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A Resource Guide for Gospel Teaching
A Resource Guide for Gospel Teaching
This resource guide is for all who teach the gospel, including:
Classroom teachers.
Priesthood and auxiliary leaders.
Home teachers and visiting teachers.
Teaching, No Greater Call contains guidelines and suggestions related to teaching, as shown in the following outline:
Your Call to Teach
This part of the book explains the importance of gospel teaching in God's plan. It also includes helps on how individuals can prepare to teach the gospel.
Basic Principles of Gospel Teaching
This part of the book helps build a foundation for all gospel teaching.
Teaching Different Age-Groups
This part of the book provides information and suggestions for teaching the gospel to children, youth, and adults.
Teaching in the Home
This part of the book provides help for parents to teach the gospel to their children. It also includes suggestions for home teachers and visiting teachers.
Teaching in Leadership Settings
This part of the book helps priesthood and auxiliary leaders understand their vital responsibility to teach.
Methods of Teaching
This part of the book describes a variety of different methods that teachers can use to enrich lesson presentations.
The Teaching the Gospel Course
This part of the book includes twelve lessons that prepare individuals to teach the gospel. The lessons are designed to be taught as part of an organized class. They may also be studied individually or as a family.
Teaching, No Greater Call is designed as a resource guide rather than a book to be read cover to cover. It is intended to be used as:
A personal study guide.
A resource for teacher improvement meetings.
The manual for the Teaching the Gospel course.
A resource for leaders as they work with teachers in their organizations.
To gain the greatest benefit from the book, teachers should:
Review the items listed in the table of contents.
Study the articles that address their particular interests or needs at the time.
For example, parents may want to make better use of teaching moments to help their children grow spiritually. Part D, "Teaching in the Home," includes an article titled "Teaching Moments in Family Life," which discusses how to recognize teaching moments and teach principles that children are ready to learn. Teachers may want to include a greater variety of teaching methods in their lessons. The articles in Part B under "Use Effective Methods" provide helpful ideas on how to select and use different teaching methods.
As teachers use Teaching, No Greater Call in this way, it will become an important resource in their ongoing efforts to improve their teaching.
This book replaces the following publications:
All previous versions of Teaching—No Greater Call
The How Book for Teaching Children
Primary Sharing Time Resource Manual
An alphabetical list of the Church-produced materials that are referenced in this publication is provided below. The item numbers are provided below rather than in the text of this publication.
"Activities" section of the Church Handbook of Instructions (35710)
Book of Mormon Stories (35666)
Children's Songbook (35324 and 35395)
Church Handbook of Instructions, Book 2: Priesthood and Auxiliary Leaders (35209)
Church Materials Catalog (published annually with a new item number each year)
Family Home Evening Resource Book (31106)
Gospel Art Picture Kit (34730)
Gospel Principles (06195)
"Gospel Teaching and Leadership" section of the Church Handbook of Instructions (35903)
How to Teach a Song to Children (53005)
Hymns (see the Church Materials Catalog for a complete listing of item numbers)
Improving Gospel Teaching: A Leader's Guide (35667)
Index to Periodicals of The Church of Jesus Christ of Latter-day Saints (see the Church Materials Catalog for the current item number)
"Music" section of the Church Handbook of Instructions (35714)
My Achievement Days booklet (35317)
Primary Leader Training videocassette (53008)
Primary Video Collection (53179)
Scripture Stories (31120)
Teaching Guidebook (34595)
Teach the Child videocassette (53677)
Visual Aids Cutouts (complete collection: 08456; single sets: 33239, 33242 through 33250)
As teachers you stand upon the highest peak in education, for what teaching can compare in priceless value and in far-reaching effect with that which deals with man as he was in the eternity of yesterday, as he is in the mortality of today, and as he will be in the forever of tomorrow. Not only time but eternity is your field.President J. Reuben Clark Jr.
Speaking in general conference, Elder Jeffrey R. Holland said: "We are so grateful to all who teach. We love you and appreciate you more than we can say. We have great confidence in you." He continued: "To teach effectively and to feel you are succeeding is demanding work indeed. But it is worth it. We can receive 'no greater call.' . . . For each of us to 'come unto Christ,' to keep His commandments and follow His example back to the Father, is surely the highest and holiest purpose of human existence. To help others do that as well—to teach, persuade, and prayerfully lead them to walk that path of redemption also—surely that must be the second most significant task in our lives. Perhaps that is why President David O. McKay once said, 'No greater responsibility can rest upon any man [or woman], than to be a teacher of God's children'" (in Conference Report, Apr. 1998, 30–31; or Ensign, May 1998, 25).
To be able to fully exercise our agency in righteousness, we must learn of the Savior and the doctrines of His gospel. Because of this, gospel teaching has always played an essential role in Heavenly Father's plan for His children.
In the premortal spirit world, we "received [our] first lessons . . . and were prepared to come forth in the due time of the Lord to labor in his vineyard for the salvation of the souls of men" (D&C 138:56). After Adam and Eve were cast out of the Garden of Eden, the Lord sent angels to teach them the plan of redemption (see Alma 12:27–32). He later commanded Adam and Eve to "teach these things freely" to their children (see Moses 6:57–59).
In every dispensation of the gospel, the Lord has directed the teaching of the plan of redemption. He has sent angels (see Mosiah 3:1–4; Moroni 7:29–32; Joseph Smith—History 1:30–47), called prophets (see Amos 3:7), provided the scriptures (see D&C 33:16), and helped people know the truth by the power of the Holy Ghost (see 1 Nephi 10:19; Moroni 10:5). He has commanded His followers to teach the gospel to their family members (see Deuteronomy 6:5–7; Mosiah 4:14–15; D&C 68:25–28), to other members of the Church (see D&C 88:77–78, 122), and to those who have not yet received the fulness of the gospel (see Matthew 28:19–20; D&C 88:81).
Of the importance of gospel teaching in the Church, Elder Gordon B. Hinckley said: "Fundamental to the very program of the Church is the teaching of the gospel to the membership of the Church. In fulfillment of the obligation which was laid upon the Church in its inception, there has developed within the Church a system of great teaching organizations—the priesthood quorums, both Melchizedek and Aaronic, the far-flung church school system, and the auxiliaries . . . , all of which play so important a part in the education of our people" (in Conference Report, Oct. 1962, 72–73).
When the resurrected Savior taught the Nephites, He said: "Hold up your light that it may shine unto the world. Behold I am the light which ye shall hold up—that which ye have seen me do" (3 Nephi 18:24). In this instruction the Lord made no distinction among those who heard His voice. All were commanded to teach.
The same is true today. The responsibility to teach the gospel is not limited to those who have formal callings as teachers. As a member of The Church of Jesus Christ of Latter-day Saints, you have the responsibility to teach the gospel. As a parent, son, daughter, husband, wife, brother, sister, Church leader, classroom teacher, home teacher, visiting teacher, coworker, neighbor, or friend, you have opportunities to teach. Sometimes you can teach openly and directly by the things you say and the testimony you bear. And you always teach by example.
The Lord said, "This is my work and my glory—to bring to pass the immortality and eternal life of man" (Moses 1:39). As you think of the role of gospel teaching in the salvation and exaltation of God's children, can you imagine a duty more noble or sacred? It calls for your diligent efforts to increase your understanding and improve your skills, knowing that the Lord will magnify you as you teach in the way He has commanded. It is a labor of love—an opportunity to help others exercise their agency righteously, come unto Christ, and receive the blessings of eternal life.
On the shore of the Sea of Galilee, the resurrected Lord asked Peter three times, "Lovest thou me?" Each time Peter's reply was the same: "Thou knowest that I love thee." To Peter's declaration the Lord responded: "Feed my lambs. . . . Feed my sheep. . . . Feed my sheep" (John 21:15–17).
The Lord's instruction to Peter applies to all who have been called to His service. President Gordon B. Hinckley wrote: "There is hunger in the land, and a genuine thirst—a great hunger for the word of the Lord and an unsatisfied thirst for things of the Spirit. . . . The world is starved for spiritual food. Ours is the obligation and the opportunity to nourish the soul" ("Feed the Spirit, Nourish the Soul," Ensign, Oct. 1998, 2; see also Amos 8:11–12).
Just as we need nourishing food to survive physically, we need the gospel of Jesus Christ to survive spiritually. Our souls are nourished by whatever speaks of Christ and leads us to Him, whether it is written in the scriptures, spoken by latter-day prophets, or taught by other humble servants of God. The Savior Himself said, "I am the bread of life: he that cometh to me shall never hunger; and he that believeth on me shall never thirst" (John 6:35).
Teaching that is nourishing to the soul uplifts others, builds their faith, and gives them confidence to meet life's challenges. It motivates them to forsake sin and to come to Christ, call on His name, obey His commandments, and abide in His love (see D&C 93:1; John 15:10).
Many topics are interesting, important, and even relevant to life and yet not nourishing to the soul. It is not our commission to teach such topics. Instead, we are to edify others and teach them principles that pertain to the kingdom of God and the salvation of mankind.
Teaching that stimulates the intellect without speaking to the spirit cannot nourish. Nor can anything that raises doubts about the truth of the restored gospel or the need to commit ourselves to it with all our heart, might, mind, and strength.
Elder Bruce R. McConkie counseled: "Teach the doctrines of salvation; supply spiritual food; bear testimony of our Lord's divine Sonship—anything short of such a course is unworthy of a true minister who has been called by revelation. Only when the Church is fed the bread of life are its members kept in paths of righteousness" (Doctrinal New Testament Commentary, 3 vols. [1966–73], 2:178).
Some people may not seem interested in hearing the principles of the gospel. You should prayerfully search for a way to teach them those principles anyway. You should always remember the goal to help others be "nourished by the good word of God" (Moroni 6:4).
Those you teach may be like the Samaritan woman who met Jesus at Jacob's Well. When Jesus first spoke to her, she did not know who He was. However, He knew her. He was aware of her cares, responsibilities, worries, and concerns. He knew of her need for the "living water" that only He could give. He began by asking her for a drink of water. Then He told her, "Whosoever drinketh of this water shall thirst again: But whosoever drinketh of the water that I shall give him shall never thirst; but the water that I shall give him shall be in him a well of water springing up into everlasting life." Her interest quickened. She took a sincere interest in what He had to teach her. When He testified that He was the Messiah, she believed Him and went and testified of Him among her people. (See John 4:1–30.)
Sister Susan L. Warner, who served as second counselor in the Primary general presidency, shared the following experience: "In our family we have tried to hold early-morning scripture study. But we were often frustrated when one son complained and had to be coaxed out of bed. When he finally came, he would often put his head right down on the table. Years later, while serving his mission, he wrote home in a letter: 'Thank you for teaching me the scriptures. I want you to know that all those times I acted like I was sleeping, I was really listening with my eyes closed.'"
Sister Warner continued: "Parents and teachers, our efforts to help our children establish a heritage of rich spiritual memories are never wasted. Sometimes the seeds we plant may not bear fruit for years, but we may take comfort in the hope that someday the children we teach will remember how they have 'received and heard' the things of the Spirit. They will remember what they know and what they have felt. They will remember their identity as children of Heavenly Father, who sent them here with a divine purpose" (in Conference Report, Apr. 1996, 109; or Ensign, May 1996, 79).
If you teach youth, you may sometimes think that they do not want to talk about doctrines and principles of the gospel. You may be tempted to simply be friendly to them, keeping them entertained and talking with them about their social activities and their experiences at school. This would be a serious mistake. President J. Reuben Clark Jr. said:
"The youth of the Church are hungry for things of the Spirit; they are eager to learn the gospel, and they want it straight, undiluted. . . .
"These students as they come to you are spiritually working on toward a maturity which they will early reach if you but feed them the right food. . . .
". . . You do not have to sneak up behind [them] and whisper religion in [their] ears; you can come right out, face to face, and talk with [them]. You do not need to disguise religious truths with a cloak of worldly things; you can bring these truths to [them] openly, in their natural guise. . . . There is no need for gradual approaches, for 'bedtime' stories, for coddling, for patronizing" (The Charted Course of the Church in Education, rev. ed. [pamphlet, 1994], 3, 6, 9).
One Church member was called to teach the 12- and 13-year-olds in Sunday School. Her husband later recorded that she had spoken with him at length about what would be the "right food" for those she would be teaching, even if they "might demand a more entertaining 'dessert' portion." He wrote of the experience she had as she nourished the souls of the youth in her class:
"She taught them the food of nourishment and growth, encouraging them to bring their scriptures and to consider the grand doctrines of the kingdom.
"Such a shift took time, but more important, it took trust that the students really needed and wanted the nourishment of the gospel and that the presentation of the food through the scriptures and the Spirit really was what would sustain them. Over the next few months a gradual change took place wherein the students began to bring their scriptures regularly, began to discuss the gospel more freely and willingly, and began to sense the wonder of the message.
"Parents began asking [her] what was happening in the class, why their children were insisting on taking scriptures to church, and even, kiddingly, how to answer the questions being posed by their children at the Sunday dinner table concerning the doctrines and principles of the gospel taught that day in class. The students were craving the gospel, because they had a teacher who . . . understood . . . what food was nourishing and the way it needed to be presented" (Jerry A. Wilson, Teaching with Spiritual Power [1996], 26–27).
