General Approaches to Classroom Prayer For Secondary Schools
1. USE THE LITURGICAL SEASONS OF THE CHURCH Decorate rooms in liturgical colours of each season, building into ritual when possible. You can put a piece of inexpensive fabric or coloured paper or cloth under the candle or bible. A class candle can be the liturgical season colour, as should any decorative touches. These are the colours of the seasons: RED Feasts of the Holy Spirit and martyrs; Pentecost WHITE: Christmas time and Easter also add silver and gold PURPLE Advent Lent GREEN Ordinary Time Follow the liturgical calendar rather than secular one to celebrate. We are in Advent until Christmas Eve when our celebration of the season of Christmas begins. So Advent wreath, Jesse tree are appropriate. Build a classroom crib but leave crib empty. Christmas time continues until the baptism of Jesus. Maintain penitential tones with ashes, deep purple and gray colours and desert motifs during Lent. During Easter season until Pentecost 50 days of Easter use symbols of spring: butterflies, flowers eggs, water, candles, new life. Keep changing, developing and adapting the prayer focal point as a class activity all year. 2. WORK FOR FULL CONSCIOUS ACTIVE PARTICIPATION OF ALL: Prayer is the work of all those assembled, regardless of age. Active participation of all is a goal: prayer aloud, gesture, action, song, procession, prayer patterns such as litanies and repeated refrains, blessings and active listening all build participation into a common activity and a ritual action. The pupils can read, lead and tell stories. You can also be a participant. You might begin the year with the teacher taking more leadership and gradually move towards pupil led and planned experiences. Be sure that those involved know what is expected. Give copies of readings, written clearly and prepared so that they can breathe at the end of each line for ease of reading. Try to get readers in pairs. Pupils can be part of the planning of prayer depending on age, class size etc. They can write their own prayers, choose readings, create new focal points and choose symbols. If each pupil writes a prayer and decorates it on A4 paper the class will have its own prayer book of thirty prayers that can be kept in a presentation booklet. If some of them are prayers for help, some for forgiveness, some are thanksgiving and some are personal prayers for friendship you will have a range of prayers. When using the book each pupil can read their own prayer.
Ritual is repetitive. Ritual words and gestures work because we know what to expect. Do not be afraid of doing exactly the same thing on a regular basis with only a little variation each time. Familiarity allows us to go deeper and creates a focus and stillness that leads to a shared spirit. Allow a style and a pattern to develop by listening and watching for what works well. Make sure the actions and words you use have a depth that can be reflected upon over and over again whatever mood might be prevailing in the class. Begin with simple celebrations, set an environment where prayer can happen easily. Build the language and sensitivity of the group. They will grow more relaxed by doing basic rituals slowly and well. Try not to put too many things into prayer nor too may symbols. One good symbol well used and connected to pupils lives is more effective than complicated prayers and many images. Use a variety of different elements Whist keeping simplicity try to use a range of involvement according to learning styles. So use silence, music, action, words and even conversation to bring about reflection and prayer. USE THE BODY IN PRAYER Prayerful positions: standing, sitting, kneeling, bowing, genuflecting, using hands ( upraised hands, hold hands with others, hands joined and head bowed. Eyes can be closed or focussed on an image or the pupils own hands. Movement can involve individuals or groups in procession, arm movements, hand gestures and so on. People live in the world of senses - touch, smell, feel, taste, hear, see, move. Incense burning, senses involved, vigil light among rocks, bowl of scented oil, scented candle, Paschal candle in Easter season, rocks, plants from nature, slides, video clips, pictures, etc.. Use symbols in ways to involve whole person mind, body and spirit. When symbols used for display and not full participation they become minimal. When using symbol (water, oil, light) use enough so that the group can see and participate and to give the understanding of plenty. INCLUSIVE AND AGE APPROPRIATE LANGUAGE Modify language so that it is age appropriate. Allow variation of prayers for different circumstances and cultures. Prayers should be simple enough to understand, allow pupils to participate and remain open to various adaptations. There are limits to adaptations. Standard liturgical responses are not changed. Maintain tangible connection between class rituals and Sunday Eucharistic celebration. Avoid oversimplification or childish language: use language and concepts that are simple enough for children to understand, formal enough for use with older children and adults.
