IHM Catholic EdNotes Spring 2022

Vol ume2,I s s ueNo. 3

Educ at i oni snotaboutknowi ngt hi ngsort aki ngl es s ons butaboutbei ngabl et ous et hr eel i ngos :

thos eofthehead, theheart, and thehands . . . l ear ni ngs ot hatyouc ant hi nkaboutwhatyouf eelanddo, c anf eelwhatyout hi nkanddo, andc andowhatyouf eelandt hi nk

PopeFr anc i s

Dear Friends, Welcome to our Spring 2022 issue of the IHM Catholic EdNotes, formerly known and loved as the ABC Notes!

OUR CREATIVE CONTRIBUTORS Sister Jeanne Baker IHM Sister Mary Chapman IHM Karen Creely Sister Mary Jo Ely IHM Sister Theresa Duffy IHM Sister Judith Kathleen Knowlton IHM Kim Lamb Sister Patricia McCormack IHM Sister Susan Joseph Porvaznik IHM Sister Eileen Reilly IHM Sister Christina Marie Roberts IHM Sister Stephen Anne Roderiguez IHM Sister Amanda Marie Russell IHM Sister Patricia Scanlon IHM Sister Monica Therese Sicilia IHM Sister Mary Ann Spaetti IHM Sister Mary Anne Sweeney IHM Sister Eileen Tiernan IHM Sister Stephanie Gabriel Tracy IHM

Our cover this edition celebrates the depths of a true education, one that touches head, heart and hands! The truths about the sacredness of life and the beauty of God’s world we learn and the compassion that comes forth from our hearts, compels us to be of service to our brothers and sisters!

Our IHM Sisters and our dedicated lay colleagues, know the importance of providing each of their students with the knowledge and skills to make sense of their world with a God-view that will empower them to make a difference in their community, locally and globally!

We hope to assist you with this sacred work through engaging, informative and interesting features that will support your best practices, Pre-K through Grade 12, whether in a school setting or parish program!

If you have any comments or suggestions, please contact us: ihmcatholicednotes@gmail.com God bless you for your dedication to Catholic education!

Creative Hope in the Time of Pandemic

by Sister Susan Joseph, IHM It’s been almost two years. Most of us can honestly say “we’re done with the pandemic” but, the issue is we’re still in it. For some of us, the pandemic has brought the devastating loss of a loved one, physical separation of family members and friends, financial loss, the failure of a business, and perhaps even a change in career. The pandemic has altered our familiar ways of relating to others, of teaching and learning, of doing even the simplest of things, like shopping. We’ve learned to recognize and discern the emotions of others by looking at their eyes. We’ve struggled with fear, conflicting feelings, and trying to make sense of the news and of popular opinion. The pandemic has significantly changed us. As a result of this constant barrage of shift beyond our control, we may react with anger, frustration, or even unkindness. We may decide that the situation is way beyond our control and make the decision to just do what we want to do, regardless of how our actions affect others, or we can take the time to find hope – creative hope, even in the midst of pandemic.

Hope directs us to God and to His promises. The Word of God gives us many examples. The prophet Jeremiah reminds us, “For I know the plans I have for you declares the Lord, plans to prosper you and not harm you, plans to give you hope and a future.” (Jer. 29:11) God gives us one life. It’s a gift. In His goodness, we are given life, the family into which we are born, our talents, intellect, and abilities, all with God’s promise of a plan and a future.

Creative hope stretches us to look beyond our lived experience, to think beyond what we think is possible and to perhaps, re-imagine our life and experiences of pandemic according to our Creator’s plan. How blessed are we that our one and only life has not just been changed but perhaps transformed by our experience of pandemic? Our losses have become avenues of compassion and empathy, our separations, a call to savor the warmth of human connection, and our new ways of doing ordinary tasks, a way to

Transformed by

HOPE

appreciate our past and its many blessings.

Let us continue to rely on creative hope which directs us to look at the ways in which our sufferings, our inconveniences, and our frustrations have led us to become what God intended us to be – to embrace God’s plan for us even in the midst of a pandemic. ___________________________________________________________________________________________ Sister Susan Joseph, IHM currently serves as the principal of Villa Maria Academy Lower School in Malvern, PA.

VBRDTM and Personal Virtue The work of evangelization in

person not only to perform good acts,

Catholic Schools and in Religious

but to give the best of himself. The

Education Programs in parishes is not

virtuous person tends toward the good

for the faint-hearted! We who have

with all the sensory and spiritual

committed ourselves to this awesome

powers; he pursues the good and

work

how

chooses it in concrete actions. The goal

exhausting it can be! To sustain our

of a virtuous life is to become like God.

zeal and our enthusiasm, we need to

(CCC 1803) In her book Virtue-Based

pause often and think about why we do

Restorative Discipline, Lynne Lang

what we do. Our ultimate goal is to

suggests simplifying the definition for

lead those we teach to an intimate

children. “Virtue is a holy habit that

relationship with the God who loves

imitates God.”1

are

very

aware

of

them more than anyone can imagine.

We

know that

relationship

will

motivate every subsequent action. We hope to inspire our students to commit to lives of virtue in service to Christ and His Church.

The Catechism of the Catholic Church (CCC) says this about virtue: “A virtue is a habitual and firm disposition to do the good. It allows the

Lynne Lang, Virtue-Based Restorative Discipline (Huntington, IN: Our Sunday Visitor, 2013.

1

GUIDING PRINCIPLES OF VBRDTM 1. We will dedicate ourselves to living virtue.

2. We will support others in living virtue.

3. We will commit to constructive thoughts, words, and deeds.

4. When faced with challenges or conflicts, we will find solutions that cultivate virtue for ourselves and for one another.

Virtue education has long been

and commit to practicing that virtue

a hallmark of IHM catechesis. Many

intentionally

choose

month

discernment involves prayer, reading

accompanied by instruction on the

Scripture, and listening to God. The

meaning of the virtue. Often awards

idea is to ask God, “What would you

are given to children who practice the

have me do? What virtue do you want

virtue faithfully. This practice has

me to work on this year? How do you

helped children to be more conscious

wish me to grow and be like you,

of practicing virtue, and has made

Lord?”

a

virtue

of

the

them more virtue literate.

for

a

year.

The

Praying with Colossians 3: 12-

As part of the training in

15 is an excellent place to start in

VBRDTM, Lynne Lang instructs staff

listening to God’s suggestion for

members to discern a personal virtue

personal virtue.

Put on then, as God’s chosen ones, holy and beloved, heartfelt compassion, kindness, humility, gentleness, and patience, bearing with one another and forgiving one another, if one has a grievance against another; as the Lord has forgiven you, so must you also do. bearing with one another and forgiving one another, if one has a grievance against another; as the Lord has forgiven you, so must you also do. And over all these put on love, that is, the bond of perfection. And let the peace of Christ control your hearts, the peace into which you were also called in one body. And be thankful.

Colossians 3:12-15

Students

are

also

taught

discernment prayer, and they choose a personal virtue for each year.

The practice of discerning a personal virtue can be done in any school or religious education program.

Everyone sincerely listening for God’s Spirit to reveal the virtue God wants practiced, profoundly

has and

the

potential

positively

to

affect

individuals and the total school climate.

IHM ABC Notes

Spring 2022

CATHOLIC TECHNOLOGY RESOURCES FOR RELIGIOUS EDUCATION Instruct the wise and they become wiser still.

Proverbs 9: 9

Catholic Podcasts Apps for Ipad, Iphone, Ipod Poco A Poco

Saint of the Day

Join the Franciscan Friars of the

This app makes it possible to carry the wisdom of the saints with you every day, everywhere. Each daily entry includes a brief saint biography, commentary on the saint’s relevance to your own life and a reflective quote from Scripture, the saint, or another spiritual writer.

The app also has a searchable database, list of patron saints and interactive calendar. Great resource for your classroom.