If you teach little children, you know that it can be a challenge to teach them the gospel. But little children want and need to hear gospel truths. They will respond to your efforts to present warm, varied, and enthusiastic gospel lessons. A Primary teacher shared the following experience:
"Admittedly, what happened was unusual. But it showed what really mattered to the nine-year-olds I was teaching. Without realizing what they were doing, they took over the class discussion on their own. It began with Katie. She responded to a question in the lesson manual about the plan of salvation. Then she followed up with her own question. Another class member volunteered an answer that helped clarify Katie's understanding. Then John asked a question on the same topic that seemed to probe deeper than Katie's did. An answer was given, and then Carly asked a follow-up question. For the remainder of the class period, the children kept asking questions and answering them, with an interest and thoughtfulness far beyond their years. There were no disruptions or speaking out of turn. Their honest and forthright insights, occasionally supplemented by me, covered the lesson material. They were curious; they wanted answers; they were truly interested; what they said required thought and understanding. I knew then that these children of our Father in Heaven were ready and eager to learn the truths the gospel has to offer."
The following is an excerpt from a talk delivered by Elder Bruce R. McConkie to the Church Sunday School Department in 1977. The entire excerpt is a direct quotation.
In all our teaching we represent the Lord and are appointed to teach His gospel. We are the Lord's agents, and as such we are empowered to say only those things which He wants said.
Agents represent their principal. They have no power of their own. They act in someone else's name. They do what they are told to do. They say what they are authorized to say—nothing more, nothing less.
We are the Lord's agents. We represent Him. "As ye are agents," He says, "ye are on the Lord's errand; and whatever ye do according to the will of the Lord is the Lord's business" (D&C 64:29).
Our business as teachers is to teach His doctrine and none other. There is no other course we can follow if we are to save souls. We have no saving power of our own. We cannot create a law or a doctrine that will redeem or resurrect or save another person. The Lord only can do these things, and we are appointed to teach what He reveals on these and all gospel doctrines.
What then, are we authorized to do in teaching the gospel? What is our divine commission? The teacher's divine commission is summarized under five headings:
In the revelation known as "the law of the Church," the Lord says, "The elders, priests and teachers of this church shall teach the principles of my gospel" (D&C 42:12). Numerous revelations say: Preach my gospel and my word, "saying none other things than that which the prophets and apostles have written, and that which is taught them by the Comforter through the prayer of faith" (D&C 52:9).
Manifestly we cannot teach that which is unknown to us. A prerequisite to teaching the gospel is studying the gospel. Hence such divine decrees as:
"Search the scriptures" (John 5:39).
"Search these commandments" (D&C 1:37).
"[Treasure] up my word" (Joseph Smith—Matthew 1:37).
"Study my word" (D&C 11:22).
"Search the prophets" (3 Nephi 23:5).
"Ye ought to search these things. Yea, a commandment I give unto you that ye search these things diligently; for great are the words of Isaiah" (3 Nephi 23:1).
"Seek not to declare my word, but first seek to obtain my word, and then shall your tongue be loosed; then, if you desire, you shall have my Spirit and my word, yea, the power of God unto the convincing of men" (D&C 11:21).
We can read all of the standard works of the Church in one year if we proceed at the rate of about six pages a day. To do the sincere searching and the solemn pondering required will take more time.
There is knowledge and there are spiritual experiences to be gained from reading, pondering, and praying about the scriptures which can be gained in no other way. No matter how devoted and active members of the Church are in administrative matters, they will never gain the great blessings which come from scriptural study unless they pay the price of that study and thus make the written word a part of their lives.
In the law of the Church the Lord says: "The elders, priests and teachers of this church shall teach the principles of my gospel"—and now note this restriction—"which are [found] in the Bible and the Book of Mormon, in the which is the fulness of the gospel" (D&C 42:12).
Then the Lord speaks of the need to be guided by the Spirit, but comes back to the scriptural source of gospel truth in these words: "And all this ye shall observe to do as I have commanded concerning your teaching, until the fulness of my scriptures is given" (D&C 42:15).
When this revelation was given, the Bible and the Book of Mormon were the only scriptures available to the Latter-day Saints. Now we have also the Doctrine and Covenants and the Pearl of Great Price, and there are, of course, other revelations which shall be given in due course.
Having commanded all teachers to teach the principles of the gospel as found in the standard works, the Lord says: "These shall be their teachings, as they shall be directed by the Spirit."
Then He gives the great directive: "And the Spirit shall be given . . . by the prayer of faith; and if ye receive not the Spirit ye shall not teach."
Along with this instruction, He gives this promise: "As ye shall lift up your voices by the Comforter, ye shall speak and prophesy as seemeth me good; For, behold, the Comforter knoweth all things, and beareth record of the Father and of the Son" (D&C 42:13–14, 16–17).
Every teacher in every teaching situation might well reason along this line:
If the Lord Jesus were here, what He would say in this situation would be perfect.
But He is not here. Instead, He has sent me to represent Him.
I should say what He would say if He were here; I should say what He wants said.
The only way I can do this is to have Him tell me what to say.
This revealed direction can come to me only by the power of His Spirit.
Therefore I must be guided by the Spirit if I am to teach in my capacity as an agent of the Lord.
These principles of teaching gospel truths by the power of the Spirit are further expounded in another revelation by means of revealed questions and answers in this way:
Question: "I the Lord ask you this question—unto what were ye ordained?" (D&C 50:13).
That is: "What is your commission? What have I empowered you to do? What authorization have you received from me?"
Answer: "To preach my gospel by the Spirit, even the Comforter which was sent forth to teach the truth" (D&C 50:14).
That is: "Your commission, your authorization, the thing you have been ordained to do is to teach my gospel, not any private views, not the philosophies of the world, but my everlasting gospel, and to do it by the power of my Spirit, all in harmony with the commandment I have heretofore given: 'If ye receive not the Spirit ye shall not teach.'"
Question: "He that is ordained of me and sent forth to preach the word of truth by the Comforter, in the Spirit of truth, doth he preach it by the Spirit of truth or some other way?" (D&C 50:17).
Before hearing the revealed answer, let us note that the Lord is here talking about teaching the gospel, the word of truth, the principles of salvation. He is not talking about the doctrines of the world and the commandments of men, the adherence to which is vain and does not lead to salvation.
The question is, when we preach the gospel, when we teach the word of truth, when we set forth the true doctrines of salvation, do we do so by the power of the Holy Ghost or in some other way? Obviously the "other way" to teach the truth is by the power of the intellect.
Now the revealed answer: "If it be by some other way it is not of God" (D&C 50:18).
Let us make this clear. Even though what we teach is true, it is not of God unless it is taught by the power of the Spirit. There is no conversion, no spiritual experience, unless the Spirit of the Lord is involved.
Question: "And again, he that receiveth the word of truth, doth he receive it by the Spirit of truth or some other way?" (D&C 50:19).
Answer: "If it be [by] some other way it is not of God" (D&C 50:20).
This is why I said at the beginning that if this presentation was to have converting power, I must present it by the power of the Spirit and you must hear and receive by that same power. Only then can "he that preacheth and he that receiveth, understand one another," so that "both are edified and rejoice together" (D&C 50:22).
The gospel principles never change. They are the same in all ages. And in general the needs of people are the same in all ages. There are no problems which have befallen us except those which have been the common lot of men from the beginning. And so it is not difficult to take the principles of the everlasting word and apply them to our specific needs. The abstract truth must live in the lives of men if they are to bear fruit.
Nephi quoted from the book of Moses and the writings of Isaiah and then said, "I did liken all scriptures unto us, that it might be for our profit and learning" (1 Nephi 19:23)—meaning he applied the teachings of Moses and Isaiah to the needs of the Nephites.
We are a testimony-bearing people, as we should be. Our meetings abound in the solemn assurances that the work in which we are engaged is true. We certify with fervor and conviction that Jesus is the Lord, that Joseph Smith is His prophet, and that The Church of Jesus Christ of Latter-day Saints is "the only true and living church upon the face of the whole earth" (D&C 1:30).
In all of this we do well. But we ought to do more. The inspired teacher, the one who teaches by the power of the Spirit, is expected to bear testimony that the doctrine he teaches is true.
Alma set us an example in this respect. He preached a mighty sermon on being born again. Then he said he had spoken plainly, had been commissioned so to do, had quoted the scriptures, and had taught the truth.
"And this is not all," he added. "Do ye not suppose that I know of these things myself? Behold, I testify unto you that I do know that these things whereof I have spoken are true" (Alma 5:45).
This is the crowning seal placed on gospel teaching—the personal witness of the teacher that the doctrine he has taught is true!
Who can argue with a testimony? Unbelievers may contend about our doctrine. They may wrest the scriptures to their destruction. They may explain away this or that from a purely intellectual standpoint, but they cannot overpower a testimony.
If I say this or that Messianic prophecy of Isaiah was fulfilled in this or that event in the life of our Lord, many voices are waiting to debate the issue and show that the wise men of the world think otherwise. But if I say I know by the revelations of the Holy Spirit to my soul that the Messianic utterances refer to Jesus of Nazareth, who was God's Son, what is there to debate? I have then borne personal witness on the doctrinal point being taught, and every hearer who is in tune with the same Spirit knows in his heart that what I have said is true.
Alma, having borne testimony that the things he had taught are true, then asked, "And how do ye suppose that I know of their surety?" His answer, which sets a pattern for all teachers, is: "Behold, I say unto you [that] they are made known unto me by the Holy Spirit of God. Behold, I have fasted and prayed many days that I might know these things of myself. And now I do know of myself that they are true; for the Lord God hath made them manifest unto me by his Holy Spirit; and this is the spirit of revelation which is in me" (Alma 5:45–46).
And so we have now before us an exposition of our status as the Lord's agents and of the teacher's divine commission.
To teach the principles of the gospel
Out of the standard works
By the power of the Holy Ghost,
Always applying the teachings to our needs, and
To testify that what we have taught is true.
Now there remains but one more thing for me to say on these matters, and that is to bear testimony that the concepts here presented are true, and that if we follow them we will have power to convert and save the souls of men.
I know:
That the Lord has commanded us to teach the principles of His gospel as they are set forth in His holy scriptures;
That unless we do this by the power of His Holy Spirit, our teaching is not of God;
That He expects us to apply the principles of eternal truth to our lives;
That we should bear testimony to all who will hear that our teachings come from Him who is Eternal and will lead men to peace in this life and eternal life in the world to come.
That all of us who teach may do so according to this divine pattern, I pray, in the name of the Lord Jesus Christ, amen.
Now these sons of Mosiah . . . had waxed strong in the knowledge of the truth; for they were men of a sound understanding and they had searched the scriptures diligently, that they might know the word of God.
But this is not all; they had given themselves to much prayer, and fasting; therefore they had the spirit of prophecy, and the spirit of revelation, and when they taught, they taught with power and authority of God.
Alma 17:2–3
Toward the end of Jesus' mortal ministry, He said to His disciples, "A new commandment I give unto you, That ye love one another; as I have loved you, that ye also love one another" (John 13:34). This was an important admonition for gospel teachers then, and it is important for gospel teachers today.
The Apostle Paul emphasized the need for charity, or the pure love of Christ: "Though I speak with the tongues of men and of angels, and have not charity, I am become as sounding brass, or a tinkling cymbal. And though I have the gift of prophecy, and understand all mysteries, and all knowledge; and though I have all faith, so that I could remove mountains, and have not charity, I am nothing. And though I bestow all my goods to feed the poor, and though I give my body to be burned, and have not charity, it profiteth me nothing" (1 Corinthians 13:1–3).
If you have Christlike love, you will be better prepared to teach the gospel. You will be inspired to help others know the Savior and follow Him.
Charity is a gift that you can receive as you pray to be filled with love, as you give service, and as you look for the good in others.
Pray to be filled with love. The prophet Mormon admonished: "Charity is the pure love of Christ, and it endureth forever; and whoso is found possessed of it at the last day, it shall be well with him. Wherefore, . . . pray unto the Father with all the energy of heart, that ye may be filled with this love" (Moroni 7:47–48). You may not feel the pure love of Christ immediately or all at once in answer to your prayers. But as you live righteously and continue to pray sincerely and humbly for this blessing, you will receive it.
Give service. We grow to love people as we serve them. When we set aside our own interests for the good of another in the pattern set by the Savior, we become more receptive to the Spirit. As you pray for those you teach, ponder their needs, and prepare lessons, your love for them will increase. (For other ways to serve the people you teach, see "Reaching Out to the One," pages 35–36.)
Look for the good in others. As you discover the good qualities in others, you will grow in your understanding of them as children of God. The Spirit will confirm the truth of your discoveries about them, and you will appreciate and love them more.
After we have been given the gift of the Holy Ghost, what can we do to receive the companionship of the Spirit? Elder Dallin H. Oaks said, "Teaching by the Spirit requires first that we keep the commandments and be clean before God so his Spirit can dwell in our personal temples" ("Teaching and Learning by the Spirit," Ensign, Mar. 1997, 9).
To be "clean before God," we can remember the Savior in all we do, always acting as true disciples. We can repent of our sins. We can seek things that are "virtuous, lovely, or of good report or praiseworthy" (Articles of Faith 1:13). We can study the scriptures daily and with real intent, seeking to be "nourished by the good word of God" (Moroni 6:4). We can read good books and listen to uplifting, edifying music. We can "stand in holy places" (D&C 45:32) by attending church and partaking of the sacrament and by going to the temple as often as possible. We can serve our family members and neighbors.
Elder Boyd K. Packer taught that "spirituality, while consummately strong, reacts to very delicate changes in its environment" ("I Say unto You, Be One," Brigham Young University 1990–91 Devotional and Fireside Speeches [1991], 89).
