I continue to write about teens learning with computers in the church. There's an extended article in my book, Teaching with Computers in Christian Education.

The first article on this page addresses Middle Schoolers. The second article has more advice and is more broadly aimed at 12-17 year olds. Good stuff in both!  Both first appeared in my free email newsletter. If you'd like to discuss either of these, email me.  You are welcome to print this page. <>< Neil

Middle Schoolers in the Bible Computer Lab
A Sunday Software Article by Neil MacQueen

I know a thing or two about Middle Schoolers...
I have 3 teenage daughters. I've been leading youth groups and Sunday School classes for over 25 years. Over the past 17 years of teaching with computers I’ve had teen classes in my labs many many times.  And I'm currently one of the leaders of a Middle School fellowship and Sunday school class at my church. One last credential. Your Middle Schoolers are likely a lot like mine. The more I talk with people around the continent (yes, in Canada too), the more I realize most of us are dealing with the same types of kids.

To say “Middle Schoolers love computers” is an understatement. This age group REALLY LOVES computers. My quietest 7th grade girl comes to every meeting and class with her cell phone that retrieves her email. One recent former Middle Schooler of mine has gone off to college to get a videogame designing degree (really). My own 7th grader sits at our living room computer while she watches TV across the room so she can talk to her friends online. If you're not aware HOW MUCH this age group loves computers, you haven't been noticing enough about them.

This love of computers and their age presents some very unique challenges to having young teens in the computer lab. 

For the past year, I’ve had 6^th and 7^th graders rotating into my church’s lab on both Sunday mornings and Wednesday nights. Recently, when I casually asked them if "they still wanted to use the computer lab next year," they were in horror at the thought of not getting to use it.  The 6^th and 7^th graders in my church have grown up using our computers. In fact, I think that’s one of the reasons why it is so easy to have them in our lab… they know what to expect and feel like they own the place. Mark this down, --you raise and train kids to be good students in your lab.

1.  What software can we use? 

(See my more recent list in the second article below on this page)

Middle Schoolers can use use almost any software, even really “young” software, if you sell it to them and put some spin on it. Young teens can be self-conscious about not wanting to be treated like little kids. But occasionally I have to dip into something that is a “little young” for them (such as any of the Interactive Bible Series CDs). So the first thing I do is tell them, “I know this isn’t for you, but I thought we take a look anyway.”  Those opening words grant me a lot of grace. My Middle Schoolers and I have a good relationship and they trust me. Humor helps, and some “psychology” never hurts.

One year I was stumped for something “different” on the cross, so I decided to begin a discussion by asking them to view a lesson presentation from the Play & Learn Children’s Bible CD –a CD for preschoolers and early readers. I told them we were going to see a “simplified” version of the cross story, and set up a contest between the computers. I wanted them to “write down everything that Play & Learn CD left out and ‘smoothed over’ about the cross story.”  Play & Learn naturally softened some of the cross story for the little kids, and my teens immediately noted it had left out the nailing of Jesus’ hands and feet. We had a spirited debate about whether or not those were significant details. 

Occasionally I'll run into teacher who thinks Middle Schoolers need more "serious" software. Those teachers are usually the wrong kind of teachers for this age group. Middle Schoolers love to play and they respond to quirky humor. In the software I design, I try to remember that. You'll see a lot of funny odd things like bread crumbs along the lesson path. In Elijah & Jonah CD, we made a little animation of the Prophets of Baal repeatedly spearing themselves in the head as they danced (just like the Bible says). And we added a button for them to "re-spit" Jonah onto the dry land. They love stuff like that.  Software allows young people to "PLAY THROUGH" the story. The "play" creates engagement. It turns on brain cells. Many adults like playful software too. If you have teachers who DO NOT LIKE playful software, they need to be retired.