Download for free at Apple.

Renewal for their weekly podcast, Poco a Poco, in which they offer a "Practical Spirituality." This is one of my favorite podcasts. Each week the friars discuss authentic faith in today's world as they share stories and wisdom from their years of prayer, communal life, and work with the poor. Find it on your favorite podcast app. Each episode is about an hour.

Catholic Sprouts The daily five minute episodes are perfect for young listeners. Each episode discusses an important aspect of our Catholic Faith in a way that appeals directly to children and ends with a daily challenge to help them apply what they learned. New

Pope Tweets Want to know what Pope Francis is tweeting about?

Don't have a Twitter account?

This is the simplest way to stay up to date with Pope Francis.

Just download the app and: - View all of Pope Francis's tweets - Watch videos and view images - Get notified instantly when Pope Francis sends a tweet - Chat with other users in the Forum *Also works with a Twitter account.

Great resource for your classroom.

Download for free at Apple.

episodes are available each weekday. They are perfect for use in the classroom and for children of all ages. Listen using your favorite podcast app.

Shared Wisdom Two heads are better than one. Please submit your favorite technology resources for Catholic religious education at krantzihm@yahoo.com.

Submissions will be included in upcoming issues. Many thanks to those who shared tools for this issue.

THE MINDFUL EDUCATOR: Touching the Future for Eternity In our secular world, people may ask Catholic school teachers, “Why do you teach in a Catholic school when you can be making so much more money by teaching in public or charter schools?” A possible response to this inquiry could be, “If not I, then who?” Catholic educators, as do all teachers, make a tremendous contribution to the lives of their students and to their families. To all who serve in Catholic schools, thank you for your dedication, sacrifice, service, and for all your efforts in providing a faith-based education for future generations.

I attended the funeral of a teacher recently, and in the homily the priest quoted American teacher and astronaut Christa McAuliffe’s, famous “I touch the future. I teach.” Monsignor continued by saying that the deceased, who taught in Catholic schools for 49 years, could also say, “I taught and prepared my children (students) not only for the future, but for eternity!” He also reminded the congregation of how the highly respected teacher taught the little ones reading, writing, and arithmetic, but more importantly instilled in them the truths and answers to the following: “Who made you? God made me. Why did God make you? To know, love, and serve Him in this world and to be happy with Him forever in heaven.”

What a beautiful vocation we have as Catholic educators. Teaching is more than a job; it is a calling from God, a mission to proclaim, to teach, to witness to Gospel values, and to make disciples of Jesus Christ. Our mission is to partner with parents to create future citizens for heaven. In the process, we too are called to be saints, not holier than thou people, but authentic disciples of Jesus, who with His grace strive to be all that He is calling us to be day in and day out.

In order to allow Jesus to teach and nourish us, we are strengthened in our mission through the study of scripture, Church teachings, and spending time in silent prayer before Jesus in the Blessed Sacrament. Resting before the Lord in adoration can be practiced with your class by taking students over to Church and allowing them the opportunity for some personal time with Jesus. The Church teaches that the Eucharist is the “source and summit” of our faith. The Eucharist is Jesus; therefore, it is our obligation to provide students with opportunities to encounter Him. He will touch their minds and hearts and ours too, but we need to bring the children to Jesus. I believe that if we develop in children a love of the Eucharist, they will urge their parents to bring them to Mass each week. The children’s sincerity and love for Jesus are contagious. Teachers, by providing your students with a variety of faith applications, you are touching the lives of your students and their families as well.

In addition to developing in each child a personal encounter with Jesus, we also must instill in our students the truth that they are precious gifts of God and loved unconditionally by Him. As educators, we recognize that many of our students do not experience a loving, accepting, and peaceful home life. Jeff Cavins, a biblical scholar, in a recent Gospel reflection cited the true story of student Cliff Evans called “Cipher in the Snow” by Jean Mizer http://www.michellewatteducator.com/uploads/1/3/6/8/13680691/cipher_in_the_snow.pdf . The student, Cliff, led a very lonely life. He was quiet and withdrawn, with no friends, and it seemed as though he also lacked a loving home life. Teachers noted on his report card from the third grade on that “Cliff won’t talk. He’s a slow learner with a low I.Q.” These comments continued year after year, with no one taking the time to address Cliff’s needs. One day on his way to school, he left his seat and asked the bus driver to let him out. The bus driver stopped the bus and as Cliff stepped out, he collapsed in the snow and died.

The doctors at the hospital could not explain Cliff’s death; they diagnosed it as heart failure. Jean Mizer, the teacher who followed the bus that day, disagreed with the doctors and surmised that Cliff’s death was caused by a broken, unloved heart. Jean resolved from that day on never to allow a student in any of his classes to ever feel as though they were a “nobody or a zero.”

Each of our students is made in the image and likeness of God and must be treated with dignity, respect, and compassion. We as educators have experienced that for some of our students, school is the happiest and safest place in their day. We must do our best to make each child we encounter feel loved and accepted no matter what. I have often discovered that the students whom we may term as “difficult” are actually the ones crying out for help. Children should graduate from our schools firmly believing that they are unconditionally loved by God and that their school is their home away from home and that they are always welcome. Knowing each of our students by name, recognizing their interests, and extending genuine care to them will instill in them happy memories that will last a lifetime. We hope that the graduates’ positive religious education will foster in them a commitment to practicing their faith as they grow into adulthood.

In his book, Tools and Fuels, How Catholic Teachers Can Become Saints, Beat Burnout and Save the World, Jonathan Doyle reminds teachers that teaching is the mission given to us by God for the purpose of developing in our students a knowledge and love of His Beloved Son. Fulfilling this mission is possible only if we are connected to Jesus, as the vine is to the branches. This grafting onto the vine can only be accomplished if we are connected to Jesus by spending

time in prayer and allowing Him to cultivate us. Doyle’s belief is that “a radical return by Catholic educators to both relationship with and dependence upon Jesus is the only fuel that will sustain us to fulfill our mission” (p.56). We must abandon ourselves to a new and deeper relationship with Jesus. It is this and this alone that will transform our schools” (p. 79). Jesus has given us the graces we need to make a positive difference in this world. This is His work; therefore, before the beginning of each day, we must ask for all the graces necessary to face the day with gentleness, patience, and above all with Jesus’ love. If we think we can do it on our own, we are mistaken, and will soon experience burnout rather than burning up with the love and zeal for the adventure that is Catholic education. Doyle concludes his book with these words which I think summarize why we do what we do In time you will become an ever-deeper image of the One who called you and sent you among the young and the lost and the broken. In time you will master your art and you will be one of those teachers who saw in a child what they could not see in themselves and you will call that to life. And one day you will open your eyes and hear a voice you know better than your own and it will say, ‘Well done, good and faithful servant, come and enter into your master’s happiness.’ And I will see you there (p. 98).

What an awesome vocation and privilege is ours to guide children in developing a deep relationship with Jesus and becoming His disciples! God’s blessings to you and your families for the sacrifice you make in teaching in a Catholic school! Teachers, the children need you; the world needs you, and the Catholic Church needs you, for you indeed are TOUCHING the FUTURE for all ETERNITY! In Mary’s Immaculate Heart, I am, Sister Mary smaryihm@gmail.com

Doyle, J. (2017). Tools & Fuels: How Catholic teachers can become saints, beat burnout and save the world. Australia: Choicez Media.

Below are some scripture passages that you may want to use as you spend time with Jesus and allow Him to nourish your mind and soul.

Exodus 18:20 Enlighten them in regard to the statutes and instructions, showing them how they are to conduct themselves and what they are to do.

Psalm 25: 4-5 Make known to me Your ways, Lord; teach me Your paths. Guide me by Your fidelity and teach me, for You are God my Savior, for You I wait all the day long.

Psalm 32: 8 I will instruct you and show you the way you should walk, give you counsel with My eye upon you.