We should take care to completely avoid anything that would cause us to lose the Spirit's companionship. This includes shunning conversations and entertainment that are inappropriate or light-minded. Our clothes should never be immodest. We should never injure others, even with idle talk. We should not take the name of the Lord in vain or use any other vulgar or coarse language. We should not rebel against or criticize the Lord's chosen servants.
Heavenly Father does not require us to be perfect before He grants to us His Spirit. He will bless us for our righteous desires and faithful efforts to do the best we can. President Ezra Taft Benson spoke of some of these blessings:
"The Holy Ghost causes our feelings to be more tender. We feel more charitable and compassionate with each other. We are more calm in our relationships. We have a greater capacity to love each other. People want to be around us because our very countenances radiate the influence of the Spirit. We are more godly in our character. As a result, we become increasingly more sensitive to the promptings of the Holy Ghost and thus able to comprehend spiritual things more clearly" ("Seek the Spirit of the Lord," Ensign, Apr. 1988, 4).
In May 1829, just after the restoration of the Aaronic Priesthood, Hyrum Smith, brother of the Prophet Joseph Smith, "felt a great concern over what his own work was to be." Hyrum questioned Joseph concerning "his [own] place in the great work of restoration" (Pearson H. Corbett, Hyrum Smith—Patriarch [1963], 48). In response to this humble request, the Lord gave Hyrum a revelation through the Prophet. Part of this revelation applies to our preparation to teach the gospel:
"Seek not to declare my word, but first seek to obtain my word, and then shall your tongue be loosed; then, if you desire, you shall have my Spirit and my word, yea, the power of God unto the convincing of men" (D&C 11:21).
President Ezra Taft Benson said that this counsel gives us "the sequence to possessing the power of God in [our] teaching. . . . Seek first to obtain the word; then comes understanding and the Spirit, and, finally, the power to convince" (The Gospel Teacher and His Message [address to religious educators, 17 Sept. 1976], 5).
The Lord has told us how we should obtain His word: "Seek learning, even by study and also by faith" (D&C 88:118). We follow this command by studying the scriptures diligently, with a believing heart and a commitment to obey the principles we learn. We also follow this command when we approach scripture study with prayer and fasting.
Elder Dallin H. Oaks counseled:
"Scripture reading puts us in tune with the Spirit of the Lord. . . .
"Because we believe that scripture reading can help us receive revelation, we are encouraged to read the scriptures again and again. By this means, we obtain access to what our Heavenly Father would have us know and do in our personal lives today. This is one reason Latter-day Saints believe in daily scripture study" ("Scripture Reading and Revelation," Ensign, Jan. 1995, 8).
When we study the scriptures regularly and diligently, earnestly seeking guidance from the Spirit, we will be receptive to enlightenment about how to prepare lessons. We will also be prepared to receive and follow promptings from the Spirit while we teach. As we "treasure up in [our] minds continually the words of life, . . . it shall be given [us] in the very hour that portion that shall be meted unto every man" (D&C 84:85).
Moroni counseled that we should "doubt not, but be believing" (Mormon 9:27). We should approach scripture study with this attitude. For example, Joseph Smith had a believing heart when he read James 1:5, which told him to ask God for wisdom. He did as the scripture instructed, asking the Lord which church he should join. Because of his believing attitude, he received an answer to his prayer. (See Joseph Smith—History 1:11–17.)
We should strive to live according to the principles we study, even before we understand them completely. As we trust in what the Lord has said, our knowledge of the gospel will increase. The Lord declared, "If any man will do [the Father's] will, he shall know of the doctrine" (John 7:17).
Studying the scriptures is different from reading a novel, newspaper, or textbook. We should pray before we study the scriptures each day. We should seek for the Spirit to give us understanding as we study the Lord's words.
As we pray for understanding, we should sometimes fast. Alma is a good example of someone who fasted and prayed to learn gospel truths. After testifying of the Atonement of Jesus Christ and the need to experience a mighty change of heart, he said: "Do ye not suppose that I know of these things myself? Behold, I testify unto you that I do know that these things whereof I have spoken are true. And how do ye suppose that I know of their surety? Behold, I say unto you they are made known unto me by the Holy Spirit of God. Behold, I have fasted and prayed many days that I might know these things of myself. And now I do know of myself that they are true; for the Lord God hath made them manifest unto me by his Holy Spirit" (Alma 5:45–46). (See also "Seeking the Spirit," page 13.)
President Benson counseled: "Let us not treat lightly the great things we have received from the hand of the Lord! His word is one of the most valuable gifts He has given us. I urge you to recommit yourselves to a study of the scriptures. Immerse yourselves in them daily so you will have the power of the Spirit to attend you in your callings. Read them in your families and teach your children to love and treasure them" ("The Power of the Word," Ensign, May 1986, 82).
Elder M. Russell Ballard said: "It is incumbent upon each of us to do everything we can to increase our spiritual knowledge and understanding by studying the scriptures and the words of the living prophets. When we read and study the revelations, the Spirit can confirm in our hearts the truth of what we are learning; in this way, the voice of the Lord speaks to each one of us" (in Conference Report, Apr. 1998, 40–41; or Ensign, May 1998, 32).
The following suggestions can help you develop a study plan to "increase [your] spiritual knowledge and understanding," as Elder Ballard counseled. Your plan should not be overwhelming, but it should help you be consistent in your gospel study. You may want to record your plan in a journal or notebook so you will not forget it.
Center your gospel study on the scriptures. You may choose to study a book of scripture in its entirety, or you may focus on one or more subjects, reading what all the standard works say about them. You may combine these two methods, studying a book of scripture and focusing on topics and themes as you find them. You should also study the teachings of latter-day prophets in general conference addresses and Church magazines.
If you have a calling as a teacher, your lesson manual is an essential part of your study plan.
You should also consider including the following in your gospel study: (1) the course material for Melchizedek Priesthood and Relief Society, (2) assigned scripture passages for the Gospel Doctrine class in Sunday School, and (3) articles in Church magazines.
If possible, set a regular time when you can study without interruption. Elder Howard W. Hunter counseled:
"Many find that the best time to study is in the morning after a night's rest has cleared the mind of the many cares that interrupt thought. Others prefer to study in the quiet hours after the work and worries of the day are over and brushed aside, thus ending the day with a peace and tranquillity that comes by communion with the scriptures.
"Perhaps what is more important than the hour of the day is that a regular time be set aside for study. It would be ideal if an hour could be spent each day; but if that much cannot be had, a half hour on a regular basis would result in substantial accomplishment. A quarter of an hour is little time, but it is surprising how much enlightenment and knowledge can be acquired in a subject so meaningful" (in Conference Report, Oct. 1979, 91–92; or Ensign, Nov. 1979, 64).
Before you begin to study, pray for insight and understanding. Ponder what you read, and look for ways to apply it in your life. Learn to recognize and hearken to the promptings of the Spirit.
Consider using some or all of the following ideas to enhance your study:
Use the helps provided in the Latter-day Saint editions of the scriptures, such as the Topical Guide, the Bible Dictionary, the excerpts from the Joseph Smith Translation, and the maps (see "Teaching from the Scriptures," pages 54–59, for suggestions).
As you read, ask yourself, "What gospel principle is taught in this passage? How can I apply this in my life?"
Have a notebook or journal available so you can record your thoughts and feelings. Commit yourself in writing to apply what you learn. Frequently review the thoughts you have recorded.
Before reading a chapter of scripture, review the chapter heading. This will give you some things to look for in the chapter.
Mark and annotate your scriptures. In the margins write scripture references that clarify the passages you are studying.
Memorize verses that are particularly meaningful to you.
Substitute your name in a verse of scripture to personalize it.
After studying, offer a prayer to express thanks for what you have learned.
Share what you learn. As you do this, your thoughts will become clearer and your power of retention will increase.
One Church member tried many times to follow specific programs for scripture study, but it was always difficult for her. She later reflected:
"It seemed that with trying to raise a family and fulfill my Church responsibilities, I never completely reached the goal. I would designate a certain time and place to study each day, only to have the schedule interrupted by the needs of children who were ill or other crises typical of a growing family. During that time of my life, I never really thought of myself as someone who was good at scripture study.
"Then one day my mother was in my home. She looked at a large table which was covered with Church materials—among them my scriptures—and said, 'I love the way you are always reading your scriptures. They always seem to be open on one table or another.'
"Suddenly I had a new vision of myself. She was right. I was consistently into my scriptures, even though it was not part of a formal study program. I loved the scriptures. They fed me. There were scripture verses tacked to my kitchen walls that lifted me as I worked, scriptures I was helping my children memorize for talks they would give. I lived in a world of scripture reading, and I realized that I was being nourished abundantly."
Personal example is one of the most powerful teaching tools we have. When we are truly converted, all our thoughts and motivations are guided by gospel principles. We testify of the truth through everything we do.
Elder Bruce R. McConkie taught that testimony includes righteous actions:
"To be valiant in the testimony of Jesus is to believe in Christ and his gospel with unshakable conviction. It is to know of the verity and divinity of the Lord's work on earth.
"But this is not all. It is more than believing and knowing. We must be doers of the word and not hearers only. It is more than lip service; it is not simply confessing with the mouth the divine Sonship of the Savior. It is obedience and conformity and personal righteousness" (in Conference Report, Oct. 1974, 45–46; or Ensign, Nov. 1974, 35).
Our conduct can positively influence the attitudes of those we teach. President Thomas S. Monson shared the following experience:
"At the funeral service of a noble General Authority, H. Verlan Andersen, a tribute was expressed by a son. It has application wherever we are and whatever we are doing. . . .
"The son of Elder Andersen related that years earlier, he had a special school date on a Saturday night. He borrowed from his father the family car. As he obtained the car keys and headed for the door, his father said, 'The car will need more gas before tomorrow. Be sure to fill the tank before coming home.'
"Elder Andersen's son then related that the evening activity was wonderful. . . . In his exuberance, however, he failed to follow his father's instruction and add fuel to the car's tank before returning home.
"Sunday morning dawned. Elder Andersen discovered the gas gauge showed empty. The son saw his father put the car keys on the table. In the Andersen family the Sabbath day was a day for worship and thanksgiving, and not for purchases.
"As the funeral message continued, Elder Andersen's son declared, 'I saw my father put on his coat, bid us good-bye, and walk the long distance to the chapel, that he might attend an early meeting.' Duty called. Truth was not held slave to expedience.
"In concluding his funeral message, Elder Andersen's son said, 'No son ever was taught more effectively by his father than I was on that occasion. My father not only knew the truth, but he also lived it'" (in Conference Report, Oct. 1997, 22; or Ensign, Nov. 1997, 18).
Our conduct can also have a negative influence. For example, when Alma's son Corianton went on a mission to teach the Zoramites, he forsook the ministry and committed grievous sins (see Alma 39:3). Alma said that many people were led astray by Corianton's actions. He told Corianton, "How great iniquity ye brought upon the Zoramites; for when they saw your conduct they would not believe in my words" (Alma 39:11).
President Heber J. Grant said, "I ask every man and woman occupying a place of responsibility whose duty it is to teach the gospel of Jesus Christ to live it and keep the commandments of God, so that their example will teach it" (Gospel Standards, comp. G. Homer Durham [1941], 72).
As you set an example by living what you teach:
Your words will become vibrant with the Spirit, carrying your testimony into the hearts of those you teach (see 2 Nephi 33:1). President Joseph Fielding Smith wrote, "No man or woman can teach by the Spirit what he or she does not practice" (Church History and Modern Revelation, 2 vols. [1953], 1:184).
You will help others see that the words of Christ can be followed in everyday living.
The peace and happiness you feel from living the gospel will be evident. It will show in your countenance, in your words, and in the power of your testimony.
Those you teach will trust you and will more readily believe what you teach.
Your own testimony will grow. "If any man will do [my Father's] will," taught the Savior, "he shall know of the doctrine" (John 7:17). You may feel that you lack understanding of a certain principle that you are preparing to teach. However, as you prayerfully study it, strive to live it, prepare to teach it, and then share it with others, your own testimony will be strengthened and deepened.
Teaching the gospel requires more than making preparations and presentations. Elder Richard G. Scott explained:
"Your commitment to teach the precious children of our Father in Heaven is not alone the long hours you spend in preparation for each class, nor the many hours of fasting and prayer that you may become a more effective teacher. It is the commitment to a life every hour of which is purposefully lived in compliance with the teachings and example of the Savior and of his servants. It is a commitment to constant striving to be evermore spiritual, evermore devoted, evermore deserving to be the conduit through which the Spirit of the Lord may touch the hearts of those you are trusted to bring to a greater understanding of his teachings" ("Four Fundamentals for Those Who Teach and Inspire Youth," in Old Testament Symposium Speeches, 1987, 1).
Although you will not be perfect in everything, you can make an effort to be more perfect in living the truths you teach. You will find great strength and power in teaching gospel principles as you continually strive to live according to those principles.
Lehi's sons Jacob and Joseph provide an example for those who have been called to teach. Jacob said that he had "obtained [his] errand from the Lord." He and Joseph were consecrated, or set apart, as "priests and teachers of [the] people." Then they "did magnify [their] office unto the Lord" (Jacob 1:17–19).
If you have a calling as a teacher or leader in the Church, you can be assured that the calling is from the Lord. It was extended by one of His chosen servants, and He has said, "Whether by mine own voice or by the voice of my servants, it is the same" (D&C 1:38).
A calling is a sacred opportunity to serve. It carries with it an accountability to the Lord. It should influence the way you live, governing your decisions and motivating you to be a faithful and wise servant.
