially, and care for each other spiritually must be an acknowledged priority.
Create alternative channels for the expression of emotion
Although we express ourselves with our entire bodies, everyone in the classroom will find it harder to communicate emotions with the obstruction of facial expressions due to masks. New ways of sharing feelings must be developed. Our voices, though muffled, can be recognized as an even more important way of communicating ourselves, our sorrows and our joys. Students should be encouraged to speak directly and regularly with their teachers about their well-being. Although this important personal communication is best shared one-on-one and in an intimate, relational conversation, classroom settings do not often make this possible. To ensure it happens, a routine will need to be established. For example, young children may find it helpful to draw a face that communicates how they are feeling during the school day and display it on their desk. Older children will benefit from opportunities to give their teachers a quick emotional “status check” using methods such as hand signaling, journaling, or online polling. Procedures for how the students will express and get help with especially difficult emotions when they arise should always be in place. Given the unprecedented nature of the challenges many students may experience during the pandemic, creating a safe space where feelings are recognized and validated is of particular importance.
Expand methods for creating connection and welcome
Although children are more flexible and find it easier to adapt than adults, it should be expected that mask-wearing may negatively affect how comfortable students are welcoming others and being friendly. Whether greeting classmates from a safe social distance in a school hallway or crossing paths with staff on the playground, most students will feel encumbered as they engage with others. They will need to be encouraged that this is an important aspect of community and one they must intentionally work to preserve. The school community as a whole will benefit from the launch of an initiative to be even more welcoming and build a sense of connection and unity. For example, a plan might be developed to reward friendliness or a special, non-contact greeting (e.g., an eye wink or a special clap/snap pattern) could be developed for everyone to share. Such efforts allow the community to regain control over the impositions of the pandemic, reducing anxiety and increasing well-being.
As Catholics, we believe that our all-good and all-loving God does not cause pandemics or crises to happen, but draws good from them. Because God can write straight with crooked lines, there is nothing beyond the reach of his transforming love. Further, we believe God recognizes our dignity by allowing us to participate in bringing about this good. If Catholic leaders and teachers approach wearing face masks with creativity, they will find that their students and schools emerge from the crisis stronger for it.
The following blog was contributed by Philip Dujardin, a theology teacher at Matignon High School in Cambridge, Massachusetts.
Our daughters’ Catholic school was in a crisis. At one particular intense meeting, a priest assigned to hearing parent concerns made mention of a philosophy that is gaining popularity among Catholic leaders: Every school must financially support itself. Those that cannot will be forced to close. In short, our Catholic schools are now considered businesses, separate entities who will demonstrate their worth by their financial sustainability.
This sounds like a practical idea. People are willing to spend money on a service or product worth offering. Contributors demonstrate confidence by investing in businesses that will make a difference in people’s lives. Parishes and dioceses, freed from the obligation to support often struggling schools, would finally be able to focus their efforts on serving parishioners’ sacramental needs, church building maintenance, and other ministries that will sustain the Church into the future. Perhaps the school building itself could be rented to a local organization, perhaps even a charter school, that will provide consistent funds for the parish to make ends meet.
Despite good intentions, the idea that schools should operate as independently financially viable businesses threatens the existence of Catholic education itself. Our schools are not businesses, they are ministries. The shared mission of our schools is now more important than ever: Enrich the lives of young families by educating through the lens of our Catholic values. Unlike the alternative, students and teachers can mention the name of God as the source of all gifts. In our schools, students learn the love of Christ, providing them with purpose and dignity, and helping them to realize the worth of their brothers and sisters. As a theology teacher, I have seen lives transformed by the opportunities we provide for students to know God for themselves.
Local Catholic schools bring families serious about practicing their faith together. They are bastions of hope for raising our children within an atmosphere of love of God and neighbor. When we close the doors to these institutions, these families are scattered, leaving the embers of hope to lose their flame, not having one another to keep each other warm and bright in the enveloping darkness.
We cannot expect our schools, especially those that serve the poor, to operate independently of parish or diocesan support. Thanks to priests, brothers, and sisters who have given and continue to give of themselves prayerfully and sacrificially in following a vocation to serve, our schools have thrived. Now, faced with the reality of continuous school closings, our leaders, lay teachers and parents are challenged to respond to the question of where to go from here. However, this issue is not confined to those already involved with our schools. All the faithful, bishops to parishioners, must make the continued presence of Catholic education the priority of the present time. Are we willing to carry the torch of religious orders that founded our schools, to willingly pray and sacrifice for the shared mission.
In Catholic social doctrine we have a word for tending to the needs of the most vulnerable, the preferential option for the poor. In our economy and among our ministries, our Catholic schools are the most vulnerable and deserving of our attention. For families on the economic margins, having an accessible Catholic education is a necessity to gaining access to opportunities normally reserved for those in well-to-do neighborhoods. A quality education brings us closer to an equitable society. A Catholic education brings us closer to God.
Why not call to mind our duty to our young people and their families by praying for Catholic schools at every Mass, every week? Is it possible to hold more collections for our Catholic schools? Can we nurture more partnerships between struggling inner city schools and their counterparts and parishes in surrounding areas? Can priests and bishops who support Catholic schools encourage their fellow priests and bishops to do all they can to keep Catholic schools open?