Psalm 86: 11 Teach me, Lord, Your way that I may walk in Your truth.

Proverbs 22:6 Train the young in the way they should go; even when old, they will not swerve from it.

Isaiah 40:31 They that hope in the Lord will renew their strength, they will soar on eagles’ wings; they will run and not grow weary, walk and not grow faint.

Matthew 11: 28-30 Come to Me, all you who labor and are burdened, and I will give you rest. Take My yoke upon you and learn from Me, for I am meek and humble of heart; and you will find rest for yourselves. For My yoke is easy, and My burden light.

Luke 18:16 Let the children come to Me and do not prevent them; for the kingdom of God belongs to such as these.

John 14:27 Peace I leave with you; My peace I give to you. Not as the world gives do I give it to you. Do not let your hearts be troubled or afraid.

John 15:4-5 Remain in Me, as I remain in you. Just as a branch cannot bear fruit on its own unless it remains on the vine, so neither can you unless you remain in Me. I am the vine; you are the branches. Whoever remains in Me and I in him will bear much fruit, because without Me you can do nothing.

John 15:16-17 It was not you who chose Me, but I who chose you and appointed you to go and bear fruit that will remain, so that whatever you ask the Father in My name He may give you. This I command you: love one another.

2 Timothy 3:16-17 All scripture is inspired by God and is useful for teaching, for refutation, for correction, and for training in righteousness, so that one who belongs to God may be competent, equipped for every good work.

LENT: AN INVITATION TO GO DEEPER YOUTH AND YOUNG ADULT UPDATE

Lent is upon us. That four-letter word may resonate with many ‘shoulds’ or ‘supposed-to’s’ as we seek to fit the mold of being a good Catholic.

We know we are supposed to give up something for 40 days. Or we say we are going to generically pray more during these days. Or fill up that Rice Bowl at the last minute before it should be turned back in at church. If you went to Catholic School, you could offer up those three key words of Lent in a heartbeat: prayer – fasting – almsgiving. And yet, Lent is so much more than these three key words. Lent is an invitation for us to discover the depth of the mystery found in Jesus’ sacrifice on the cross, which brings us into the glory of His Resurrection. If we let our young people only scratch the surface of Lent by just giving up chocolate and saying a few more prayers, what are we offering them? Or maybe the better question becomes what are we keeping them from? Let us journey into the deep by seeing almsgiving as a place of encounter, prayer as an examination of our hearts, and fasting as a way to follow Jesus’ footsteps. Lent…what are we truly willing to do for Jesus this season?

PRAYER

Examining Our Hearts As we consider the invitation to go deeper this Lent, we must begin by considering how we are loved and have been created in love by God, who has a unique plan for each of us. God shows us this love through the Church, the Sacraments, and the many gifts he bestows upon us, in particular through the love of family and friends, a love which forms the foundation of our friendship with God. When we consider the love we have received from our family and friends, we must also realize that love is only a fraction of how much God loves us. We are blessed with a God who dwells within our hearts, who is always faithful, and loves us far more than we could ever imagine!

So how do we grow in relationship with God? When we consider the friendships in our lives, we begin to understand the importance of communication. Good friends want to share experiences and situations with each other and look forward to telling each other about what is going on in their lives. At other times, friends may struggle with misunderstandings, but work things out and learn to grow from the obstacles they encounter. In any of these situations, communication is key to building a strong friendship. The same goes for our relationship with God. Communication is absolutely essential, and the only way that we can let God into each and every aspect of our lives and follow his plan for us is through prayer.

The Examen Prayer God dwells within our hearts and longs for us to stay close to Him. Using the Examen prayer is a way in which we can examine our hearts and draw closer to God by seeking His presence in the daily events of our lives. The Examen Prayer, developed by St. Ignatius, encourages us to reflect on the day and consider on the following: Where did I see God today?

In what ways did I fail to live as God has called me to? How can I seek God’s mercy?

Look forward to the next day. What are some things I will need God to help me with?

In this way, we can really invite Christ into each and every aspect of our lives, just as we do in some of our closest friendships.

There are a variety of ways to pray the Examen prayer, and here are some helpful resources: The 3 x 5 Examen

How to Pray the Examen

Pocket Examen

Growing deeper in our relationship with God requires honesty and communication. In order to do this, prayer is absolutely essential. We must learn to examine our hearts, the place where God dwells, as a way to grow in His love and understand His unique plan for each of us. This Lent, may we continue to grow deeper in our relationship with God.

FASTING AND FOLLOWING JESUS A New Perspective on Fasting What are you giving up for Lent? As kids, it was always a popular question to ask friends and family. The usual answers related to giving up a favorite food or drink, or even a favorite tv show. Knowing that Lent lasted for 40 days made fasting a daunting task for us kids. How were we ever going to survive and make it to Easter? I can’t do this! Why bother? Perhaps you still feel that way about fasting. However, that is where the misconception lies. You see, fasting is not a time of doom and gloom, nor is it all about us.

Fasting has a twofold purpose. First and foremost, it is a time of sacrifice. We give up something we enjoy and unite it with Jesus’ suffering on the cross. We “offer it up.” This self-denial helps us to take the focus off ourselves and redirect that focus on Christ. It is a time to reflect on Jesus’ sacrificial love for us.

The second purpose of fasting is to realize our dependence on God. We empty ourselves and replace what we give up, in order to make more time and space for the Lord. The yearning for our earthly desires is meant to help us recognize our longing and need for God. This calls us to be intentional in deepening our relationship with Him. When we are united with Christ, we go from being self-centered to being other-centered. We stand in solidarity with those in need. We become more Christ-like.

This Lent, consider some of the following ways to fast and sacrifice: Fast from judging others to giving compliments Fast from TikTok/Instagram/Facebook to spend that time in extra prayer Fast from texting and call the person/speak to them face to face Fast from complaining and be grateful for at least one thing each day Fast from bitterness and give/ask for forgiveness Fast from Starbucks or Dunkin and donate that money to charity Fast from using foul language and say only kind things Fast from worry and turn to God will all that you hold in your heart Fast from judging yourself and find one positive thing about you each day Fast from gossiping and pray for/say only affirming things about others Fast from wanting your way and learn to compromise Fast from your favorite show and spend that time reading the Bible 25 Great Things You Can Do for Lent - Busted Halo

ALMSGIVING AS ENCOUNTER Who is my brother? Who is my sister?

For many Catholics, the word “almsgiving” in the season of Lent conjures up images of the small cardboard “rice bowl” container from Catholic Relief Services. The ubiquitous spare change collection provides much needed financial support for CRS’s outreach to the poor around the world. For others, Lenten almsgiving may include an additional or new contribution to the parish poor box each week. The word “almsgiving” comes from ancient Greek and Latin words meaning “mercy” or “pity.” The Catechism calls it a fundamental “witness to fraternal charity” (CCC 2462). This fraternal charity offers us a different way to think about almsgiving in light of Pope Francis’ call to the global church to encounter one another and to explore a way of being church in which we journey together as brothers and sisters.

A key characteristic of almsgiving, by its definition, is sacrifice. Offering something from our own need helps us encounter the basic neediness of every human person, and so the act of giving alms creates communion between us and those we are assisting. But this encounter with neediness in ourselves and others does not need to be restricted to financial resources. Pope Francis throughout his pontificate has called the church to a deeper encounter with each other. He has also called us to encounter our universal dependence on the earth.

So, in addition to that rice bowl, perhaps almsgiving this Lent could look like some of the following encounters: Take the time to listen to someone who needs to be listened to Make an effort to really listen to and engage with someone with whom you disagree Spend time with a grandparent or other elderly family member or friend Consciously conserve water, or cut back on your plastics use Take time to learn about the challenges faced by migrants, displaced persons, minority groups, and others on the margins of society; donate to organizations assisting them Keep a gratitude journal, and notice any patterns of specific gifts that you’ve been given that you could share with others in some way

A SAINT WHO WAS VISITED BY OUR LADY

ST. BERNADETTE SOUBIROUS INTRODUCTION Our Blessed Lady has many titles by which she is known and called. Some of those titles include places where she appeared.