When you received a calling to teach, you may have said to yourself, "But I have not been trained to teach. I have no ability to present a lesson or lead a class discussion. There are so many who could do better than I." Perhaps others do have more teaching experience or natural ability than you. However, you are the one who has been called. The Lord will make you an instrument in His hands if you are humble, faithful, and diligent. President Thomas S. Monson taught:
"If any brother or sister feels unprepared—even incapable—of responding to a call to serve, to sacrifice, to bless the lives of others, remember this truth: 'Whom God calls, God qualifies.' He who notes the sparrow's fall will not abandon the servant's need" ("Tears, Trials, Trust, Testimony," Ensign, Sept. 1997, 5).
You will receive added strength when you are sustained by the congregation and set apart. In a setting apart, priesthood leaders lay their hands on your head and give you a charge to act in your calling. You are also given blessings to strengthen and direct you. President Spencer W. Kimball declared, "The setting apart may be taken literally; it is a setting apart from sin, apart from the carnal; apart from everything which is crude, low, vicious, cheap, or vulgar; set apart from the world to a higher plane of thought and activity" (The Teachings of Spencer W. Kimball, ed. Edward L. Kimball [1982], 478).
No formal calling to teach is complete without a setting apart by proper priesthood authority. If you have been called and sustained as a teacher but have not been set apart, contact your quorum or auxiliary leader to make the necessary arrangements to be set apart.
As mentioned above, Jacob and Joseph magnified their calling to teach the people. They taught the word of God "with all diligence . . . , by laboring with [their] might" (Jacob 1:19).
As you magnify your calling to teach, the Lord will magnify you. President Ezra Taft Benson taught: "There can be no failure in the work of the Lord when [we] do [our] best. We are but instruments; this is the Lord's work. This is His Church, His gospel plan. These are His children we are working with. He will not permit us to fail if we do our part. He will magnify us even beyond our own talents and abilities when necessary. This I know. I am sure many of you have experienced it as I have. It is one of the sweetest experiences that can come to a human being" (The Teachings of Ezra Taft Benson [1988], 372).
The Lord has a great work for each of us to do. You may wonder how this can be. You may feel that there is nothing special or superior about you or your ability. . . .
The Lord can do remarkable miracles with a person of ordinary ability who is humble, faithful, and diligent in serving the Lord and seeks to improve himself. This is because God is the ultimate source of power.
President James E. Faust
While working in his flower garden, a stake president was thinking about a talk he was to give in an upcoming stake conference. He was planning to speak about strengthening families.
His neighbor, who seemed to have a special skill for coaxing magnificent flowers to bloom, was also working in her garden. He called to her and asked, "What is your gardening secret?"
Her answer was profoundly simple. She said: "I stay close to the garden. I go into my garden every day, even when it isn't convenient. And while I'm out here, I look for little signs of possible problems, things like weeds and insects and soil conditions that are simple to correct if caught in time but that can become overwhelming if left unchecked."
The stake president was inspired to liken his neighbor's care for her garden to the care we should give our families. In his stake conference address he talked about his neighbor's garden. He observed that if we want our relationships with family members to flourish and bloom, we need to "stay close to the garden"—to spend time with family members every day, talk with them, express appreciation for them, and look for little signs of potential problems that can be resolved before they become overwhelming.
A woman who had heard the stake president's talk remembered it when she saw that a few of her plants had withered away. She had not taken time to check their progress daily. This reminded her that her children were growing up and that she should not waste the few years she had with them. Because of her stake president's teaching, she became a better parent.
The stake president had followed the example of the Savior, who often compared spiritual truths to familiar, everyday objects and activities. You can do the same. You can find lessons of life in the things you do and observe each day. As you ponder and pray about a lesson and about the people you teach, your surroundings can come alive with answers to questions and examples of gospel principles.
The following two examples show how other teachers have found lessons in their observations of everyday life:
A Primary teacher noticed a family coming to church one Sunday. She watched as a boy in the family, who was a member of her class and had sometimes been inconsiderate to other class members, helped his sister. "That's the example I need," she said to herself. "It will teach the principle and help the boy." Later she shared the example in a lesson about being kind. The children learned from the example, and the boy began to improve in his behavior toward other class members.
A father and his son were playing with building blocks. When the little boy failed in a few attempts to build large structures on top of small bases, the father saw a teaching opportunity. He explained the importance of strong, solid foundations. Then, before they continued playing, he read Helaman 5:12, which says that "it is upon the rock of our Redeemer, who is Christ, the Son of God, that [we] must build [our] foundation." Later that day, the family studied the scriptures together. In a short lesson that reinforced the passage they read, the father and son displayed the blocks and talked about the importance of building on the foundation of Christ.
The following suggestions can help you discover teaching ideas everywhere.
Study lessons well in advance. When you are familiar with the lessons you are going to teach, you will be more aware of everyday occurrences that you can use to teach those lessons. If you are teaching a course that has a lesson manual, it is good to have an idea of the content of the entire manual. Then you will be more likely to notice when a certain observation can be applied to a lesson that you will teach several weeks in the future.
Pray every day for help in your preparation. Ask Heavenly Father to help you be aware of things that will make your lessons vivid, memorable, and inspiring to those you teach.
Always keep in mind those you teach and the lesson you are preparing. Think about those you teach. Consider their lives, the decisions they face, and the directions they are going. Be open to teaching ideas as you do such things as study the scriptures or observe the beauties of nature. You can even find teaching ideas in activities such as cleaning your house, going to work, or going to the store. Virtually any experience can provide you with just the example, enrichment, or clarification you need for a gospel lesson.
As you become more aware of teaching ideas around you, it will be helpful for you to keep track of impressions you receive. Carry a small notebook with you, and write about things that strike you as potential teaching ideas. Record insights from talks you hear or lessons in which you participate. Write about faith-promoting experiences. As you develop the habit of noting these things, you will become more and more aware of the rich teaching resources that are all around you.
Do not worry about how you might use the ideas. Just write them down. Sometimes your observations will apply to a lesson that you will soon teach, but other times you will see wonderful examples or illustrations of principles that you will not teach for weeks or even years. You may forget them if you do not record them.
You may also want to make a folder for each of the lessons you will teach in the next few months. As object lessons, comparisons, and other ideas occur to you, put a note in the appropriate folder. When the time comes to prepare a specific lesson, you may find that you have collected a treasure chest of ideas and activities to enrich the lesson.
When Moroni was abridging the record of the Jaredites, he became concerned about his weakness in writing. He thought that the Gentiles who would read his words would mock them and reject them. He prayed that the Gentiles might have charity and not reject the word of God. Then the Lord gave him this promise: "Because thou hast seen thy weakness thou shalt be made strong" (Ether 12:37). The Lord also told Moroni: "If men come unto me I will show unto them their weakness. I give unto men weakness that they may be humble; and my grace is sufficient for all men that humble themselves before me; for if they humble themselves before me, and have faith in me, then will I make weak things become strong unto them" (Ether 12:27).
In your efforts to teach the gospel, you may sometimes experience feelings of inadequacy. But you can take courage in this promise from the Lord. As you humble yourself, recognize the areas in which you need His help, and exercise faith in Him, He will strengthen you and help you teach in a manner pleasing to Him.
You can start making a plan for improvement by determining how you are doing right now. You might divide this evaluation into two parts: your strengths as a teacher and your weaknesses as a teacher.
Begin by considering some of the gifts the Lord has already given you that may help you in your teaching. List these strengths in a journal or notebook or the chart on page 25. As you do so, you may want to think about the principles of teaching that are emphasized in this book, such as loving those you teach, teaching by the Spirit, teaching the doctrine, inviting diligent learning, creating a learning atmosphere, using effective methods, or preparing lessons.
Perhaps it is your patience that can help you as a teacher. Or it may be your ready smile, your concern for people, your artistic ability, your knowledge of the scriptures, your willingness to listen, your calm spirit, your habit of preparing thoroughly, or your sincere desire to teach well.
You do not need to identify a large number of your strengths; just a few will get you started. The purpose of focusing on some of your strengths is to build on them as you improve in areas where you are not as strong.
After considering your strengths, reflect on your recent teaching experiences. Think of the areas in which you could do better. Again, you may want to think about the principles of teaching emphasized in this book. You might want to list several things you could do better, but it is probably best to limit yourself to working on one or two things at a time. Generally speaking, we grow "line upon line, precept upon precept" (2 Nephi 28:30). We should act "in wisdom and order; for it is not requisite that a man should run faster than he has strength" (Mosiah 4:27).
When you have selected one or two areas in which you would like to improve, write them in your journal or notebook.
To decide how to improve in the area or areas you have chosen, consider the following questions:
What can I do now to improve as a teacher?
What skills do I need to develop?
Who can help?
What materials are available?
Following is an example showing how you might use these questions. In this example, a Relief Society teacher has determined that she needs to improve her ability to discern if class members understand the lessons she teaches.
Use this chart (or one of your own) to make a plan to improve your teaching. In the blank spaces, write your responses to the questions.
|How Am I Doing?
|What Can I Do to Improve?
|What Resources Will I Use?
The teacher decides to look through this book to get ideas of what she can do better right now. As she reads "How to Tell If They Are Learning" (page 73), she discovers that one way to assess class members' understanding is to ask them to restate principles in their own words. She decides to use this idea in the next lesson she teaches. She writes this plan in her journal.
The teacher also reads that she should observe class members during lessons. She tells herself, "This is a skill that I need to develop, but it will take some practice." She writes this plan in her journal.
As she considers her plan, she realizes that she already has at least one strength that she can build on: she diligently prepares lessons. Because she is always familiar with the lesson material, she will be able to observe class members rather than focus too much on the lesson manual or her notes.
Finally, the teacher asks herself if there are any resources she might use. She has already used this book as a resource. She thinks about other possible resources: "What about other teachers? Could I talk with the teacher improvement coordinator or another teacher who is especially skillful at assessing class members' understanding? Could one of my leaders observe a lesson that I teach and make suggestions? Could class members give suggestions?"
After you have made a plan for improvement, set a date by which you hope to achieve your goal. You may want to write in a journal or notebook about your progress. If you need to adjust your goal along the way, do so.
When you feel that you have made the improvement you planned, begin working on another aspect of teaching.
In your continuing quest to improve as a teacher, remember the qualities that matter most.
President Harold B. Lee described a teacher who had a great influence on him when he was a child. You might use this description to guide you as you evaluate your overall effectiveness as a teacher and develop plans for improvement:
"During my childhood, the most impressive religious lessons I learned were from the Sunday School classes. Very few Sunday School teachers, however, stand out today in my memory as having made a lasting contribution to my religious education. One of these . . . had a peculiar ability, so it seemed, to burn deep into my soul the lessons of Church history, morality, and gospel truth in such a way that today, nearly forty years later, I find myself still remembering and being guided by her lessons.
"What was it that gave her the essential qualities of a successful Sunday School teacher? She was not possessed of great secular knowledge nor was she well schooled in the theories and practices of modern pedagogy. Her appearance was plain and ordinary—that of a wife and mother in a small country community where necessity demanded long hours of toil from all family members. There were three endowments which, in my opinion, made her teachings effective: first, she had the faculty of making every pupil feel that she had a personal interest in him; second, she had a knowledge of and a love for the gospel and had the ability to so aptly illustrate each lesson as to make it apply to our own lives; and third, she had an absolute faith in God and an unswerving testimony of the divinity of the restored gospel of Jesus Christ.
"There was another less obvious but . . . most vital and essential qualification for this and every other person who would be a teacher of the gospel of Jesus Christ. The Lord has declared the law of the teacher in these words: 'And the Spirit shall be given unto you by the prayer of faith; and if ye receive not the Spirit ye shall not teach' (D&C 42:14). . . .
"Such a one who prays for help in his teaching will have the power of the Holy Ghost, and his teachings will be, as Nephi declared, '[carried into] the hearts of the children of men . . . by the power of the Holy Ghost'" (The Teachings of Harold B. Lee, ed. Clyde J. Williams [1996], 444).
As you evaluate your strengths and weaknesses as a teacher, consider how well you reflect these "essential qualities." You may want to ponder the following questions:
Do I show those I teach that I love them? Do I show personal interest in each of them?
Can they feel my love for the Lord and His teachings? Do I help them see the application of those teachings in their lives?
Can those I teach feel my testimony of the restored gospel of Jesus Christ? Can they feel my absolute faith in God?
Do I pray in faith to teach by the power of the Holy Ghost?
Even if you are inexperienced in many technical aspects of teaching, you can focus on the qualities that matter most. You can love those you teach. You can consistently show your love for the Lord and His teachings. And you can fervently share your faith in God and your testimony of the restored gospel. You can succeed in the qualities that are most important, even while you are developing your technical skills.
As you strive to improve, the Lord's help will often come through other people. The following story, shared by a man who had served as mission president in Eastern Europe, illustrates this principle:
"During the summer of 1993, I visited one of our newly created branches. Sunday School was taught by a newly baptized member. She clearly felt uncomfortable standing before the group. Rather than risk making a mistake, she read the lesson word for word. As she kept her eyes riveted on her book, the class members shifted uncomfortably.
"After the lesson I complimented the teacher on the doctrinal accuracy of her materials and, as tactfully as I could, asked if she had considered asking a few thought-provoking questions in order to stimulate class discussion. She replied that in Europe teachers do not ask questions. I left, wondering what we could do to help her and many other new teachers like her in a country where the Church had been established only a few years.
"In August of that year a couple was assigned to begin the Church Educational System programs in our area. We asked them to conduct what were then called teacher training sessions. One of the teachers they were to help was the teacher whose class I had visited.