Jesus’ Great Commission states clearly that our primary work is to evangelize. This past year, the students in my sophomore theology class, in the spirit of the Great Commission, set out to share the Gospel with students younger than themselves. Students wrote stories from the perspective of Biblical characters who were changed by encountering Jesus. We then traveled to local elementary schools, reading the stories in small groups, presenting stories as a one-man show or rapping to the entire class. We encountered a receptiveness to the Gospel that is rare in the public domain. We could sense the openness that the students had toward the message, to us as visitors and to their teachers. Sadly, one of the schools we visited, the one serving a low income community, was forced to close this Spring. Nine other schools in our diocese alone also were closed or consolidated. I wonder what will happen to those students and their families. I wonder what will happen to our Church and our ability to transform society.
The following blog was contributed by Tina Moore, vice principal and middle school religion teacher at Blessed Sacrament Catholic School in Charleston, SC. She has taught in Catholic schools for 20 years, with 16 at BSCS. Tina’s passions are God, family and walking with young people in their journey to Christ.
Listen, understand with your heart, and produce good fruit. This is the message of Jesus from the parable of the The Sower (Matthew 13). The Sower scattered seeds, symbolizing The Word of God, in four places: on a path, on rocky ground, among thorns and in fertile soil. This parable could be useful in considering the environments in our Catholic schools. In his homily, my priest shared that the seeds that fall on the path and are snatched by birds are the times when we refuse to listen for understanding; the rocky ground likened to hearing with our heads but not allowing it to take root in our hearts; and the thorns a symbol of hearing the message and believing but not transforming into action.
The rich soil, however, is a setting where authentic sharing of ideas is an intentional part of the culture—and precisely the kind of environment learners, both student and adult, need as our new school year approaches. Fertile soil lies in forming a school culture to build relationship, community with others (adult and young person) in order to build up the person, our Church, and the world. A proven way to create an environment of collegiality in our Catholic schools is through adult collaboration: adults in the school being open to one another through professional learning communities, with their students and families being at the heart of all they do, working side by side to see the mission accomplished.
In seeking academic excellence at your school, research shows that we produce good fruit when the adults establish and share a vision for the school. In between all of the planning of schedules, safety precautions, and parent communication, we must know with clarity and strength of what we envision academic excellence will look like, sound like, and feel like. Professional development aimed toward growing that vision through teacher collaboration pushes your school forward in the midst of uncertainty. Teaching tends to be isolative in nature; combatting that isolation with regular opportunities for adult learning springboards your school toward collegiality.
As Jesus sums up the explanation of the parable in Matthew 13:23, “But the seed sown on rich soil is the one who hears the word and understands it, who indeed bears fruit and yields a hundred or sixty or thirtyfold.” Fostering a culture in which faculty and staff are geared toward bettering their craft while enhancing their students’ lives is fertile soil. To that end, in today’s environment, seek ways for your faculty and students to connect and build. Being a flexible, adaptable community will get us through the year we have ahead of us. Ask yourself, “How can I build a culture of collaboration and collegiality? What does the Sower want me to sow in my encounters with others today?”
The following blog was contributed by Jodee Blanco, New York Times best-selling author and consultant.
We’ve never seen a back to school like this before. We’ve also never had an opportunity like this before either. Challenge and uncertainty, when met with faith, optimism, hope and resolve, can become blessed catalysts for growth and even unexpected joy.
If we approach this fall with a sense of adventure and focus our energy on how we can make this work instead of worrying about why we can’t, there is nothing that can stop us. This coming school year more than ever, we need to set the tone for students and parents with unprecedented energy and positivity, not because we’re putting on a brave face, but because we know we got this.
Just imagine, we will be living history as it unfolds in real time! Think of the 20/21 academic year as an infinite teachable moment. As you’re finalizing your re-opening plans, remember, we’re all human. Some days will be bumpier than others. As long as everyone—students, parents, and the school–is on the same page about what’s really important, what might feel like a burden now, when we look back, may have been a gift in ways that we can’t yet see.
How does a school or diocese get everyone on that same page? How can teachers and administrators make the transition back to the classroom as comfortable as possible for students and encourage an environment of inclusion and tolerance amidst such dramatic change? What strategies and techniques can schools implement to reassure every student that no matter what next semester holds, the school has their back?
Bullying is likely to take on some new forms, especially patterns of exclusionary, digital and cyber bullying. How do you recognize and identify these behaviors early on, and what are some simple, practical tools for intervening with love, grace and truth? What about bullying intervention in the virtual classroom? Where does the school’s responsibility end and the parent’s begin?
What specific communication policies and procedures can schools implement so that parents are working in partnership with the school and not counterintuitively, especially during periods of adjustment or sudden disruption?
Let’s inspire new levels of creativity together and celebrate how we can transform dissonance into discovery. I’m SO excited and honored to have been asked by the NCEA to do this series and hope that you’ll join me!
About the Author
Jodee Blanco is the author of four books on bullying, including the New York Times bestselling memoir, Please Stop Laughing at Me. She is also the author of the NCEA’s Anti-Bullying Survival Series. Jodee travels to schools, sharing her story to save lives, and has spoken to thousands of people worldwide. For more information on Jodee and her in-school anti-bullying program, please visit jodeeblanco.com/catholic-schools/.