One such title is OUR LADY OF LOURDES. The story of Our Lady’s visit to young Bernadette Soubirous is probably one of the most familiar to people of all faiths There was even a movie made in Hollywood called “Song of Bernadette” that tells us the beautiful story of Our Lady visiting this young French girl and its impact on the faith of many people then and now.

VOCABULARY Lourdes – a town in France, where Bernadette lived Massabielle – the name of the area near Lourdes where Our Lady appeared to St. Bernadette grotto – a small cave or cavern spring – a small stream asthma – a medical condition where a person has difficulty breathing apparition – an appearance of an unusual or unexpected sight; a supernatural appearance of a person pilgrim – a person who travels to a sacred place for religious reasons pilgrimage – the act of travelling to a sacred place vision -something that you see especially as part of a religious experience Immaculate Conception - the title that Our Lady gave herself when telling Bernadette who she was-“I am the Immaculate Conception.”

From the first moment of life, Our Lady had no sin on her soul.

MATERIALS FOR LESSON PRESENTATION 

Pictures of: The country of France Our Lady of Lourdes St. Bernadette as a young girl



St. Bernadette as a religious sister Vocabulary Cards

 

Activity Sheet You tube Story of St. Bernadette



Hymn: Immaculate Mary

TELLING THE STORY  St. Bernadette Soubirous was born on January 7, 1844 at Lourdes, France. She was the oldest of nine children.

 Bernadette was a sickly child, suffering from asthma, and because of her many illnesses, was small for her age.  On February 11, 1858, when Bernadette was 14, she, her younger sister and her friend went to the Massbielle to collect firewood.  While the two girls ran ahead of her, Bernadette saw a beautiful young lady above the rose bushes in the grotto nearby.  Bernadette described the lady as a young woman about 16 or 17, wearing a white robe with a blue sash around her waist, a yellow rose on each of her feet, and holding a white rosary.  When Bernadette asked her sister and her friend if they had seen the  lady, both of them replied that they did not see anyone.  Bernadette and the girls returned to the grotto three days later.

Bernadette immediately fell to her knees and began to say the rosary. The girls did not see or hear anything.  On February 18th, when Bernadette returned to the grotto, the Lady appeared to her and asked her to return for a fortnight.  When Bernadette told her parents about the Lady and that she wanted her to return to the grotto they were very much against it, but Bernadette was persistent and did return as the Lady asked her to.  People started to hear about the visons; some believed while others thought that she was mentally sick.  On March 2nd at the thirteenth vison, the Lady asked Bernadette to dig a hole and drink the water that sprang up. At first the water was very muddy, but soon a clear and bubbly stream appeared.  One mother brought her very sick child to the stream and the baby was immediately cured.

Many since have been cured by their faith and the healing waters.  During one of the visons, the lady asked Bernadette to do penance and to build a chapel in her Son’s honor. With the help of Napoleon’s wife, a beautiful chapel was built. A much larger church was later erected.  On next to the last vison, the Lady declared to Bernadette, “ I am the Immaculate Conception.” As Bernadette repeated to the priest what Our Lady said, she had difficulty saying the words. The priest then knew that Bernadette was really telling the truth .  Bernadette was questioned by a number of government and church authorities in the years after. She was steadfast and patient in her replies. By 1862, the authorities declared that Bernadette told them was the truth.  Not wanting to be recognized, Bernadette went to school a distance from her home which the Sisters of Charity at Nevers ran. There she learned to read and write.  On July 29,1868, Bernadette entered the Sisters of Charity. She received the habit and the name Sr. Marie Bernarde. She humbly and graciously attended to the sick in the infirmary and assisted in the sacristy.  During her years in the convent, Bernadette suffered greatly from various ailments, and eventually contracted tuberculosis, which she endured with great patience.  With her rosary in her hands, Bernadette went to God on July 29, 1868, at the age of 35. She prayed to Mary, to have mercy on her, a sinner.  St. Bernadette was canonized in 1933 by Pope Pius XI.  Some places celebrate St. Bernadette’s feast day on February 18, the day Our Lady told her that she would someday go to heaven and also, on April 16th, the day she died.

MORE INFORMATION

Story of Saint Bernadette | Stories of Saints | English - YouTube 22 MINUTES Bernadette: The Princess of Lourdes | The Saints and Heroes Collection YouTube 29 MIN. Lessons from Lourdes: Our Lady of Lourdes and St. Bernadette YouTube -FOR OLDER STUDENTS 21 min.

The life of Saint Bernadette - YouTube GRADES 5-8 9 min.

St. Bernadette HD - YouTube GRADES 4-8 9 MIN. Immaculate Mary Full Version - YouTube HYMN: IMMACULATE MARY Saint Bernadette of Lourdes: A Humble Saint - My Catholic Kids SHORT LESSON PLAN FOR YOUNGER STUDENTS 43 Bernadette Soubirous Facts: Who Was She And What Did She Do? (kidadl.com) 10 THINGS TO KNOW ABOUT OUR LADY OF LOURDES AND ST. BERNADETTE | FilCatholic St. Bernadette Soubirous - Saints & Angels - Catholic Online True History of Lourdes & St Bernadette Excerpt 3. - YouTube OLDER STUDENTS 9 min.

Watch Saint Bernadette of Lourdes Video Online | Vimeo On Demand on Vimeo RENT THE FILM FOR $3.00 St Bernadette Worksheets & Teaching Resources | Teachers Pay Teachers TEACHER PAY TEACHER ACTIVITIES A Few Lessons from the Life of St. Bernadette (catholicexchange.com) REFLECTION ON ST. BERNADETTE Coloring pages https://search.aol.com/aol/image?q=coloring+pages+for+st.+bernadette&s_it=imgans&v_t=comsearch&fr=

The Changing Seasons of Our Liturgical Year As our calendar has seasons that cycle round each year, our Church or Liturgical Year, also has its seasons…Advent and Christmas, Lent and Easter, and Ordinary Time. Throughout the year, the Church celebrates various feast days or observances within these seasons. Some of these special days, with deep Catholic roots, have been co-opted by the secular world over the years and turned into celebrations which most people would not even connect with any religious significance. These celebrations have become unmoored from their original spiritual meaning. Some examples of this would be Halloween (Eve of All Saints Day), Saint Valentine’s Day, and to an extent, Saint Patrick’s Day. Now, there is nothing wrong with celebrating the joy and fun of days like these, however, as Catholic educators we need to take the time to teach our students about the Catholic roots of these celebrations and what and who we are celebrating. As always, prayer should be a part of the observance of these days, and not just the partying.

Tucked in between the end of the Christmas Season and the beginning of Lent, there is a little slice of liturgical Ordinary Time which can last anywhere from 4 to 9 weeks depending on when the Lenten Season begins. Lent can begin anywhere from February 4th to March 10th.

This year of 2022, Ash Wednesday, which marks the beginning of Lent falls on March 2 nd.

These few weeks of Ordinary Time have also become associated with a time for raucous partying that does have some connection with our Catholic faith. This time is known as Mardi Gras or Carnival. Anyone who experiences a Mardi Gras celebration in our society today would be hard pressed to see any religious significance to it, and yet it does have a meaning tied to our observance of the Liturgical Year.