"Four months later, I returned to her branch. A miracle had taken place. She stood in front of the class transformed, poised, and confident. Her carefully prepared questions elicited interested responses. She commented encouragingly on each class member's contributions. She had arranged for one class member to share a personal experience on the lesson subject and then invited others to share. Near the end, a new member bore her testimony. The teacher stopped and quietly asked, 'Did you notice the Spirit when Sister Molnar was speaking? That is the Spirit of the Lord.' As we basked in the calming and enlightening feeling we had experienced together in that rented classroom, I thanked my Heavenly Father for the couple who had taught the principles of gospel teaching to a frightened new member and helped her become one who truly deserved to be called a teacher of the gospel of Jesus Christ."
Part of a priesthood or auxiliary leader's responsibility is to assist and support teachers. The quality of teaching in the Church will improve as leaders and teachers develop a supportive and caring relationship.
In priesthood and auxiliary organizations, leaders are assigned to work with specific teachers. For example, a member of a Primary presidency may be assigned to work with those who teach children ages 8 through 11. A member of an elders quorum presidency may be assigned to work with the quorum instructors.
If you are a newly called teacher, your leader will meet with you, preferably before your first class. He or she will talk with you about the importance of your call and give you the materials for the class. After you have taught your first lesson, you and your leader should briefly discuss the experience.
Contact your leader frequently to share experiences, discuss the needs of those you teach, solve problems, and seek counsel. This will provide an opportunity to review your plans for continuing improvement as a teacher.
Such contacts are most effective in person, but if necessary they may be made by telephone, mail, or some other means. You should initiate the contacts whenever you need to but at least once every three months.
When a female leader meets with a male teacher or a male leader meets with a female teacher, they should leave the door open and ask another adult to be in an adjoining room, foyer, or hall. They should avoid circumstances that might be misunderstood.
As you look forward to counseling with your leader, prepare to talk about:
How you are feeling about your calling as a teacher.
Experiences you have had with your class.
Examples of how class members are responding to the lessons you teach.
Specific needs of individual class members.
Your goals as a teacher.
What your leader can do to help you accomplish your goals.
Topics that you feel should be addressed in teacher improvement meetings.
Some leaders attend the same class each week as part of their callings. Other leaders, such as members of Primary presidencies and Sunday School presidencies, are instructed to arrange with teachers to occasionally visit their classes (see Improving Gospel Teaching: A Leader's Guide, page 6). If a leader arranges to visit your class, you may ask him or her to simply observe the class or to help in other ways. For example, a leader may present part of the lesson, reach out to a particular class member, or assist with activities.
Nothing is so much calculated to lead people to forsake sin as to take them by the hand, and watch over them with tenderness. When persons manifest the least kindness and love to me, O what power it has over my mind, while the opposite course has a tendency to harrow up all the harsh feelings and depress the human mind.
The Prophet Joseph Smith
A new teacher was having problems with some misbehaving class members. She sought advice from a member of the Sunday School presidency, and he suggested that she conduct an experiment. She was to select a disruptive class member and then show that person in five different ways that she cared about him or her. A few weeks later, the leader asked the teacher how she was doing. She reported that the person she had selected had stopped misbehaving, so she was in the process of selecting another class member. After two more weeks the leader inquired again. The teacher said that she was having difficulty finding someone to work with. When he asked her a third time, she told him that she had selected three different class members, one after another, and that when she started to show that she cared about them they had ceased being disruptive. In each case, love had softened a heart.
As we show love for those we teach, they become more receptive to the Spirit. They become more enthusiastic about learning and more open to us and others in the group. Often, they awaken to a renewed sense of their eternal worth and a greater desire for righteousness.
Elder Dallas N. Archibald of the Seventy explained:
"Proper teaching will enlarge the soul.
"For example, let us compare a child to an empty glass, and our knowledge and experience, which have accumulated over the years, to a bucketful of water. . . . We cannot pour a bucketful of water directly into a small glass. However, by using correct principles of transferring knowledge, the glass can be enlarged.
"Those principles are persuasion, long-suffering, gentleness and meekness, love unfeigned, kindness, and pure knowledge. They will enlarge the glass, which is the soul of the child, allowing that child to receive much more than the original bucketful" (in Conference Report, Oct. 1992, 34–35; or Ensign, Nov. 1992, 26).
A Primary teacher reported some of the rewarding experiences she and her class members had after she visited with them in their homes and expressed interest in their lives. One little boy had been reluctant to stay in class, and when he did stay, he would not participate. But after the teacher made a brief visit to his home and talked with him about his favorite things, he began looking forward to coming to Primary. Another class member had never spoken in class but talked excitedly when the teacher came to her home. After the visit, she began to participate in class. (See Norda D. Casaus, "One on One," Ensign, Feb. 1994, 59.)
The Apostle Paul wrote: "Though I speak with the tongues of men and of angels, and have not charity, I am become as sounding brass, or a tinkling cymbal. And though I have the gift of prophecy, and understand all mysteries, and all knowledge; and though I have all faith, so that I could remove mountains, and have not charity, I am nothing" (1 Corinthians 13:1–2). In this dispensation the Lord has said that "no one can assist in this work except he shall be humble and full of love, having faith, hope, and charity" (D&C 12:8).
If we want to influence learners for good, we should not merely love to teach; we should love each person we teach. We should measure our success by the progress of those we teach, not by the excellence of our performance.
Love prompts us to prepare and teach differently. When we love those we teach, we pray for each of them. We do all we can to know their interests, achievements, needs, and concerns (see "Understanding Those You Teach," pages 33–34). We tailor our teaching to meet their needs, even if this takes more time and effort. We notice when they are absent and recognize them when they are present. We offer help when it is needed. We are devoted to their eternal welfare, doing all we can to promote it and doing nothing to harm it.
Many of the most important qualities of faithful and effective gospel teachers are linked with love. The prophet Mormon taught:
"Charity suffereth long, and is kind, and envieth not, and is not puffed up, seeketh not her own, is not easily provoked, thinketh no evil, and rejoiceth not in iniquity but rejoiceth in the truth, beareth all things, believeth all things, hopeth all things, endureth all things.
"Wherefore, . . . if ye have not charity, ye are nothing, for charity never faileth. Wherefore, cleave unto charity, which is the greatest of all, for all things must fail—
"But charity is the pure love of Christ, and it endureth forever; and whoso is found possessed of it at the last day, it shall be well with him" (Moroni 7:45–47).
For more about the importance of loving those you teach, see lesson 2 in the Teaching the Gospel course (pages 194–97).
Consider the last lesson you taught. As you prepared and presented the lesson, what did you think about? Did you think about the lesson material? Did you think about those you were teaching? How much did you really know about the individuals you were teaching? If you did not know them, how might knowing at least something about each of them have made a difference in your lesson?
An Aaronic Priesthood adviser shared the following insight:
"As a deacons quorum adviser, I have learned some things about 12- and 13-year-old boys. I understand the challenges, opportunities, experiences, and questions young men that age share in common. I understand that each of these young men has recently received the priesthood and is learning what it means to exercise it worthily.
"I also know each of the deacons individually—their likes, dislikes, talents, concerns, and what is happening in their lives right now.
"As I prepare lessons and teach the boys, I try to teach gospel principles in a way that will relate to their understanding and experience. To engage one boy, I might ask a question that relates some point in the lesson to playing soccer. To help another young man participate, I might relate an experience from a recent campout that helps illustrate the application of a gospel principle. By understanding these boys, I am better able to find ways to relate each lesson to them."
Although each individual is unique, all the people you teach, whether adults, youth, or children, share many things in common. First and foremost, each is a child of Heavenly Father. Each has divine potential. Each wants to feel loved. Each wants to feel the support of others and be appreciated for his or her contributions.
In addition to these common characteristics, those you teach have probably had similar experiences. For example, many class members in an adult Gospel Doctrine class are parents who have gained significant experience and insight through raising their children. In elders quorums, many have served full-time missions. Many high priests have served in administrative positions in the ward or stake. Many of the young men and women attend the same school or similar schools.
There will always be something that those you teach have in common. You should learn about the characteristics and experiences they have in common and find ways to draw on those similarities. As you do this, those you teach will feel that your lessons are sensitive and relevant to their needs and interests. They will participate more fully and contribute more confidently.
For information about the common characteristics of different age-groups, see part C, "Teaching Different Age-Groups" (pages 107–24).
Although the people you teach have many common characteristics, they come from a wide variety of backgrounds and circumstances. No two are exactly alike. They have different abilities, likes, and dislikes. They have experienced different joys, opportunities, and challenges.
When he was a regional representative, Elder Neal A. Maxwell said:
"A Church group, quorum, or classroom may contain some who are bored; some who are making an unobserved, agonizing, and crucial re-appraisal of their relationship to the Church; some who are 'single-shot' visitors who may base their future attendance and attitudes toward the Church on their experiences on a 'sample Sunday'; some whose idealism has soured; and a goodly number of . . . well-informed members who find joy and growth in a divine Church full of frail humans and who can cope with disappointments.
"To be impersonal or to use the indiscriminate . . . approach to leadership and teaching with such inevitable variety of individuals is clearly not to be 'anxiously engaged' in the leading or teaching process. Casual, insensitive leading and teaching means that the individual sees himself merely as a course or a toll-gate through which members must pass. Such leading is heedless of individual differences and devoid of meaningful, personal warmth" (". . . A More Excellent Way" [1973], 56–57).
As you come to know and understand each person, you will be better prepared to teach lessons that speak to their individual situations. This understanding will help you to find ways to help each person participate in discussions and other learning activities (see "Reaching Out to the One," pages 35–36). You will know who will be able to handle certain questions, who might be able to contribute a faith-promoting story or personal experience, or who has had an experience that supports the purpose of a certain lesson. You will be better able to assess the responses given in discussions and adapt your lessons.
Think about the next lesson you will teach. Try to picture in your mind the setting and each individual who will be there. Perhaps someone who sits in the same place each week comes to mind. What do you know about that person that might help you decide which point to emphasize in the lesson? What experiences has he or she had that might help someone else better understand a gospel principle? Your knowledge of these things will influence your choices as you prepare and present lessons. This is why you need to do more than simply understand your lesson material; you need to understand the people you teach—as children of God, as members of their age-group, and as individuals.
A teacher improvement coordinator reported the following experience:
"I had been asked to serve as instructor of a course for all the teachers in the Sunday School. I knew I would be teaching people with personalities, backgrounds, and needs very different from one another. One was an experienced teacher who had often worked with youth. Another seemed to have no confidence as a teacher, and she keenly felt her inadequacies. One brother was embarrassed to come because he did not know much about the scriptures.
"I decided that I needed to find a way to reach out to each one of them. Before the first lesson, I assigned the brother who was uneasy about teaching with the scriptures to talk briefly about making a personal plan for studying the gospel. This gave me a chance to meet him outside of class and express my confidence in him. During the lesson I encouraged the experienced teacher to share some of her insights about teaching. And I found an opportunity to thank the underconfident sister for the humble testimony she had borne in another class a few weeks earlier. All three responded very well.
"During that lesson I noticed another teacher sitting apart from the rest. I decided to pay her a visit after class, and I showed my interest in her and asked if I could help her with an assignment I had given. Each week I kept looking for opportunities to reach out to every person in the class.
"As we got into the course, it became clear to me that this was an unusual group. They all participated in lively discussions and sharing of experiences. They seemed united in love. I could see that the more I tried to reach out to and serve them individually, the more they were willing to listen to and share with one another. As I look back, I realize how much the simple effort to extend myself to each of them may have been the most important thing I did as a teacher of that course. It seemed to inspire them to do the same for one another."
Part of your work as a gospel teacher is to help learners understand and feel Heavenly Father's love for them. This cannot be done with words alone. It requires reaching out to individuals—those you see often, those you see occasionally, and those you would not see without making special effort. It requires reaching out to them whether they are cooperative, disinterested, or defiant. The Lord has exhorted us to remember that "the worth of souls is great in the sight of God" (D&C 18:10).
Even when you teach many people at the same time, you can reach out to individuals. For example, you reach out to individuals when you greet each person warmly at the beginning of class. Small acts such as this can make an important difference.
You also reach out when you make participation inviting and safe. In family home evening and in Church classes, you can help learners prepare a part of the lesson. You can plan special reports, musical numbers, or discussion questions that will recognize and draw on the talents of particular individuals. For example, one less-active brother with a good singing voice gradually returned to activity in the Church because he was occasionally invited to sing in classes and other ward functions.
Individuals are touched when their contributions are acknowledged. You might make a special effort to acknowledge each person's comments and, if possible, make the comments part of class discussions. At times it is helpful to restate someone's questions or comments so everyone can hear and understand.
You should search for ways to reach out to those you teach. The things you do for people outside the teaching setting can make a profound difference in their attitude toward studying the gospel. You can spend time with family members individually. You can go out of your way to talk with class members when you see them. You can encourage and help them in times of trial, remember important events in their lives, visit their homes, and attend activities in which they participate.
President Thomas S. Monson related the following story:
"Louis Jacobsen . . . was the son of a poor Danish widow. He was small in stature, not comely in appearance—easily the object of his classmates' thoughtless jokes. In Sunday School one Sabbath morning, the children made light of his patched trousers and his worn shirt. Too proud to cry, tiny Louis fled from the chapel, stopping at last, out of breath, to sit and rest on the curb. . . . Clear water flowed along the gutter next to the curb where Louis sat. From his pocket he took a piece of paper which contained the outlined Sunday School lesson and skillfully shaped a paper boat, which he launched on the flowing water. From his hurt boyish heart came the determined words, 'I'll never go back.'
