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UU Faith Works Summer/Fall 2003 Administration
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Hints for Making RE More Boy-Friendly for Teens
Jaco B. ten Hove, Paint Branch UU Church Adelphi, MD
Janice Holmblad, UU Congregation of Fairfax, VA
NOTE: Some of these ideas apply to younger boys and all teens as well.
Language issues:
“Religious Exploration” can be a more boy-friendly title than Religious Education. “Projects” instead of "crafts" will generally be more enticing activities for teen boys.
A dults' Rrole:
• Adult credibility is an often elusive but essential element.
• There is often much testing of adult authority and boundaries.
Be firm but don't overreact.
• Adults vary widely in their reaction to the wildness of some teen boys.
• Teen boys' behavior will sometimes flip-flop in different contexts. Don't be surprised.
• Adults can be helpful in guiding apparently chaotic behavior into content for learning.
• As helpful as men are as teachers, they may lack relevant experience and training and make assumptions that they can or can't do it. (Either may be true.)
• Boys maturing in this post-modern world often have few older role models for learning non-stereotyped behaviors. Protect those who take healthy risks.
• Adults can model how leadership is important ministry.
• Adult male-female interactions in RE settings can be important
role models for impressionable teen boys.
• Adults can benefit greatly from "de-briefing" together after
activities.
• If things are really out of hand, ask for help!
• Ensure more than enough organization and planning and be
prepared to make adjustments.
• Establish rules and consequences with youth. Be wary of imposing authority.
• Channel rebellious leaders into specific, often customized roles. Help boys develop their own unique support network.
• Invite in guest speakers who bring interesting talents, skills, and especially props.
Things to Balance:
Complementary adult styles.
Spirituality, leadership, and goofiness.
Activity and time for self-reflection.
Curriculum/information acquisition and group-building opportunities.
Clear class goals and willingness to shift gears when necessary and as appropriate.
Strict organization and an attitude of softer, "benign structure" (less noticeable).
Good, productive space inside and outside.
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