Mardi Gras, which in French means “Fat Tuesday” refers to the day before Ash Wednesday, that being the start of Lent. The celebration is observed in different countries and cultures with various names, but all focusing on the same theme of enjoying and indulging in food before the long Lenten observance of sacrifice and fasting begins. In German cultures it is called Fasnacht Day or “donut day” or “pancake day” in some European cultures. In Brazil it is referred to as Carnival. The name “carnival” comes from the Spanish word for meat (carne) and the term refers to a farewell to meat. In years past, meat was not eaten during any of the days of Lent. So, Carnival was the time when all the meat would be consumed and enjoyed before abstaining throughout the 40 days of Lent. The same with the references to the fats and lard used in baking sweets and goodies, it was all consumed in the days before Lent began, especially culminating on the last day, the Tuesday before Ash Wednesday. Of course, in our present day, the Lenten practice of fasting and abstinence from meat, observed in the Catholic Church, has been paired down from every day of Lent to Ash Wednesday and

the Fridays of Lent. To refresh your understanding of the Church’s observance of Lenten fasting, click the following link. https://www.usccb.org/resources/Fasting-Lent-Info.pdf The idea, however, is to still foster an attitude of sacrifice, not being overly indulgent, freeing myself to be more aware of others and less in satisfying my own wants. So, in your classrooms or school communities, go ahead and plan a Mardi Gras celebration, but make it a Catholic experience. Connect the significance of it to our Church liturgical year. Lead your students in a reflection on the many blessings we are able to enjoy in the good things of life and thank God for these good things. However, we also show God the extent of our love and thanks by the sacrifices we make. Discuss the coming Lenten season and how we tone down and simplify our celebrating to concentrate on growing spiritually throughout the weeks of Lent. One of the customs at the Mardi Gras parades is to throw beads and gold coins into the crowd. With younger children, perhaps you could come up with some good Lenten practices, sacrifices or attitudes and write them on cut out diamond shapes or coin shapes. Have a Mardi Gras parade in your classroom and throw out the paper gems. For older children, guide them in making a plan of how they will use their Lenten days to grow closer to Jesus.

Have them identify some negative habits or attitudes that keep them distant from God. Allow quiet time to prayerfully consider how to grow in overcoming these habits or attitudes.

Perhaps as a gesture or ritual, write them down and seal them away in an envelope or lock them in a box. Another custom that you can add to your Mardi Gras celebration is the burying of the ALLELUIA. From Ash Wednesday until the celebration of the Easter Vigil, the joyous ALLELUIA is never used in our liturgies. You can in some way create an ALLELUIA sign or symbol, and then make a ritual of burying it in the ground, or locking it away somewhere in the classroom, not to be taken out until Easter.

So, go ahead and enjoy the fun and goodies of Mardi Gras…the cakes, the donuts, the pretzels, and all sorts of treats. Dance and sing and parade! And then, when it is over, and our season of Lent commences, put away the extravagance, and focus simply on what matters for us the most…growing daily closer to Jesus, and practicing what helps us to do so.

Check out these links for some more ideas on celebrating Mardi Gras and Lenten activities for students: https://www.loyolapress.com/catholic-resources/liturgical-year/lent/activities-andresources/lenten-activities-for-children/ https://www.sadlier.com/religion/blog/celebrating-the-liturgical-year-with-your-studentsteaching-about-lent https://www.rclbenziger.com/sites/default/files/pdf/KingCakePosting.pdf https://www.rclbenziger.com/sites/default/files/sites/default/files/BuryingAlleluia.pdf

GPS for Success Recalculating Positive Social and Emotional Strategies which create healthy climate and learning in the classroom.

Appreciate the perspective of others.

Pretend play and role play. Young children love pretend play and it just so happens it is an awesome way to encourage the understanding of perspective. Think about it–when a child pretends to be another person or character, they have to understand (at least a bit) that person's feelings and actions.

Maintain positive relationships.

Modeling positive behavior will enable children to retain and exhibit those behaviors in themselves.

Recognize and manage emotions.

1. Encourage students to talk about their emotions.

2. Always acknowledge and empathize with student emotions when you notice them.

3. Make a visual path of action which students can use when they are aware of growth in themselves, in another, or in the class in general.

4. Help students identify their support system.

5. Acknowledge brave behavior.

Set & achieve positive goals.

1. Help children to express the goodness and gifts which they have.

2.

3.

4.

5.

Focus on their strengths and needs.

Encourage a steady development of specific / needed emotional strengths.

Give guidance in setting individual / collective goals.

Measure growth through periodic and realistic conversation.

Make responsible decisions.

Making responsible decisions doesn’t come naturally to everyone. It’s a skill that many must be taught. Children need to be guided to recall and use the skills they have learned. This happens more easily in the development of academic skills than in the development of social and emotional skills. Reminding a child or a class of challenges they have worked through to a point of success will encourage them to look at a new situation through a clearer lens. They will learn to identify needs, build on strengths, request guidance as needed, create solutions and eventually grow toward greater independence.

Students don’t care how much you know until they know how much you care.

Anonymous

Redirect Lying, Cheating & Exaggerating, Part 2/2 Part One defined lying, cheating and exaggerating. It suggested what motivates these basic human tendencies. This newsletter offers parent-suggested advice for developing a truthful character.

Archbishop Fulton Sheen once said, “It is easier to create faith than to restore it.” Understanding the power of those words and making efforts to reduce the fear factor are effective tools to shape the value of honesty within a child. Explain that toys can be mended; test grades can be improved; material things can be replaced; and restitution and consequences can correct poor choices. But lying or cheating breaks the trust that we have for each other. If we cannot trust the word of another, we cannot grow in relationship. The specific problem is insignificant compared to the value of truth and our ability to trust each other. It is better to tell the truth and take the consequence than to lie and loose the trust of another person.

Own up to your own mistakes. Be an example of directness and honesty; and use these suggestions promote the virtue of honesty within your children: QUESTIONS: Avoid asking a “yes” or “no” question that invites your child to tell a lie. Instead ask, “Where did you get that candy bar?” Ask your child why he lied or ask him to explain a particular behavior, i.e., fear, peer pressure, inadequacy, resentment.

TEACHING TOOL: View correcting a lie as a valuable opportunity to teach a lesson about moral behavior. restitution and responsibility. Avoid shaming.

ATTENTION SEEKING: If a child arranges a situation where she will be caught in a lie or an instance of cheating, she is probably trying to get parental attention. Increase practices that help her feel that she belongs and contributes; and that she is wanted, preferred, needed, and noticed.

POWER STRUGGLE: If a child is caught in a lie but denies it, his motivation may be a desire for power. Increase practices that help him develop self-reliance, respectful independence, and decision-making capability. Involve him in accountability and logical consequences for behavior. Use encouragement that is helpful, directional, empowering, and skill-related.

RESENTMENT: If dishonest behavior seems revenge-based, increase practices that foster initiative by placing more emphasis on effort than on results. Demonstrate that mistakes are redeemable. Increase opportunities for your child to experience fairness, justice, respect, reasonableness, consideration, and appreciation.

INFERIORITY: If lying is motivated by inadequacy, despair, or inferiority increase opportunities for your child to experience accomplishment, capability, skillfulness, diligence, and responsibility. Give him a task that requires steady care over time; help him manage time, set goals, and learn ways “to plan his work and work his plan.”

TEACHABLE MOMENTS: As teachable moments for your child, use TV shows, movies, cartoons, books, and observable real-life situations that illustrate the effects of dis-honesty on relationships. Explain how lying can become a vicious cycle, i.e., a lie to cover a lie.

CORRECTION: Separate the child from the deed. The act was bad; not the child. Involve God as a loving Father who offers life-giving advice. Jesus came to redeem and heal and show us the way to the Father.

REPAIR: When a lie affects others, teach your child to acknowledge the untruth, apologize, and to ask forgiveness.

PERSPECTIVE: If you sense that the purpose of your child’s lying is to irk or annoy you, downgrade the seriousness of the situation. Act casual and very little impressed while applying the logical consequences of the behavior involved.

REDUCE FEAR: Lessen the fear factor associated with telling the truth. Teach your child to say something like, “Don’t get mad about what I am going to tell you.” Be extra calm.