2. Anything that’s like a game or has competition in it will go over big.

Middle Schoolers love to play. They are hooked on videogames, the internet, and are still playing a lot of extracurricular sports. This means that programs like Galilee Flyer, Bongo, and all the games in Elijah & Jonah CD. They also love the quizzes in software. If one computer workgroup doesn’t do so well in a Life of Christ quiz, all I have to point out is that another workgroup has a higher score, and the kids will want to take their quiz again. Be careful not to create long quizzes that are too hard in programs such as Fall of Jericho CD. It can backfire. Middle Schoolers don’t like to look stupid in front of their peers.

They like programs they can change. So it comes as no surprise that our Middle Schoolers won't leave our new Let’s Talk program alone. I had forgotten how much Middle Schoolers love to type and love to make the computer “do things.” Making the computer talk is right up their alley. All I have to do is clearly set up the task and monitor their progress, and...kick them off of it after the class is over. They want to keep playing it. 

Cal & Marty’s Scripture Memory Game CD seems to be the perfect Middle School program.  They get to “program it” by adding verses and quiz questions. And if they take too much time solving a verse, or I want them to do it again, all I have to do is say “try beating so-and-so’s score” and they’re instantly back at it. 

Aside: Middle Schoolers can also be allergic to anything packaged as "serious content." Bible CDs and Bible Atlases have some cool multimedia in them, but Middle Schoolers will try and pass by the text. With this age group, "the grass is always greener on the other screen."  So when I use these types of tools, I have to use them in a limited, structured, feet to the fire -kind of way.  Actually, I have to use these approaches with this age group all the time. Read on...

3. “Monitor their progress”

Middle Schoolers are naturally playful, but left unattended, un-managed playfulness turns into goofing off. This is where “who the teacher is” really comes into play. Middle Schoolers can smell a “Cream Puff” or “Harvey Milquetoast” teacher a mile away. 

If your Middle Schoolers “rotate” into your lab, one of the most important things you can do is make sure their regular leaders come with them. The Middle School leaders likely has figured these kids out. They know which ones to keep an eye on, and how to leverage their attention.

In lieu of their regular leader, make sure you have a strong computer lab teacher.  Then, when the kids get in the lab, tell them upfront EXACTLY what you’ll be doing that day. This age group wants to know “what are we going to do today” more than any other. Middle Schoolers can be full of anxieties, so let them in on your agenda and don’t be afraid to provide structure. 

Middle Schoolers respond well to personal presence. If your teachers aren’t sitting right at the computers with the students, you’re missing a key ingredient in working with this age group. 

4.  Structure, Structure, Structure (with a smile)

Middle Schoolers think they want free-time, but never know what to do with it. They like goofing off, but can be rather compliant when authority figures are around. They have a fear of being caught, but also a sense of righteousness and strong desire for "fairness."  (In case you've never done it, playing games with Middle Schoolers is all about "fairness" --but they love to cheat, as long as no one else is allowed to cheat, of course. Too funny.) They are crowd followers and mob lovers but respond pretty well to clear lesson structure and clear agendas. If they like you personally, they will respond well to you. So don't be overly structured and stiff. Keep it real.

5. Include Play Time

At the beginning of every lesson with Middle Schoolers, you need to tell them “when” and “how long” they will have to play after the lesson.  Ha! They'll probably ask you anyway before you get the chance to tell them!   Middle Schoolers have a high "need to know" and high need for “being able to just have fun.”  If you don’t schedule some play time into the lab time, they will find a way to goof off during the lesson anyway.

6. How to Get Them to Talk

Believe it or not, Middle Schoolers love to talk.  Some (most, actually) just might not want to look "uncool" or "childish" by talking with the teacher. Their ego's safest answer is always "I don't know."  I know that some teachers and pastors (usually fresh out of seminary) think they can get "Middle Schoolers to talk" just by the force of their dynamic personality, or creative ice breakers. But the truth is, they don't like to talk in "mixed" groups because of psychological,  developmental and cultural reasons. Take it from an old hand... You need to find ways to work around it, instead of banging your forehead against it.  Middle Schoolers would give Jesus a hard time.