"Suddenly, through his tears Louis saw reflected in the water the image of a large and well-dressed man. Louis turned his face upward and recognized George Burbidge, the Sunday School superintendent.
"'May I sit down with you?' asked the kind leader.
"Louis nodded affirmatively. . . . Several boats were formed and launched while the conversation continued. At last the leader stood and, with a boy's hand tightly clutching his, they returned to Sunday School" (in Conference Report, Apr. 1977, 106; or Ensign, May 1977, 72).
President Gordon B. Hinckley counseled:
"It is not an easy thing to become a member of this Church. In most cases it involves setting aside old habits, leaving old friends and associations, and stepping into a new society which is different and somewhat demanding.
"With the ever increasing number of converts, we must make an increasingly substantial effort to assist them as they find their way. Every one of them needs three things: a friend, a responsibility, and nurturing with 'the good word of God' (Moroni 6:4). It is our duty and opportunity to provide these things. . . .
"This is a work for everyone. . . .
"I ask each of you to please help in this undertaking. Your friendly ways are needed. Your sense of responsibility is needed" (in Conference Report, Apr. 1997, 66, 68; or Ensign, May 1997, 47–48).
As a gospel teacher, you may serve people who have recently joined the Church or who are returning to activity in the Church. You can follow President Hinckley's counsel by befriending them, giving them opportunities to participate in lessons, and ensuring that they are nurtured with the word of God. Following are some suggestions to help you do this.
The First Presidency has counseled us to "extend the hand of fellowship to investigators and new members, providing loving relationships that help them make the social transition to new friends and new patterns of life" ("Helping New Members," attachment to First Presidency letter, 15 May 1997).
You can help others make this transition by inviting them to class, welcoming them by name when they come, and introducing them to other class members.
In Church classes, all class members are responsible to contribute to the learning atmosphere (see pages 77–78). However, new members and less-active members may need special encouragement to accept this responsibility. A few ideas for helping them participate in lessons are listed below:
In class discussions, ask them questions that you know they will be able to answer.
Encourage them to share their testimonies and their personal experiences in learning gospel truths.
Invite them to read aloud. To give them time to prepare, talk to them in advance about the scripture passages or other material that you would like them to read.
Invite them to pray. To avoid making them feel uncomfortable, extend this invitation in advance.
If you are giving assignments, do so in advance so they will have sufficient time to prepare. Offer to help if they have questions.
As new members and less-active members participate in class discussions and other learning activities, they will grow stronger in their understanding of the gospel and commitment to the Lord and His Church. They will also strengthen you and other class members.
New converts and members who are returning to activity are generally eager to learn about the gospel. You can help them maintain this enthusiasm and increase in their knowledge of the gospel. Consider the following suggestions:
Express your enthusiasm about the gospel.
Bear your testimony.
Share your love for the scriptures.
Take time to speak with them outside of class—to befriend them and to ensure that they are understanding the principles you teach.
Tell them about experiences you have had as you have lived the gospel.
Encourage them to study the scriptures on their own.
Elder Boyd K. Packer shared the following experience from his first year as a seminary teacher:
"In my class was a teenage girl who disturbed me a great deal by a seemingly insolent attitude. She wouldn't participate and she disturbed the class continually. On one occasion I asked her to respond in class with something that took no previous preparation. She said, with some impudence, 'I won't.'
"With some pressing I insisted, but with increased impudence she refused. I said something very foolish to the effect that 'students who are not willing to respond are not to be given grades or credit.' And under my breath I said, 'We'll see. You'll either conform or else.'
"A few weeks later in a parent-teacher visiting session her mother described her as being shy and retiring and hesitant to participate. Shy and retiring conduct would not have disturbed me; it was the impudence and insolence that had concerned me.
"Fortunately, before I could describe her impudence to her mother, her mother added, 'That's because of her speech impediment.'
"In surprise I asked what that was. The mother said, 'Oh, haven't you noticed?' I hadn't noticed! 'She will do almost anything to keep from participating in groups,' her mother informed me. 'Her speech impediment is such an embarrassment to her.'
"After the conference with her mother I felt about two inches tall! I should have sensed that there was some reason for her to react the way she had. I spent that year making my repentance complete. I counseled with the girl and drew her out. 'We will work together on this,' I told her.
"Before the end of the year she was responding in class and participating often, with the help and cooperation of the other students" (Teach Ye Diligently, rev. ed. [1991], 92–93).
During His mortal ministry, the Savior showed great compassion to people who had imperfections of body and mind. He offered them hope, understanding, and love. As you teach such people, you should follow His example. Try not to feel uncomfortable about their disabilities. Recognize that all people are different in one way or another.
With love and sensitivity, you can help class members with disabilities participate in lessons. You may need to work with others you teach to help them understand and accept those with disabilities.
Below are descriptions of different kinds of disabilities and ways you might help class members who have these disabilities.
Hearing loss can vary in degree from slight loss to complete deafness. Some people hear well enough to understand the spoken word with hearing aids, while others must use sign language or lip reading to understand.
When you discover that a class member has a hearing problem, be especially attentive and sensitive to him or her. As needed, meet with the individual to determine the best place for him or her to sit in class in order to follow discussions and activities. It may be important for the person to sit where he or she can easily see you as you speak. He or she may prefer sitting on one side of the room rather than the other. Explore these options in a spirit of helpfulness and friendship and in a way that shows your desire for the person to participate in class.
Language and speech disorders affect a person's ability to interact and communicate with others. The disorders may be mild or severe, and they may be present at any age. Individuals with language disorders may not understand spoken and written words well. They may have difficulty forming words and sentences to express ideas. Some people with language disorders try to hide them, while others, particularly children, are unaware of them.
If you believe that a class member might have such a disorder, be careful about inviting that person to participate in front of the class. Show the person extra attention, and learn more about his or her learning capacity. You might prepare learning activities that will help the person contribute without embarrassment, such as discussion groups in which he or she works with class members who are particularly kind and patient. As you become better acquainted with the person and as his or her confidence grows, look for additional opportunities for the person to contribute in class. Help the person identify the steps he or she is willing to take to feel better about participating.
A person with a mental disability may have a slower rate of development in the ability to communicate, interact, study, work, or establish independence. Some individuals who are mentally disabled require support in most aspects of life, while others need help in only a few specific areas.
Be sensitive and friendly to a class member who is mentally disabled. Talk to him or her in a normal way about normal things. Invite the person to participate in class in ways that will be comfortable for him or her. You may want to help the person prepare in advance. Occasionally, you might also divide the class into small groups or pairs in which the person can associate with patient and helpful class members.
Some individuals have difficulty reading. They may have dyslexia or another reading disorder. They may be struggling to read in a language that is not native to them. They may have poor eyesight for reading. Or they may simply lack experience with reading.
When you discover that a class member has difficulty reading, be particularly careful about how you ask him or her to participate in a lesson. Do not cause embarrassment by asking the person to read aloud if he or she has not volunteered. Seek to become better acquainted with the person. Learn more about his or her ability and willingness to read. If a person is willing to read but needs time to prepare, you can help him or her prepare to read certain passages in upcoming lessons. In other cases, you may need to look for ways to include the person without asking him or her to read. Discuss these possibilities with the person. Work together to find the best way for him or her to participate in class.
Visual impairment can vary from slight loss of sight to complete blindness. Some visually impaired individuals can see well enough if they sit close to the front of the class or if they wear glasses. Others rely on hearing and braille for their learning. Help those with visual impairments sit where they can learn most effectively and participate in class. In a spirit of friendship, speak with them about their needs and what you can do to help.
The preceding information is a brief summary only. If you become aware that a class member has a disability, counsel with the person and his or her family members and friends about how you can help. Befriend the class member. You may also want to counsel with leaders. Seek the Spirit's guidance to help you know how to help the person succeed and find joy in your class.
For further information about ministering to members who have disabilities, see pages 310–14 in the "Gospel Teaching and Leadership" section of the Church Handbook of Instructions.
Materials for members who have disabilities are listed in the annual Church Materials Catalog.
Questions about materials for members who have disabilities may be addressed to:
Members with Disabilities
Floor 24
50 East North Temple Street
Salt Lake City, UT 84150-3200
Telephone: 1-801-240-2477
If we have the Spirit of the Lord to guide us, we can teach any person, no matter how well educated, any place in the world. The Lord knows more than any of us, and if we are his servants, acting under his Spirit, he can deliver his message of salvation to each and every soul.
Elder Dallin H. Oaks
"When a man speaketh by the power of the Holy Ghost the power of the Holy Ghost carrieth it unto the hearts of the children of men" (2 Nephi 33:1). No mortal teacher, no matter how expert or experienced, can bring the blessings of testimony and conversion to another person. That is the office of the Holy Ghost, or the Spirit. People come to know that the gospel is true by the power of the Holy Ghost (see Moroni 10:5; D&C 50:13–14).
As we teach the gospel, we should humbly recognize that the Holy Ghost is the true teacher. Our privilege is to serve as instruments through whom the Holy Ghost can teach, testify, comfort, and inspire. We should therefore become worthy to receive the Spirit (see "Seeking the Spirit," page 13). We should pray for the Spirit's guidance as we prepare lessons and as we teach (see "Recognizing and Following the Spirit in Your Teaching," pages 47–48). We should do all we can to create an atmosphere in which those we teach can feel the influence of the Spirit (see "Inviting the Spirit As You Teach," pages 45–46).
Elder Gene R. Cook of the Seventy counseled: "Who will do the teaching? The Comforter. Be sure you don't believe you are the 'true teacher.' That is a serious mistake. . . . Be careful you do not get in the way. The major role of a teacher is to prepare the way such that the people will have a spiritual experience with the Lord. You are an instrument, not the teacher. The Lord is the One who knows the needs of those being taught. He is the One who can impress someone's heart and cause them to change" (address delivered to religious educators, 1 Sept. 1989).
We may at times be tempted to think that people will draw closer to Heavenly Father because of our efforts alone. We may suppose that it is our persuasiveness that convinces them of the truth. Or we may imagine that our eloquence and our knowledge of a particular gospel principle will inspire and edify them. If we begin to believe such things, we "get in the way" of the convincing power of the Holy Ghost. We should always remember the Lord's command to "declare glad tidings . . . with all humility, trusting in [Him]" (D&C 19:29–30).
As you prepare yourself spiritually and acknowledge the Lord in your teaching, you will become an instrument in His hands. The Holy Ghost will magnify your words with power.
Elder Richard G. Scott of the Quorum of the Twelve taught of the difference between a humble person who allows the Holy Ghost to teach and a proud person who relies on his or her own strength:
"Some years ago I had an assignment in Mexico and Central America similar to that of an Area President. . . .
"One Sunday, . . . I visited [a] branch priesthood meeting where a humble, unschooled Mexican priesthood leader struggled to communicate truths of the gospel. It was obvious how deeply they had touched his life. I noted his intense desire to communicate those principles. He recognized they were of great worth to the brethren he loved. He read from the lesson manual, yet his manner was of pure love of the Savior and those he taught. That love, sincerity, and purity of intent allowed the influence of the Holy Ghost to envelop the room. . . .
"Subsequently, I visited the Sunday School class in the ward where my family attended. A well-educated university professor presented the lesson. That experience was in striking contrast to the one enjoyed in the branch priesthood meeting. It seemed to me that the instructor had purposely chosen obscure references and unusual examples to develop his assigned topic—the life of Joseph Smith. I had the distinct impression that he used the teaching opportunity to impress the class with his great knowledge. . . . He did not seem as intent on communicating principles as had the humble priesthood leader. . . .
". . . The humility of the Mexican priesthood leader was requisite to his being used as an instrument for spiritual communication of truth" (Helping Others to Be Spiritually Led [address to religious educators, 11 Aug. 1998], 10–12).
For more on teaching by the Spirit, see lesson 3 in the Teaching the Gospel course (pages 198–202).
"The crowning, convincing, converting power of gospel teaching is manifest," said Elder Bruce R. McConkie, "when an inspired teacher says, 'I know by the power of the Holy Ghost, by the revelations of the Holy Spirit to my soul, that the doctrines I have taught are true'" (The Promised Messiah [1978], 516–17).
President Brigham Young learned this truth before he was baptized a member of the Church. The testimony of a humble missionary helped him feel the converting power of the Holy Ghost. He later recalled, "When I saw a man without eloquence, or talents for public speaking, who could only say, 'I know, by the power of the Holy Ghost, that the Book of Mormon is true, that Joseph Smith is a Prophet of the Lord,' the Holy Ghost proceeding from that individual illuminated my understanding, and light, glory, and immortality were before me" (in Journal of Discourses, 1:88).
President Young was reminded of the power of testimony in his early days as a missionary. He observed: "I had only traveled a short time to testify to the people, before I learned this one fact, that you might prove doctrine from the Bible till doomsday, and it would merely convince a people, but would not convert them. You might read the Bible from Genesis to Revelations, and prove every iota that you advance, and that alone would have no converting influence upon the people. Nothing short of a testimony by the power of the Holy Ghost would bring light and knowledge to them—bring them in their hearts to repentance. Nothing short of that would ever do" (in Journal of Discourses, 5:327).