Respond rather than react.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Website: www.ParentTeacherSupport.org

Going to Mass – A Family Value,

Part 3/3

Promote Participation Establish a Pre-Mass Routine: • Begin a one-hour fast from food, chewing gum or candy.

• Establish a routine that includes a non-agitated schedule, quiet atmosphere, activity restricted to reading while waiting for car departure and bathroom use.

• Arrive at least five minutes before the Mass time. Before going into Church review Church etiquette and expectations.

Give clear and concise directions about what behavior Jesus deserves. Assign seating positions and, perhaps, one-on-one responsibility for pre-school children.

• Mentally prepare to give Jesus a gift from the week, like a hurt that you will forgive, or a worry about a sick friend, or the joy from a success you experienced…

Foster participation at Mass that is characterized by attention, reverence, and devotion.

Make time to teach your children the following ten parts of the Mass. Then, before entering the Church for Sunday Mass, agree to pay close attention to one individual aspect. (1) It will give a focus for that day and (2) eventually the entire Mass will have personal meaning to each member of the family. (Suggestion: At the end of a liturgical season, collect the discarded missalettes from church. Use them for teaching purposes.)

1. Introductory Rites – Pray the responses aloud. From the first moment of the Mass be a participant; not an observer.

2. Penitential Act – Teach the need for sorrow and a firm purpose of change. Recite the words thoughtfully. Explain the gesture of striking the breast.

3. Gloria – Set the scene that we are in the palace of God before the throne of Jesus the King and these are the words we are using to give glory to him.

4. Liturgy of the Word – Pre-read before Mass but listen during Mass while the readings are proclaimed. Say the responses.

Prior to the Gospel we pray and gesture: “May the Word of God be in my mind, on my lips, and in my heart.” Listen carefully.

Pay attention to the homily. From the Liturgy of the Word take a message for the week.

5. Profession of Faith, the Creed – The creed contains the basic teaching of the Catholic Church. Review the beliefs.

6. Offertory/Presentation of Gifts – While the altar servers “set the table” accustom children to contribute something to the collection for the poor. Explain that the gifts of water and wine and bread are gifts that we bring to the feast. When the words of Consecration are said, by a miracle of God, they will be changed into the Body and Blood of Jesus.

7. Liturgy of the Eucharist – Though there are several versions, in a missalette we find four Eucharistic Prayers. Help the children to familiarize themselves with the ideas expressed.

Perhaps they can underline their favorite words/phrases. Pay attention to the words that the priest recites. Respond where appropriate. Be especially attentive during the consecration when the priest offers the paten of bread and the chalice of wine. Join Jesus in his sacrifice. Offer yourself with Jesus to do the will of God the Father. Proclaim “The Great Amen.”

8. Communion Rite – Reverently pray the Our Father, the responses, and the Lamb of God (Agnus Dei). Become familiar with the prayers so that they take on personal meaning. Approach the altar with deliberate respect and prayerful body language.

With attention receive Jesus in Holy Communion in your cupped hand or on your tongue. Concentrate on Jesus as you return to your seat.

9. Thanksgiving after Holy Communion – Use the words of the hymn and silence time to speak with Jesus whose physical presence is within your body. Express your love, loyalty, needs and desires. Ask Jesus to shape your heart and actions. Witness to your love for him in the week that follows.

10.The Concluding Rites – Become familiar with the brief concluding prayers – all sending us to take the Mass with us wherever we go. Sing the recessional hymn. Let its message influence your day and week.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Website: www.ParentTeacherSupport.org

Asistiendo a la Misa

Un Valor Familiar, Parte 3/3 Promover la Participación

Establezca una rutina previa a la misa: • Comience un ayuno de una hora de la comida incluídos, chicles o dulces.

• Establecer una rutina que incluya actividades tranquilas, un ambiente calmado, actividad restringida a la lectura mientras espera la salida del auto y uso del baño.

• Llegar por lo menos cinco minutos antes de la hora de Misa. Antes de ir a la Iglesia, revise los protocolos

(vestimenta) y las expectativas de la Iglesia. Dar instrucciones claras y concisas sobre el comportamiento que merece Jesús. Asigne asientos y, tal vez, responsabilidad individual para los niños en edad preescolar.

• Prepárate mentalmente para darle a Jesús un regalo de la semana, como una herida que perdonarás, o una preocupación por un amigo enfermo, o la alegría de un éxito que experimentaste…

Fomentar la participación en la Misa que se caracterice por la atención, la reverencia y la devoción.

Tómese un tiempo para enseñar a sus hijos las siguientes diez partes de la Misa. Luego, antes de ingresar a la Iglesia para la Misa dominical, pónganse de acuerdo de prestar mucha atención a un aspecto individual. (1) Dará un enfoque para ese día y (2) eventualmente toda la Misa tendrá un significado personal para cada miembro de la familia. (Sugerencia: al final de una temporada litúrgica, recoja los misales desechados de la iglesia.

Utilícelos con fines didácticos.)

1. Ritos introductorios: rece las respuestas en voz alta. Desde el primer momento de la Misa permita que sean partícipes; no meramente un observador.

2. Acto Penitencial – Enseñar el propósito de experimentar dolor y un firme propósito de cambio.

Responda a las oraciones del perdón cuidadosamente. Explique el gesto de golpear el pecho.

3. Gloria – Establecer la escena de que estamos en el palacio de Dios ante el trono de Jesús el Rey y estas son las palabras que estamos usando para darle gloria.

4. Liturgia de la Palabra – Leer antes de la Misa pero escucha durante la Misa mientras se proclaman las lecturas. Di las respuestas. Antes del Evangelio oramos: “Que la Palabra de Dios esté en mi mente, en mis labios y en mi corazón”. Escucha cuidadosamente. Presta atención a la homilía. De la Liturgia de la Palabra toma un mensaje para la semana.

5. Profesión de Fe, el Credo – El credo contiene la enseñanza básica de la Iglesia Católica. Revisa las creencias de nuestra fe.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Spanish Translator: Sr. Eileen Reilly, IHM Website: www.ParentTeacherSupport.org

6. Ofertorio/Presentación de Ofrendas – Mientras los monaguillos “arreglan el altar,” costumbre a los niños a aportar algo a la colecta para los pobres. Explique que los regalos de agua, vino y pan son regalos que traemos a la fiesta. Cuando se digan las palabras de la Consagración, por un milagro de Dios, serán transformadas en el Cuerpo y la Sangre de Jesús.

7. Liturgia de la Eucaristía – Aunque hay varias versiones, en un misal encontramos cuatro Plegarias Eucarísticas. Ayude a los niños a familiarizarse con las ideas expresadas. Tal vez puedan subrayar sus palabras/frases favoritas. Presta atención a las palabras que recita el sacerdote. Responda cuando corresponda. Esté especialmente atento durante la consagración cuando el sacerdote ofrece la patena del pan y el cáliz del vino. Únete a Jesús en su sacrificio. Ofrécete con Jesús para hacer la voluntad de Dios Padre. Proclama “El Gran Amén”.

8. Rito de la Comunión – Rece con reverencia el Padre Nuestro, los responsos y el Cordero de Dios (Agnus Dei).

Familiarícese con las oraciones para que adquieran un significado personal. Acérquese al altar con respeto y lenguaje corporal piadoso. Con atención recibe a Jesús en la Sagrada Comunión en tu mano o en tu lengua. Concéntrese en Jesús mientras regresa a su asiento.

9. Acción de Gracias después de la Sagrada Comunión – Usa las palabras del himno y el tiempo de silencio para hablar con Jesús cuya presencia física está dentro de tu cuerpo. Expresa tu amor, lealtad, necesidades y deseos. Pídele a Jesús que moldee tu corazón y tus acciones. Sé testigo de tu amor por él en la semana que sigue.

