Spirituality finds a place in the new ‘school house’

Eleven-year-old Kai Burriss of Heidelberg, Mississippi, stands at the kitchen stove in a red apron, carefully stirring a steaming mirepoix as his grandfather instructs him from Louisiana, via an iPad propped against the knife block.

For many schoolchildren, education is now presented and received at dining room tables, in kitchens, basements, and bedrooms: the new “school house.”

When school buildings shuttered their doors in the face of the COVID-19 pandemic, many Jehovah’s Witness families like Kai’s turned the challenges of remote learning into an opportunity to expand their children’s education through project-based and spiritual activities.

“The pandemic left us all scrambling,” said Janie Henderson, an 11th grade English teacher at Mendenhall High School who also attends a local congregation of Jehovah’s Witnesses. “It’s been a struggle for teachers, administrators, children, and parents. We all want to do whatever we can to help these children be successful, but the parents’ involvement is absolutely critical for their success. Especially those children who are learning virtually.”

For many parents accustomed to sending their children off to a school each morning, taking a more active role in their child’s education has been one of the most difficult challenges of this “new normal.”

Kasey and Emily Kleinman can relate. Their children, ages 17, 13, and 11 attended three different schools and were all good students. “Before the pandemic, I didn’t worry as much about their education,” said Emily, whose family attends a congregation in Hattiesburg, Mississippi. “Our kids’ education is primarily our responsibility as parents, but their teachers were doing such a great job that we could focus on other training necessary for them to develop into responsible adults. Now it feels as if one more thing has been added to our plate. It’s been one of our biggest fears, that, academically, we might be dropping the ball.”

These families and many others have discovered that the best education often happens beyond the walls of their “school house”—with what educators call “authentic” or “project-based” learning. This learn-by-doing approach “requires developing skills in critical thinking, problem-solving, collaboration and various forms of communication,” according to PBLWorks, a nonprofit organization focused on project-based learning.

Kai’s parents, James and Laura Burriss, have made project-based learning one of the primary tools for teaching their son at home, especially looking for ways to ensure their son would remain mentally, emotionally, and spiritually balanced. “If we needed to stay isolated anyway,” said James, “we decided to show Kai what being truly disconnected from everything felt like and how amazing it can be. So we decided to start camping as a family.” The family also takes online virtual tours of museums from around the world, taking a particular interest in relics from Bible times. Kai also connects with his father’s side of the family by having weekly Japanese language lessons with his grandmother in Okinawa, Japan.”

The Kleinman's, likewise, have found success in implementing project-based learning. They planted a garden as a family, and the children help take care of their grandparents’ chickens. Noah (11) is growing a citrus tree from a sapling. Lorelei (13) has taken cooking and baking classes with her mother and has also been learning to do accounting for the family business. Pacey (17) has been learning hands-on at his grandfather's automotive shop.

For Gina and Jeremiah Hill, who attend a congregation in Petal, Mississippi, the challenge has taken on a different form. With both of them working full-time, they needed help with educating their children, Abigail (8) and Gregor (13), who were attending Moselle Elementary before the pandemic. “The grandparents have stepped in and have been really helpful with that,” said Gina. “Even though the 24/7 close proximity has brought on a touch of sibling fatigue,” she continued, “we have actually become closer as a family, which surprised us. We thought it would be the other way around, but our communication has gotten better!”

Spiritual activities are also an important part of the Hill children’s education. As part of Abigail’s curriculum, she reads a Bible story, draws it in her activity book, and then writes a small report about lessons learned. Gregor spends time ministering to neighbors each week by writing letters and making phone calls to share a comforting Bible thought.

Both children work on projects alongside their grandfather, constructing a “she-shed,” a greenhouse, and fencing. They are responsible for the care of a number of animals, including their horses. Gregor is learning woodworking and wood-burning skills and using those to make handmade gifts for some in their congregation that continue to meet virtually. Abigail is learning to crochet and is proud to know how to catch, clean, and cook her own fish.

The children aren’t the only ones coming through the pandemic with lessons learned. “When it comes to raising children, some have said it’s about quality time, not quantity,” observed James Burriss. “However, I have come to realize that it’s both. This pandemic has forced me to do a better job in terms of both quality and quantity of time spent. I don’t want my family to look back on this past year and view it as time wasted. Despite the difficulties of this pandemic, we have created great memories that I think will last for the rest of our lives.”

More information on how families can succeed at distance learning and on the activities of Jehovah’s Witnesses is available at jw.org, with content in over 1,000 languages.