Middle Schoolers don't like being put "on the spot" in front of everybody. When everyone is looking at them, they feel self-conscious more than any other age group. That's why teaching AT the computer actually helps them, because they're not eyeball-to-eyeball with everyone. Now you also know I invented the Let's Talk CD. They can design an onscreen character to do their talking FOR THEM. We even have their character "pray" for them at the end of the lesson. It's really a funny thing isn't it?

Aside:  Middle Schoolers love instant messaging, phones and text messaging BECAUSE they are anxious about how they sound and appear before others. These communication tools help them get around their anxieties. They create a slight bit of anonymity.

None of this is to say you should not try holding a face-to-face discussion with your group. I do it all the time -because my kids know me really well. But I get better results when we're not putting them on the spot.

7.  Figure Out Who the Ringleaders are...

Middle Schoolers follow the cues of their peers. A peer who has strong social skills and a "cool" factor going on will be the leader of the group, even though no formal voting takes place. It's just the way their world works. This leader can help your lessons or hinder them greatly. Identify the leaders early, and cater to them. They want the attention, and will set the tone for everyone else about "what's ok to do or say." I know this sounds counter intuitive and even wrong, but it works. If the ringleaders follow your lead, the others will follow.

Corollary:  Find out who the computer geeks are... They often want to show people how much of a computer geek they are, and that means they can sometimes work against your lesson. They want to flip through everything, or try to thwart the controls, or can't wait to get into the screensaver. Actually, I like to talk to these kids because I'm a tech geek too. Part of what they want is recognition that they ARE cool with technology. It's part of their ego. Sometimes I'll ask the geek to help with a "not so geeked" kid. Or I'll ask them to come in early and stay late to turn on/shutdown the computers. Occasionally I'll have my geeks preview a new program after class. Over time, it works miracles.

 A lot of the time, I recruit these "leader geeks" to help me teach the younger kids. It is an amazing thing to see a Middle Schooler go from "working against the lesson" to becoming a model student, all because they are teachers now too.  It's as if they are on the "inside" now because they have been asked to lead. Can't tell you how many times these tips have worked great things for those kids who were once a bit of trouble.

Note: the "computer geeks" these days aren't not the same as they were long ago. IE --you can't identify them by their pocket protectors. Often, they are technologically savvy, and in the "in crowd" as well.

8.  More Discussion Tricks 'O the Trade

Visual redirection...  Middle Schoolers seem to respond better when looking at visual images other them you and their fellow students. Meaning: you'll likely have a better discussion about a movie if you're all looking at clips. You'll likely have a better discussion about a lesson in Life of Christ when you are looking at that software, or showing them one of the pictures from the lesson they just took.

Response Misdirection....  If you ask a Middle Schooler what THEY think about a Bible passage, they are likely to dummy up. But if you ask them what a MOM, or a Teacher, or a young kid might think, they can respond because it's "not about them."  I use this technique in Kid Pix 3 a lot. The drawing tools are a bit elementary for them, but the talk-back typing tools are not. I'll ask them to draw a crazy scene, such as "the Pentecost story as told by Pirates," then ask them to "state the meaning of the Gospel in Pirate language."  Or, "define the Good News in terms a Baby would understand."  Works every time, and it's fun. This is the same principle behind our Let's Talk CD.

Anonymous Response...  Sometimes I collect their responses to lesson questions on anonymous slips of paper. Then we play a game of "who wrote this."  It greases the skids for follow up discussion with the person who wrote it.  Or if nobody claims it, others have fun adding to the answer. Making discussion into a GAME is sometimes a great way to get the ball rolling.  Anonymity creates a safe zone too.

Move on Dot Org...  Don't linger on a question or subject too long. Resist believing your monologue is the required lesson element!

Final Thoughts....
Unlike any other age group, any other, Middle Schoolers are hyper-aware of "how they feel" in situations.  And they come to us at a time in their life when many are judgmental towards them, worried about their behavior, and when their peers are at their peak harshness. And let's not forget to mention the hormones, enough said. You are raising students, not plowing-in information. If they feel good about your time with them, they will trust you more the next time. If you bore them, or make them uncomfortable by putting them on the spot, you'll lose them.

<>< Neil MacQueen

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