It is important to understand what a testimony is and what a testimony is not. First, it is not an exhortation, a call to repentance, a travelogue, a sermon, or an instruction. It is a simple, direct declaration of belief—a feeling, an assurance, a conviction. It is usually stated in the first person, I, followed by a strong verb expressing belief, such as "I know that . . . ," "I testify that . . . ," "I bear testimony that . . . ," or "I have a strong assurance that . . ." You probably have heard special witnesses of Jesus Christ use the words "I give you my witness that . . ." or "I witness that . . ." Testimonies are often most powerful when they are short, concise, and direct.
Consider the following examples from the scriptures. Note that these testimonies appear in the context of other messages—at the beginning, in the middle, or at the end.
"This is the testimony, last of all, which we give of him: That he lives! For we saw him, even on the right hand of God; and we heard the voice bearing record that he is the Only Begotten of the Father—that by him, and through him, and of him, the worlds are and were created, and the inhabitants thereof are begotten sons and daughters unto God" (D&C 76:22–24; italics added).
"I know of myself that whatsoever I shall say unto you, concerning that which is to come, is true; and I say unto you, that I know that Jesus Christ shall come, yea, the Son, the Only Begotten of the Father, full of grace, and mercy, and truth" (Alma 5:48; italics added).
"And now, behold, I will testify unto you of myself that these things are true. Behold, I say unto you, that I do know that Christ shall come among the children of men, to take upon him the transgressions of his people, and that he shall atone for the sins of the world; for the Lord God hath spoken it" (Alma 34:8; italics added).
"For I do know that whosoever shall put their trust in God shall be supported in their trials, and their troubles, and their afflictions, and shall be lifted up at the last day" (Alma 36:3; italics added).
Other examples are found in Jacob 7:12, Alma 7:8 and Alma 36:30, and Joseph Smith—History 1:25.
To be able to teach by the convincing, converting power of the Holy Ghost, you must have a testimony of what you are teaching. President David O. McKay said: "It is your duty to teach that Jesus Christ is the Redeemer of the world, that Joseph Smith was a Prophet of God, and that to him in this last dispensation there appeared God the Father and his Son in person. Do you believe it? Do you feel it? Does that testimony radiate from your being? . . . If so, that radiation will give life to the people whom you go to teach. If not, there will be a dearth, a drought, a lack of that spiritual environment in which the Saints grow. . . . You can teach effectively only that which you yourselves feel" (Gospel Ideals [1953], 190).
You can obtain a testimony and continue to strengthen it by (1) studying the scriptures and the teachings of latter-day prophets, (2) praying, (3) fasting, and (4) obeying God's commandments. You will also see that your testimony becomes stronger as you continue to share it.
As you prepare to teach each lesson, pray for the Spirit to help you know when to share your most sacred feelings. You may be prompted to bear testimony several times during a lesson, not just at the conclusion.
In bearing testimony by what you say and do, you help motivate others to strengthen their own testimonies. A full-time missionary wrote the following letter to a man who had been his teacher the year before he began his missionary service:
"I know you are a person who doesn't seek any praise, honor, or recognition. But I hope you will allow me to express heartfelt thanks for our class in which we studied the Book of Mormon. I recall time and time again your testifying that although many discard the Book of Mormon because they suppose it to be poorly written or inferior in its ideas, the Book of Mormon has inherent beauty and unequaled depth. In the class and in my personal study I came to love this book. I remember sitting in your class, just waiting for you to bear testimony of some plain and simple truth. I remember when we studied Alma 32 and you bore your testimony of how the seed of truth can grow in all of us. When you bore your testimony, you allowed the Spirit to witness to me the truth of the principle.
"Now here I am, one month into my mission, and I have a burning testimony of the Book of Mormon. What I have received is not merely spiritual reserve which will waste away. You led me to the tree of life. Like Lehi, you wanted nothing more than to help others partake of it. That's what touched me so much—I could see the blessings of the fruit in your life."
As a teacher, you can prepare an environment that invites the Spirit to attend your teaching. Then the Spirit can bear witness of the truthfulness of the principles you teach. The following suggestions will help you invite the Spirit as you teach.
The Lord has said, "Pray always, and I will pour out my Spirit upon you, and great shall be your blessing—yea, even more than if you should obtain treasures of earth and corruptibleness to the extent thereof" (D&C 19:38). Prayer encourages reverence and helps us prepare to learn the gospel. Those you teach should take turns offering prayers before and after each lesson. In their prayers, they may ask for the guidance of the Spirit during the lesson and as they apply the truths they have learned.
As you teach, pray in your heart for the Spirit to guide you, to open the hearts of the learners, and to testify and inspire. Occasionally you might invite learners to pray in their hearts for you as the teacher and for themselves and others who are striving to learn (see 3 Nephi 20:1).
If you teach small children, you can do much to help them feel reverent as they prepare for prayer. You can remind them to sit quietly. You can fold your arms to set an example. You can teach the language of prayer, helping them use the words Thee, Thou, Thy, and Thine in place of you and your. Until they learn to use their own words, you can prompt them as they pray. You can thank children for the prayers they have offered and comment briefly and thoughtfully about what they have said.
The teachings in the scriptures and the words of latter-day prophets have great power to help us feel the influence of the Spirit (see "The Power of the Word," pages 50–51). The Lord said:
"These words are not of men nor of man, but of me; wherefore, you shall testify they are of me and not of man;
"For it is my voice which speaketh them unto you; for they are given by my Spirit unto you, and by my power you can read them one to another; and save it were by my power you could not have them;
"Wherefore, you can testify that you have heard my voice, and know my words" (D&C 18:34–36).
As you bear testimony of the principles you teach, the Holy Ghost can witness to each person of the truth of what you say (see "Teaching with Testimony," pages 43–44). Testify whenever the Spirit prompts you to do so, not just at the end of each lesson. Provide opportunities for those you teach to bear their testimonies.
Our testimonies are often strengthened because of experiences we have. Perhaps you have had an experience that has strengthened your testimony that Heavenly Father answers prayers. Or you may have been blessed for obeying a certain commandment. When you share such experiences, you are a living witness of gospel truths, and the Spirit can bear witness to others that what you say is true. In addition to sharing your own experiences, you should encourage learners to share their experiences as they feel comfortable doing so (see "Stories," pages 179–82).
Music enables us to express spiritual feelings that we may have difficulty expressing through the spoken word. Elder Boyd K. Packer said that "we are able to feel and learn very quickly through music . . . some spiritual things that we would otherwise learn very slowly" ("The Arts and the Spirit of the Lord," Ensign, Aug. 1976, 61).
Church hymns and Primary songs teach gospel principles. You can use them in almost any lesson to introduce or summarize an idea. Primary songs allow children to bear their testimonies simply and beautifully. (See "Music," pages 172–74.)
For ideas on how to use sacred music in Church meetings, in the home, and in your personal life, read the preface to the hymnbook (see Hymns, pages ix–x).
You can express love for those you teach by listening attentively to them and being sincerely interested in their lives. Christlike love has the power to soften hearts and help people be receptive to the whisperings of the Spirit (see "Love Softens Hearts," pages 31–32).
For more on teaching by the Spirit, see lesson 3 in the Teaching the Gospel course (pages 198–202).
If you have properly prepared yourself, the Holy Ghost will enlighten and guide you as you teach. You may receive impressions about those you teach, what you should emphasize in teaching them, and how you can teach them most effectively. Your diligent efforts will be magnified as you humbly obey the whisperings of the Spirit. You will also be able to help those you teach recognize the influence of the Spirit. You will be prepared to experience the fulfillment of the Lord's words: "Wherefore, he that preacheth and he that receiveth, understand one another, and both are edified and rejoice together" (D&C 50:22).
Elder Dallin H. Oaks taught:
"We should recognize that the Lord will speak to us through the Spirit in his own time and in his own way. . . . We cannot force spiritual things.
"In most cases, 'his own way' is not the thunderous interruption or the blinding light, but what the scriptures call 'the still small voice' (1 Kgs. 1 Kings 19:12; 1 Ne. 1 Nephi 17:45; D&C 85:6). . . . We need to know that the Lord rarely speaks loudly. His messages almost always come in a whisper" ("Teaching and Learning by the Spirit," Ensign, Mar. 1997, 10–12).
When the Lord speaks to us through the Spirit, He may occasionally "cause that [our] bosom shall burn within [us]" (D&C 9:8). This burning, Elder Oaks explained, surely "signifies a feeling of comfort and serenity" (Ensign, Mar. 1997, 10–12). Most often we will feel enlightenment, joy, and peace (see Romans 15:13; Galatians 5:22–23; D&C 6:23; 11:13).
President Howard W. Hunter explained how we can discern different manifestations of the Spirit:
"I get concerned when it appears that strong emotion or free-flowing tears are equated with the presence of the Spirit. Certainly the Spirit of the Lord can bring strong emotional feelings, including tears, but that outward manifestation ought not to be confused with the presence of the Spirit itself.
"I have watched a great many of my brethren over the years and we have shared some rare and unspeakable spiritual experiences together. Those experiences have all been different, each special in its own way, and such sacred moments may or may not be accompanied by tears. Very often they are, but sometimes they are accompanied by total silence. Other times they are accompanied by joy. Always they are accompanied by a great manifestation of the truth, of revelation to the heart. . . .
"Listen for the truth, hearken to the doctrine, and let the manifestation of the spirit come as it may in all of its many and varied forms. Stay with solid principles; teach from a pure heart. Then the Spirit will penetrate your mind and heart and every mind and heart of your students" (Eternal Investments [address to religious educators, 10 Feb. 1989], 3).
As you prayerfully prepare to teach, as you study the scriptures, and even as you perform your daily tasks, open your mind and heart to the Lord's guidance. You may receive "sudden strokes of ideas" from the Spirit (Teachings of the Prophet Joseph Smith, sel. Joseph Fielding Smith [1976], 151). You may be led to emphasize certain principles. You may gain an understanding of how best to present certain ideas. You may discover examples, object lessons, and inspiring stories in the simple activities of life (see "Looking for Lessons Everywhere," pages 22–23). You may feel impressed to invite a particular person to assist with the lesson. You may be reminded of a personal experience that you can share. Write these ideas down, and prayerfully follow them.
Elder C. Max Caldwell shared the following experience: "Some years ago I prepared to teach a class on a subject I felt would be particularly difficult. The night before the scheduled class, I prayed for guidance and then retired, still troubled in my mind. When I awoke, a certain thought was introduced to my mind that I shared with the class later that morning. After the class, a young man spoke with me privately and said, 'The lesson was for me. I now know what I have to do.' Later I learned that he had come to that class as his first contact with the Church in many years. He then proceeded to get his life in order and eventually served a faithful mission. Presently he is experiencing the happiness associated with keeping eternal family covenants" (in Conference Report, Oct. 1992, 40; or Ensign, Nov. 1992, 29–30).
Generally, you will teach by the Spirit when you follow what you have prayerfully and thoughtfully prepared. In addition, the Spirit may from time to time prompt you while you teach. As the Lord has promised, you will be given "in the very hour, yea, in the very moment, what ye shall say" (D&C 100:6). You may occasionally feel a prompting to leave something out of a lesson or to add something that you have not prepared. You may feel impressed to bear your testimony or to invite others to share their testimonies. When learners ask questions, you may feel prompted to lay aside your preparations and thoughtfully discuss those questions. Make certain that these promptings come from the Spirit and not just from students' questions. Humbly follow these feelings. Allow the Spirit to work through you to touch the hearts of those you teach.
As you become more familiar with the voice of the Spirit, you will be able to help those you teach recognize the Spirit's influence. Elder Richard G. Scott said, "If you accomplish nothing else in your relationship with your students than to help them recognize and follow the promptings of the Spirit, you will bless their lives immeasurably and eternally" (Helping Others to Be Spiritually Led [address to religious educators, 11 Aug. 1998], 3).
Kristi, who was eight years old, attended a special missionary meeting with her father. As part of the meeting, her father showed pictures of Jesus Christ and bore his testimony of the Savior. After the meeting was over, Kristi turned to her father and said, "I feel like crying." Her father recognized that she was feeling the influence of the Spirit. He knelt down, gave her a hug, and told her that those feelings of tenderness were the promptings of the Holy Ghost, helping her know that the things she had heard that night were true. He bore testimony to her that she could always know when something was true by recognizing the same sweet feeling she was now experiencing.
Take advantage of every opportunity to help others recognize and be grateful for the peace and joy that come when they obey the whisperings of the Spirit.
I cannot save you; you cannot save me; we cannot save each other, only so far as we can persuade each other to receive the truth, by teaching it. When a man receives the truth he will be saved by it. He will be saved not merely because someone taught it to him, but because he received and acted upon it.
President Joseph F. Smith
When Alma, high priest of the Nephites, learned that the people called the Zoramites had separated themselves from the Nephites and were engaging in wicked practices, "his heart . . . began to sicken because of the iniquity of the people. For it was the cause of great sorrow to Alma to know of iniquity among his people." In addition, the Zoramites presented a great military danger to the Nephites. The Nephites "greatly feared that the Zoramites would enter into a correspondence with the Lamanites, and that it would be the means of great loss on the part of the Nephites." (See Alma 31:1–4.)
In similar situations, many leaders would want to take up arms and go to war. But in his concern for his Zoramite brethren, Alma proposed a better way: "And now, as the preaching of the word had a great tendency to lead the people to do that which was just—yea, it had had more powerful effect upon the minds of the people than the sword, or anything else, which had happened unto them—therefore Alma thought it was expedient that they should try the virtue of the word of God" (Alma 31:5).
The word of God can have a powerful influence. Sometimes we may be tempted to think that those we teach would rather talk about something else or be entertained. But effective parents, leaders, home teachers, visiting teachers, and classroom teachers in the Church know that when they teach the doctrine by the Spirit, those they teach are often awakened to a desire for the things of God.