Balanced and inclusive language: words we use are formative. Language is a powerful tool of communication. It performs an important role in how one comes to perceive one s self and others. The range of symbols and images used through language determines scope of religious understanding and practice. The way one is named in a religious community and whether one is named at all, could affect the way one lives the Christian life. When our language is heavily masculine it has an effect on girls and boys. Balanced language dealing images of God Prayer with older pupils demands a sensitivity to the beliefs and struggles of many adolescents in their concept of God. Many feel that God does not exist and don t like to use very God centred language. Others have no problem with it at all. The teacher leading the prayer, especially with older pupils, may want to modify the language of the prayer so that it might more easily include those who are struggling with belief. Therefore, referring to God as a mystery helps to include those who are struggling with faith. Mentioning in prayer that we all struggle to believe helps pupils to connect with a prayer even though they are struggling to believe. MUSIC AS PRAYER AND IN RITUAL: Music in prayer and ritual is an aid to help us prayer. Music speaks to us in midst of life experiences and helps us find meaning. It is recognised as the most common trigger for spiritual experiences. Music can help students express things they cannot say themselves. It can express inner life and feelings Music is a language youth can speak and understand. Music can also link popular culture and the faith life of young people. Music is the language of teens and it gives texture to their prayer. Music as an element of Liturgy Music becomes liturgical when it is appropriated as an expression of faith. Contemporary secular music is good resource and we also need to hear scripture in songs and hear the name of Jesus spoken. Some questions to ask: does it say what we want to sing? Will it help the group to pray and to praise God in this season and in this time? Is the song singable by the group of people present (Voice range)? Does the song fit the prayer situation? Does it help all to participate? Is it good theology what we believe? Judgements for selecting music: MUSICAL: feeling of the music, how music fits the readings, the complexity and vocal range of the music if sung is important and abve all its artistic worth. Music should be technically, aesthetically and expressively good. Music for prayer needs to be pleasing and engaging. LITURGICAL: how appropriate is a piece of music and its text for a particular prayer setting or liturgical season. Does this music help the pupils connect, reflect and pray together? Is the text theologically sound? Is it inclusive?
PASTORAL: Will it have any particular effect on those present at prayer,? Does the music raise issues that are too recent and sensitive for some pupils? Does this piece of music have the ability to convey and inspire faith of those gathered in this place, in this time, in this culture? SILENCE: Silence is a space through which our own story and emotions can arise. Silence punctuates and gives meaning to all we do. Silence is not merely absence of sound it is a deep stillness and the appropriate response to mystery. Silences have to be anticipated and framed at their start and their ending. Silence should frame every scripture reading before and after even if only briefly. Build times of silence into prayer Yung people are capable of deep reflection despite the noise they sometimes make and they can achieve silence for surprisingly long periods if it is introduced appropriately and built up over time. So build silence into each prayer experience even if only for a few seconds, and try to extend it bit by bit over time. GESTURE, MOVEMENT, DANCE IN PRAYER: The sign of the cross This is a traditional sign which is seen so much now on football teams ate every level. It needs to be done well, slowly and with understanding. The symbol of the cross is clearly a reminder of Jesus death on the cross but the movement of the hand also involves touching the head the heart and both shoulders- the thinking, feeling and action parts of our body. It connects our bodies to the cross and resurrection. The words also draw us in to the idea of God as a family, a trinity of three persons. So in one single gensture we touch a depth and a mystery that is at the heart of all life. Movement, gesture and procession are the natural companions of music. A few simple movements or gestures can say worlds to pupils and engage them body, mind and soul in prayer. Gestures and movement call for active involvement and participation of all especially with younger pupils.. Movement and gesture connect us as simple as holding hands, or the use of a common simple gesture. To proclaim, to process, to inspire, to pray, to acclaim Gesture and movement give us a glimpse into God, the mystery of self and the mystery of who we are as a people. When we move together we are able to experience depth of connection with God s unconditional love for us and the challenge to pass it on to others. Provide a climate where pupils are comfortable and natural in expressing themselves physically. Verbally invite them to do so in movements and gestures of their own choosing. Balance suggesting movements with opportunities for free and spontaneous movement.
Be aware of those who may be physically challenged sensitivity to this is important. Never force anyone to take part. Encourage participation and give freedom. Be aware of people sensitive to being touched and provide alternatives. Use processions or movement to begin prayers; bow as a sign of reverence; In creating a focus share out the different items around the class and ask the pupils to come forward one at a time to build the focal point. Make movements slow and rhythmical rather than just matter of fact. General processions to begin a time of prayer, where possible, move from one part of the class to a place around the word or a prayer.focus. Posture is important. Pupils can stand for reading of scripture, especially if taken from the gospels. When reading is lengthy, sitting helps listening. Also remain sitting when telling stories or reading parables. Try to be consistent in linking postures with prayers. If you use Gospel reading it is traditional to stand. If you want to reduce distraction during meditative prayer placing their head on their hands seated at a table is more likely to succeed. When praying for each other in set prayers it is better if they are sat up ad able to look about. Mirroring make a gesture and let the pupils repeat. Putting your hand on your heart for example or holding your palm up as a sign of offering can accompany a prayer and make it more active. Showing the class makes it easier and they will eventually adopt your posture without the need for specific instructions. Sign of peace Often at the end of a prayer a sign of peace is a good way to close a prayer, especially if it has had a theme of forgiveness or appreciation of others as a part of its theme. Blessings, simple blessing using In the name of the Father, of the Son and of the Holy Spirit or by simple touching of the head using any appropriate words. We have many opportunities to bless young people and we should invite them to bless each other. Exam times, the beginning of holidays, birthdays, bereavements can all be opportunities for a quiet blessing or a shared blessing in class. SCRIPTURE IN PRAYER: The Catholic Church believes that we meet Jesus in scripture. Using scripture can help us grow into a relationship with Jesus through the stories of his life and the things he said. Scripture is not just a source of moral truth but also a communication with God. The basic invitation to young people is therefore to listen with their lives to the scripture that is read. The stories and parables of Jesus find a reflection in the lived experience of young people and reveal the hidden presence of Jesus in their own lives.