10. Los Ritos Finales: familiarícese con las breves oraciones finales, que nos envían a llevar la Misa con nosotros dondequiera que vayamos. Cante el himno de recesión. Deja que su mensaje influya en tu día y semana.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Spanish Translator: Sr. Eileen Reilly, IHM Website: www.ParentTeacherSupport.org

Reenfocar La Mentira, Hacer Trampa, & Exagerando Parte 1/2 ¿Es una mentira decir algo para luego darte cuenta de que se trata de información errónea? ¿Es mentira cuando haces planes con otra persona y luego cambias de opinión? ¿Es una mentira si olvidas o no puedes cumplir una promesa? ¿Es mentira cuando un niño de cuatro años informa que fue mordido por un millón de mosquitos? ¿Qué hace que una falsedad sea una mentira? Mentir significa hablar una falsedad con la intención de engañar. Hacer trampa es una forma de mentir porque es un intento deliberado de tergiversar la realidad. La exageración es un tipo de lenguaje de fantasía que es común entre los niños en edad preescolar. ¿Cómo manejas este tipo de situaciones? ¿Cuáles son formas útiles de responder a su hijo si miente, hace trampa o exagera?

LA MENTIRA La conversación fantasiosa es característica de los niños pequeños. Algunos niños, sin embargo, practican un patrón de decir mentiras porque son incapaces de distinguir entre la realidad y la fantasía y, por lo tanto, no se dan cuenta de que dicen mentiras.

Esto es diferente de la fantasía deliberada y puede necesitar de orientación profesional.

El engaño intencional es el factor distintivo entre una falsedad y una mentira.

Las motivaciones para mentir varían. Algunos niños mienten porque quieren evitar el castigo. Los padres pueden minimizar las mentiras que se deben al miedo al castigo usando métodos lógicos, consecuencias no emocionales de la mala conducta en general y de la mentira en particular.

• Conviene usar consistentemente desde el punto de vista parental acercamientos moderados, ponderados y racionales y no emocionales para trabajar una mala acción o conducta. Las respuestas emocionales y demasiado severas de los padres ponen nervioso al niño; mentir se convierte entonces en un mecanismo de autoprotección.

• Cuando ya se sepa la verdad, no lo interrogue sobre el incidente. En cambio, use la menor cantidad de palabras posible y una voz tranquila para que reconozca su comportamiento. Aplique una consecuencia apropiada. Deje que su rostro y su lenguaje corporal transmitan que lo ama y que ambos tomarán el incidente con calma.

• Hágale saber al niño que se respeta la veracidad. Exprese admiración por su coraje y en oportunidades recompense su honestidad evitando las consecuencias.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Spanish Translator: Sr. Eileen Reilly, IHM Website: www.ParentTeacherSupport.org

Además del miedo al castigo, en oportunidades algunos niños mienten imitando el comportamiento de los padres. Algunos tienen la necesidad de defenderse con una historia de encubrimiento o protección. Todavía otros no están lo suficientemente desarrollados para poder integrar información de varias fuentes, por lo que dicen la verdad tal como la ven; pero su percepción es necesariamente limitada y, posiblemente, no fiel a la realidad.

A veces un niño miente para impresionar a los demás. El/ella se siente legitimado y confirmado asociado a sus logros o conquistas frente a las expectativas de sus padres. La necesidad de impresionar a los demás se puede curar si los padres la ayudan a concentrarse en sus puntos fuertes, desalientan las comparaciones y mejoran las habilidades que el/ella considera valiosas.

HACER TRAMPA Hacer trampa es una forma de mentir.

Rompe la confianza que es esencial para cualquier relación. Un estudiante que hace trampa no valora su conocimiento, viola la confianza de un maestro, y es injusto para los estudiantes que no estaban copiando. Tal estudiante se engaña a sí mismo, a aquellos que se preocupan por el/ella, a su maestro y a sus compañeros de clase.

El hábito de hacer trampa socava la confianza en uno mismo, el respeto por uno mismo, el sentido de esfuerzo y perseverancia y autoestima. Las dinámicas que motivan la mentira y las prácticas que la minimizan se aplican a haciendo trampa también. En ambos casos, los niños en edad de razonar se benefician al comprender que la confianza es la base de las relaciones personales.

La tentación de hacer trampa disminuye cuando un niño entiende que necesitamos confianza para comunicarnos entre nosotros, creer el uno en el otro, apoyarnos el uno en el otro y crecer juntos en una relación amorosa y satisfactoria.

EXAGERANDO ¿Es la exageración de un niño pequeño motivo de preocupación? Los compañeros de juego imaginarios no son inusual para niños de tres y cuatro años. Los pequeños son grandes narradores de cuentos fantásticos.

Los cuentos ficticios son a menudo indicadores de que el niño percibe que recibe atención cuando tiene algo más grande o mejor que contar para sentirse escuchado y atendido.

Cuando los padres reconocen el mensaje central sin corregir las inexactitudes dichas, el niño se siente validado. Los padres pueden entonces hablar con precisión sobre el tema y de esa manera inculcar un sentido de realidad mientras brindan atención positiva.

Una vez que un niño es capaz de distinguir la realidad de la ficción, un padre puede preguntar: "¿Esto es realidad o ficción?"

La segunda parte de este tema ofrece consejos sugeridos por los padres para desarrollar un carácter sincero.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Spanish Translator: Sr. Eileen Reilly, IHM Website: www.ParentTeacherSupport.org

Asistiendo a la Misa

Un Valor Familiar, Parte 2/3

Preparación Proactiva Antes de llevar a los niños en edad preescolar a Misa por primera vez, llévelos a visitar una iglesia por alrededor de diez minutos.

Introduzca la iglesia como un espacio sagrado que es un privilegio visitar.

1. Explicarles a los niños la costumbre de bendecirse con agua bendita como señal de recordatorio de que están a punto de entrar en un espacio sagrado.

Explique la señal de la cruz.

2. Enseñar a hacer la genuflexión como señal o recordatorio de que están en un lugar sagrado, rece con ellos: “Jesús, en el Santísimo Sacramento, te adoro”/ “Oh Sacramento santísimo. Oh Sacramento divino. Toda alabanza y toda acción de gracias sean tuyas en todo momento”.

3. Caminar las Estaciones de la Cruz explicando que ellas son una secuencia o una historia pictórica del sacrificio que Jesús hizo por nosotros el Viernes Santo. Oración: “Te adoramos, oh, Cristo, y te bendecimos porque por tu santa cruz has redimido al mundo”.

4. Conversa con ellos acerca de las estatuas y las vidrieras.

5. Permítales que toquen el altar. Explique que en cada Misa Jesús ofrece su vida a Dios el Padre tal como lo hizo en la cruz del Viernes Santo. Y entonces este altar de sacrificio es muy sagrado porque Jesús repite su sacrificio en cada Misa.

6. En otra visita explique que en la Última Cena del Jueves Santo Jesús nos dijo que nos daría – y nos dejaría – su cuerpo y su sangre. Jesús hace eso

cuando el sacerdote dice las palabras sagradas durante el rito de la consagración, Jesús se dispuso a permanecer con nosotros siempre por el milagro de la Eucaristía. Y así este altar es también una mesa de banquete donde Jesús nos invita a comer su cuerpo y a beber su sangre.

7. Facilíteles la posibilidad de que puedan acercarse y tocar el tabernáculo. Explique que es una casa sagrada donde Jesús, (en el forma de pan /hostia) queda para recibirnos en cualquier momento que queramos visitarlo. Dígales que Jesús siempre está ahí esperándonos y dispuesto a escucharnos y guiarnos.

8. Permítales explorar el confesionario si. Explique que Jesús permite que el sacerdote lo ayude a perdonarnos cuando hacemos algo malo y nos arrepentimos y queremos enmendar.

