Here are many ways you could support vocations and allow students to consider a vocation God has for them in the classroom.
-Understand and use Vocation Vocabulary
-Provide opportunities for young people to work with priests, brothers, or sisters.
-Invite small groups to share prayer and a meal with priests or sisters in a rectory or convent.
-Have students prepare a "Class Mass" with the intention and focus on vocation/call.
-Bring to attention of the students graduates who are priests, brothers, and sisters.
-Make available religious vocation material in the resource center, library, or guidance office.
-Explore through Scripture different ways that God calls people and the various responses to that call.
-Promote understanding of religious vocations through reading and projects about founders of religious congregation.
-Help students to know and recognize the people who have already responded to a religious vocational call in your parish or school.
-Develop class projects that encourage student interaction with priests, deacons, and religious brothers and sisters.
-Sponsor a contest with vocation awareness themes such as creative writing, posters, photography, etc.
-Invite religious faculty and parish priests to share their 'vocation story' with students.
-Encourage students to pray so that they might discover and use the gifts that God has given them.
-Guide students in the development of the habit of personal prayer for discernment of their vocations.
-Build Vocation Awareness education into the curriculum.
-Use audio-visual material with vocational themes.
-Celebrate Vocation Awareness Week.
-Acquaint students with various types of Church ministries.
-Incorporate vocation themes into regular classroom prayer.
-Have each student pray for one seminarian or novice by name. Encourage the student to write to the seminarian or novice.
-Make available to students information about vocation events sponsored by the Vocation Office for Diocesan Priesthood or Religious Communities.
-Pray for vocations in the classroom. |