Tell bible stories as stories with dramatic pauses and gestures; watch vocal tone, quality, pace and expression. Be familiar with the story so it can be told as such. The act of listening to scripture needs to be integrated into prayer and that means a careful introduction framing the story and the context of the young people. Then letting the story speak rather than moralising about the meaning afterwards. Scripture invites us to know Jesus and into a closer relationship with him; offers strength to deal with life and its difficulties as well as means to celebrate. That will happen if the pupils can make links in their experience and recognise the wisdom that links scripture and life. Make scripture readily accessible to all provide bibles for use with accessible translations. Go beyond familiar passages introduce other passages, books, stories, persons. Be conscious of inclusive language and introducing both men and women in scripture stories Correlate scripture with other stories The Velveteen Rabbit, The Giving Tree, The Gift of the Magi. The Matrix, Star Wars, Superman etc. Play songs that are musical arrangements of scripture or reflections on scriptural verses. Invite them to turn songs into prayers by meditating on words. Display one line scripture prayers Speak, Lord, your servant is listening I am with you always.. Do not be afraid I am with you Write several different scriptural passages separately on cards and scatter on prayer table or a focal point. Allow them to choose passage they would like to read during time of prayer. You could also ask them to share a few thoughts about this passage. Discuss scripture in small groups, ask question such as what are the things that Christ may want to heal in this class? If Jesus were in class today, what do you think he would say? Ask students to take some quiet time to answer Jesus question Who do you say that I am? Have them share responses. Luke 9:18 20 Memorise verses from scripture: Keep me safe, O God, you are my hope; Jesus is our light; The Lord is my shepherd, there is nothing I shall want; O come, o come, Emmanuel; Peace I leave with you. Why are you afraid etc. Power point meditation on a passage from scripture with music to accompany scriptural passages that are centred on a theme such as love, hope. These can
be built up as a resource by different members of the class and used a number of times through the year. Use Bibles Give each a bible and encourage them to choose the passage that most relates to their life now, In shared prayer time, offer option to read aloud a few verses and share meaning with others. Newspapers Notice any article in newspaper that has a parallel with a scripture verse or story. Read both and reflect about them in group. Use scriptural characters. Refer to parable with several characters, invite them to pray as the character they most relate to. Invite them to add themselves to a scriptural passage what would you have done, how would you have responded, what would you ask of Jesus How to tell Bible Stories Here are ways to add variety and charm to the telling or retelling of a bible story Introduce story with a concrete object use something visual where possible. For example bring in some bread if you are using the story of the feeding of the 5.000. Water if you are telling the story of Jesus baptism. Add sensory words as you tell the story; if Jesus in boat, mention warm sun, describe storms, imagine dusty roads or angry faces. Bring the story visually to people s minds. Engage the emotion. Try to articulate the different emotions of surprise, anger, fear wonder, joy, confusion etc that are in the story. Work with another person and tell the story as an interview. This leaves room for humour and pauses and a freshness in every telling. Involve the pupils as you go: ask questions, keep them engaged and thinking. Story telling Talk about yourself. The most important story you have to share is your own. Being able to talk about yourself, what happened, how you felt, how it has effected to makes you a three dimensional person for the pupils. When you can talk about your story you can talk about what you believe more credibly. With older pupils you can share your struggles of faith and about how the gospel story might be unfolding in your own experience. Tell stories that are appropriate to the pupils experience and be genuine and speak heart to heart. Prayer in that context becomes sacred, personal emotional and resonates in the lives of the young.
Storytelling can trigger emotions and touch a person in their own experience of joy, sorrow, anticipation, fear; invite look at problem or issue in new way. Stories invite us to walk in the shoes of another; they provide ways of connecting the human with the divine Stories allow us to find and tell our own story in the story of others and link our stories to the pattern of Jesus own story in the Gospel.. Use plenty of descriptions to make characters and scenes visual in the listeners imagination Setting should encourage listening and be free of distractions for younger children, a circle is best Web Sources of this document Catholic Liturgy Office UK http://www.catholic-ew.org.uk/liturgy/sos/index.html Anne Shore Assumption University Canada http://www.assumptionu.ca/course Salesian Chaplaincy Web Site www.salesians.org.uk/chap