9. Visite la sacristía y explique que esta es la sala donde se guardan los objetos sagrados y ropa especial que se usa para adorar a Dios.

10. Visita la pila bautismal. Explique que fue en el Sacramento del Bautismo que él/ella se hizo hijo/a de Dios y miembro de esta Iglesia. Asócielo a que cuando hacemos la señal de la cruz con agua bendita al entrar y salir de la iglesia, nos estamos recordando a nosotros mismos acerca de nuestro bautismo y los privilegios de ser miembros de la iglesia.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Spanish Translator: Sr. Eileen Reilly, IHM Website: www.ParentTeacherSupport.org

Para los niños en edad preescolar, mantenga una "bolsa de misa" que incluya artículos silenciosos que se usan solo los domingos en la Iglesia. Por ejemplo, libros ilustrados de la historia bíblica e historias del Evangelio, santos, accesorios religiosos como títeres de dedo de las personas de las Escrituras, etc. “Las familias tienen la responsabilidad de participar de manera que no perturben a quienes las rodean”.

(Joel Schorn, USCatholic.org)

Establezca el ambiente para la misa mediante la preparación remota.

• Dormir/descansar lo suficiente: “La oración de la mañana comienza con el sueño de la noche anterior”.

• Proporcionar alimento nutritiva – desayuno o merienda – antes de salir de casa.

• Predeterminar la vestimenta adecuada para asistir al banquete del Rey. • Empaque materiales de oración como un sobre de ofrenda, un misal o un folleto de recursos como Magnifikid o Pflaum Gospel Weekly.

La Participación es Clave.

• Preparar las lecturas y el salmo responsorial. ¿Qué tema, pregunta o palabras les llaman la atención?, ¿Qué aspectos de tu vida se conecta con la idea principal?

• Recordar los eventos de la semana pasada que necesitan sanación o evocan gratitude.

• Mire hacia la semana que se avecina. ¿Qué alegrías, angustias, necesidades existen?

• Prepararse para la Plegaria Eucarística.

- Cuando el celebrante se refiera a personas fallecidas, nombre seres queridos.

- Cuando ore por los vivos, nombre personas y preocupaciones.

- Cuando ofrezca el pan y el vino, imagínese colocando los acontecimientos de la semana pasada sobre la Patena y las incógnitas de la próxima semana en el Cáliz.

- Ofrece tu vida con Jesús al Padre.

La tercera parte de este tema ofrece consejos sugeridos por los padres sobre formas de promover la participación en la Misa.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Spanish Translator: Sr. Eileen Reilly, IHM Website: www.ParentTeacherSupport.org

Reenfocar La Mentira, Hacer Trampa, & Exagerando Parte 2/2 La primera parte definió la mentira, hacer trampa y la exageración. Sugirió lo que motiva estas tendencias humanas básicas. Este boletín ofrece consejos sugeridos por los padres para desarrollar un carácter sincero.

El arzobispo Fulton Sheen dijo una vez: “Es más fácil crear fe que restaurarla”. Comprender el poder de esas palabras y hacer esfuerzos para reducir el factor miedo son herramientas efectivas para moldear el valor de la honestidad en un niño. Explique que los juguetes se pueden reparar; las calificaciones de las pruebas se pueden mejorar; las cosas materiales pueden ser reemplazadas; y la restitución y las consecuencias pueden corregir y enmendar malas decisiones. Pero mentir o engañar rompe la confianza que tenemos el uno por el otro. Si no podemos confiar en la palabra de otro, no podemos crecer en relación. El problema específico es insignificante comparado con el valor de la verdad y nuestra capacidad de confiar en cada uno. Es mejor decir la verdad y asumir las consecuencias que mentir y perder la confianza de la otra persona.

Reconoce tus propios errores. Sea un ejemplo de franqueza y honestidad; y use estas sugerencias para promover la virtud de la honestidad en sus hijos: PREGUNTAS: Evite hacer una pregunta cerrada de "sí" o "no" que invite a su hijo a decir una mentira. En su lugar, pregunte por ejemplo: "¿Dónde conseguiste esa barra de chocolate?"

Pregúntele a su hijo por qué mintió o pídale que explique un comportamiento en particular, miedo, presión de pares, sentirse disminuido, resentimiento.

HERRAMIENTA DE ENSEÑANZA: Considere la corrección de una mentira como una valiosa oportunidad para enseñar una lección sobre el comportamiento moral, la restitución y la responsabilidad. Evita avergonzar el niño/la niña.

BÚSQUEDA DE ATENCIÓN: Si un niño organiza una situación en la que será descubierto mintiendo o haciendo trampa, probablemente esté tratando de llamar la atención de los padres. Si este fuese el caso, aumente las prácticas que le ayuden a sentir que pertenece y contribuye que ella/él es deseada/o, preferida/o, necesitada/o y validado/o.

LUCHA POR EL PODER: Si un niño es atrapado en una mentira pero la niega, su motivación puede ser un deseo de poder.

Aumente las prácticas que lo ayuden a desarrollar confianza en sí mismo, independencia respetuosa, y capacidad de toma de decisiones. Involúcrelo en la responsabilidad y las consecuencias asociadas a su comportamiento. Use estímulos que sean útiles, intencionados y que logren empoderarlos para el logro de las habilidades deseables de instalar en ellos.

RESENTIMIENTO: Si el comportamiento deshonesto pudiera estar basado en la venganza, sugerimos aumentar las prácticas que fomenten la iniciativa poniendo más énfasis en el esfuerzo que en los resultados. Demostrar que los errores son redimibles. Aumente las oportunidades para que su hijo/a

experimente equidad, justicia, respeto, razonabilidad, consideración y aprecio.

INFERIORIDAD: Si la mentira estuviera motivada por una baja autoestima, la desesperación o la inferioridad, aumente las oportunidades para que su hijo experimente logro, se sienta capaz, diligente y responsable.

Dele una tarea que requiera un monitoreo constante a lo largo del tiempo; ayúdelo a administrar el tiempo, a establecer sus metas, y a aprender formas de “planificar sus acciones” y “trabajar sus acciones.”

INSTANCIAS DE ENSEÑANZA: Como momentos de enseñanza para su hijo, use programas de televisión, películas, dibujos animados, libros y situaciones observables de la vida real que ilustren los efectos de la deshonestidad en las relaciones.

CORRECCIÓN: Separe al niño de la acción. El acto fue malo; no el niño.

REPARACIÓN: Cuando una mentira afecta a los demás, enséñele a su hijo a reconocer la falsedad, disculparse y pedir perdón.

PERSPECTIVA: Si siente que el propósito de las mentiras de su hijo es irritarlo o molestarlo, disminuya la gravedad de la situación. Actúe normalmente y muy poco impresionado mientras aplica las consecuencias asociadas al comportamiento.

REDUCE EL MIEDO: Disminuye el factor de miedo asociado con decir la verdad. Enséñele a su hijo a decir algo como: “No te enojes por lo que te voy a decir”. Permanezca tranquilo.

Responda en lugar de reaccionar.

Dr. Patricia M. McCormack, IHM © IHM Formative Support Services. All Rights Reserved.

Spanish Translator: Sr. Eileen Reilly, IHM Website: www.ParentTeacherSupport.org

Grades 3 & 4 APRIL Jelly beans are...

As red as tomatoes As green as trees As black as night, As yellow as cheese.

MAY Mary, Mother of Jesus Be with us today.

Mary, our mother, Guide us on our way.

Grades 5 & 6 APRIL April is a rainbow month Of sudden springtime showers, Bright with golden daffodils And lots of pretty flowers.

MAY Start where you are.

Use what you have.

Do what you can.

You don't have to be great to start.

But you have to start to be great.

Grades 7 & 8 APRIL It is most important that we strive to develop an attitude of gratitude.

MAY We build character piece by piece: by thought, choice, character and determination John Luther

Spring, 2022