When Alma was preaching to the Zoramites, he spoke to a group of people whose afflictions had prepared them to receive the word of God. He taught them about the power of the word. By studying what he said, we can better understand why we should use the word of God as the source of all our gospel teaching.
He compared the word to a seed that can be planted in our hearts. If you have tended a garden, you have seen that the seeds you plant, though very small, can burst with life not long after they receive a little moisture. The energy in a seed is so powerful that it may even push aside hardened ground in order to send up its first sprout. That is what happens when we "give place" for the word of God to be planted in our hearts. If we do not cast out the seed—or, in other words, if we do not resist the Spirit of the Lord—the seed will begin to swell and grow. Alma said, "It will begin to swell within your breasts; and when you feel these swelling motions, ye will begin to say within yourselves—It must needs be that this is a good seed, or that the word is good, for it beginneth to enlarge my soul; yea, it beginneth to enlighten my understanding, yea, it beginneth to be delicious to me" (Alma 32:28).
When this happens within us, we know that the seed, or the word of God, is good: "Behold, as the seed swelleth, and sprouteth, and beginneth to grow, then you must needs say that the seed is good. . . . And now, behold, because ye have tried the experiment, and planted the seed, and it swelleth and sprouteth, and beginneth to grow, ye must needs know that the seed is good" (Alma 32:30, 33). Alma continued, "If ye will nourish the word, yea, nourish the tree as it beginneth to grow, by your faith with great diligence, and with patience, looking forward to the fruit thereof, it shall take root; and behold it shall be a tree springing up unto everlasting life" and bearing fruit that is "most precious" (Alma 32:41–42).
Elder Boyd K. Packer said: "True doctrine, understood, changes attitudes and behavior. The study of the doctrines of the gospel will improve behavior quicker than a study of behavior will improve behavior" (in Conference Report, Oct. 1986, 20; or Ensign, Nov. 1986, 17). No worldly ideas or principles have this power. No spellbinding lectures or entertaining presentations can touch individuals so profoundly that they turn their hearts to Christ. Centering our teaching on the truths of the gospel is the only way we can become instruments in God's hands to help instill the faith that will lead others to repent and come unto Him.
The teaching of doctrine protects us against spiritual waywardness. It can call us back when we go astray. Elder Russell M. Nelson explained:
"Years ago as a young medical student I saw many patients afflicted with diseases that are now preventable. Today it is possible to immunize individuals against conditions that once were disabling—even deadly. One medical method by which acquired immunity is conferred is inoculation. The term inoculate is fascinating. It comes from two Latin roots: in, meaning 'within'; and oculus, meaning 'an eye.' The verb to inoculate, therefore, literally means 'to put an eye within'—to monitor against harm.
"An affliction like polio can cripple or destroy the body. An affliction like sin can cripple or destroy the spirit. The ravages of polio can now be prevented by immunization, but the ravages of sin require other means of prevention. Doctors cannot immunize against iniquity. Spiritual protection comes only from the Lord—and in his own way. Jesus chooses not to inoculate, but to indoctrinate. His method employs no vaccine; it utilizes the teaching of divine doctrine—a governing 'eye within'—to protect the eternal spirits of his children" (in Conference Report, Apr. 1995, 41–42; or Ensign, May 1995, 32).
When we use the scriptures and the words of latter-day prophets as the source of all our teaching, we invite the Spirit to bear witness. This brings to our teaching "the power of God unto the convincing of men" (D&C 11:21).
A bishop related the following experience at a stake leadership meeting:
"Almost 30 years ago I served as priests quorum adviser in our ward. In our quorum lessons, we made sure to read the scriptures and words of the living prophets and to emphasize the doctrines. Because the Spirit was there, our meetings were memorable and sweet.
"Included in the quorum was a young priest, Paolo, who seldom came home; his parents usually did not know where to find him. Occasionally I was able to contact him, and from time to time he would show up at quorum meeting. We were striving in the quorum to gain a better understanding of the principles of the gospel, and we concentrated on learning our lessons from the scriptures. When Paolo came, I was spiritually aware that these truths were touching his heart even though he would then disappear from town for weeks.
"One Sunday morning Paolo appeared at church, clean-shaven and dressed in a suit, white shirt, and tie. We were all happily surprised. We learned later that he had had an experience the night before, far away from home. He had fallen into deep discouragement. About midnight his mind opened up to a realization or spiritual experience that God and Satan were fighting for his soul, and that Satan was winning. Right then, in the middle of the night, he got up from where he was and walked many miles until he reached his home, woke his parents and told them what had happened, and then, as dawn broke, cleaned himself up and came to church.
"He never looked back. He repented of the wrongs he had done and later fell in love and married one of the noblest young women in our ward. Today he is an upstanding father, priesthood holder, and citizen.
"I have often reflected that what Paolo heard in those quorum meetings had a lot to do with the turnaround he made in his life. I knew at the time that he was being touched when we talked of gospel truths in the quorum. I think those truths kept reminding him of who he really was and what God expected of him. I think they worked upon his mind and heart and made him more and more uncomfortable with the lifestyle he was choosing. Through that slim wedge in his hardened heart, the Spirit could speak to him and warn him. How grateful I am that we did not waste our quorum time talking about cars or sports or my idea of how the boys were supposed to be living! I think Paolo heard the Lord call to him through the gospel truths that we studied together."
We can show those we teach how to find the power in the scriptures. Elder Boyd K. Packer declared: "You are to teach the scriptures. . . . If your students are acquainted with the revelations, there is no question—personal or social or political or occupational—that need go unanswered. Therein is contained the fulness of the everlasting gospel. Therein we find principles of truth that will resolve every confusion and every problem and every dilemma that will face the human family or any individual in it" (Teach the Scriptures [address to religious educators, 14 Oct. 1977], 5).
It is humbling and inspiring to ponder the price people have paid for the truth. Many have been baptized despite being rejected by their families for their decision. Prophets and many others have died rather than deny their testimonies. Referring to the martyrdom of Joseph and Hyrum Smith, Elder John Taylor declared that the Book of Mormon and the Doctrine and Covenants "cost the best blood of the nineteenth century to bring them forth" (D&C 135:6).
Each person who teaches the gospel is required to pass on to others, in pure and undistorted form, the truths for which such great sacrifices have been made. President Gordon B. Hinckley stated: "I have spoken before about the importance of keeping the doctrine of the Church pure, and seeing that it is taught in all of our meetings. I worry about this. Small aberrations in doctrinal teaching can lead to large and evil falsehoods" (Teachings of Gordon B. Hinckley [1997], 620).
As you prepare and present lessons, you should take the following precautions to ensure that you teach the truth as the Lord has revealed it.
President Ezra Taft Benson taught: "What should be the source for teaching the great plan of the Eternal God? The scriptures, of course—particularly the Book of Mormon. This should also include the other modern-day revelations. These should be coupled with the words of the Apostles and prophets and the promptings of the Spirit" (in Conference Report, Apr. 1987, 107; or Ensign, May 1987, 85).
To help us teach from the scriptures and the words of latter-day prophets, the Church has produced lesson manuals and other materials. There is little need for commentaries or other reference material. We should study the scriptures, teachings of latter-day prophets, and lesson materials thoroughly to be sure we correctly understand the doctrine before we teach it.
When Alma ordained priests to teach those he had baptized in the waters of Mormon, "he commanded them that they should teach nothing save it were the things which he had taught, and which had been spoken by the mouth of the holy prophets" (Mosiah 18:19). When the Savior's twelve Nephite disciples taught the people, they "ministered those same words which Jesus had spoken—nothing varying from the words which Jesus had spoken" (3 Nephi 19:8). As you teach the gospel of Jesus Christ, you should follow these examples.
President Harold B. Lee stated, "You're to teach the old doctrines, not so plain that they can just understand, but you must teach the doctrines of the Church so plainly that no one can misunderstand" ("Loyalty," in Charge to Religious Educators, 2nd ed. [1982], 64).
As you strive to keep the doctrine pure, you should avoid the following problems.
"In presenting a lesson there are many ways for the undisciplined teacher to stray from the path that leads to his objective. One of the most common temptations is to speculate on matters about which the Lord has said very little. The disciplined teacher has the courage to say, 'I don't know,' and leave it at that. As President Joseph F. Smith said, 'It is no discredit to our intelligence or to our integrity to say frankly in the face of a hundred speculative questions, "I don't know"' [Gospel Doctrine, 5th ed. (1939), 9]" (Joseph F. McConkie, "The Disciplined Teacher," Instructor, Sept. 1969, 334–35).
"The disciplined teacher will be sure of his sources and will also make every effort to determine whether a statement properly represents the doctrine of the Church or is merely the opinion of the author" (Instructor, Sept. 1969, 334–35).
We should not attribute statements to Church leaders without confirming the source of the statements. When we quote scriptures, we should ensure that our use of them is consistent with their context (see "Teaching from the Scriptures," pages 54–55).
"Gospel hobbies—the special or exclusive emphasis of one principle of the gospel—should also be avoided by teachers" (Instructor, Sept. 1969, 334–35).
President Joseph F. Smith said: "Hobbies give to those who encourage them a false aspect of the gospel of the Redeemer; they distort and place out of harmony its principles and teachings. The point of view is unnatural. Every principle and practice revealed from God is essential to man's salvation, and to place any one of them unduly in front, hiding and dimming all others, is unwise and dangerous; it jeopardizes our salvation, for it darkens our minds and beclouds our understandings" (Gospel Doctrine, 116–17).
"Perhaps the greatest temptation of the teacher struggling to maintain the attention of [a] class is the use of the sensational story. There are a number of these, of very questionable origin, continually being circulated throughout the Church. . . . These are not teaching tools: stability and testimony are not built on sensational stories. Direction for us from the Prophet is dispensed through proper priesthood channels. Careful attention should be paid to the messages of the General Authorities in stake and general conferences, and Church publications should be read regularly. Meaningful attention will be accorded the teacher who establishes the reputation of being orthodox and sound in doctrine" (Instructor, Sept. 1969, 334–35).
President Ezra Taft Benson cautioned: "There have been and continue to be attempts made to bring [a humanistic] philosophy into our own Church history. . . . The emphasis is to underplay revelation and God's intervention in significant events and to inordinately humanize the prophets of God so that their human frailties become more apparent than their spiritual qualities" ("God's Hand in Our Nation's History," in 1976 Devotional Speeches of the Year [1977], 310).
Speaking of these attempts, President Benson later said, "We would warn you teachers of this trend, which seems to be an effort to reinterpret the history of the Church so that it is more rationally appealing to the world" (The Gospel Teacher and His Message [address to religious educators, 17 Sept. 1976], 11).
President J. Reuben Clark Jr. said, "Only the President of the Church, the Presiding High Priest, is sustained as Prophet, Seer, and Revelator for the Church, and he alone has the right to receive revelations for the Church, either new or amendatory, or to give authoritative interpretations of scriptures that shall be binding on the Church, or change in any way the existing doctrines of the Church" (in Church News, 31 July 1954, 10). We should not teach our private interpretation of gospel principles or the scriptures.
Elder Spencer W. Kimball stated: "There are those today who seem to take pride in disagreeing with the orthodox teachings of the Church and who present their own opinions which are at variance with the revealed truth. Some may be partially innocent in the matter; others are feeding their own egotism; and some seem to be deliberate. Men may think as they please, but they have no right to impose upon others their unorthodox views. Such persons should realize that their own souls are in jeopardy" (in Conference Report, Apr. 1948, 109).
Latter-day prophets have instructed us to use the scriptures to teach the doctrines of the gospel. President Ezra Taft Benson said: "Always remember, there is no satisfactory substitute for the scriptures and the words of the living prophets. These should be your original sources. Read and ponder more what the Lord has said, and less about what others have written concerning what the Lord has said" (The Gospel Teacher and His Message [address to religious educators, 17 Sept. 1976], 6).
President Gordon B. Hinckley said: "The truest source of divine wisdom is the word of the Lord in these sacred volumes, the standard works of the Church. Here is found the doctrine to which we must hold fast if this work is to roll forth to its divinely charted destiny" (in Conference Report, Apr. 1982, 67–68; or Ensign, May 1982, 45).
The following suggestions can help you teach from the scriptures.
Before we can teach from the scriptures, we must study the scriptures on our own (see "Seeking to Obtain the Word," pages 14–15; "Developing a Personal Plan for Studying the Gospel," pages 16–17).
As you teach from the scriptures, it is particularly important to conduct discussions and use questions, because these methods encourage those you teach to think about the scriptures and share insights. When learners discuss principles from the scriptures, they develop skills they need for their personal scripture study. (For help with conducting discussions and using questions, see pages 63–65 and 68–70.)
The setting or background of a scripture passage is called the context. Learners will better understand what is happening or being said in a scripture passage when they know its context.
To begin looking for context, ask the following questions:
Who is speaking?
Whom is that person speaking to?
What is he or she speaking about?
What is he or she responding to?
Why is he or she saying this?
For example, Luke 15:11–32 contains the Savior's parable of the prodigal son. The Prophet Joseph Smith said that he gained an understanding of this parable by looking to its context:
"I have a key by which I understand the scriptures. I enquire, what was the question which drew out the answer, or caused Jesus to utter the parable? . . . While Jesus was teaching the people, all the publicans and sinners drew near to hear Him; 'and the Pharisees and scribes murmured, saying: This man receiveth sinners, and eateth with them.' This is the keyword which unlocks the parable of the prodigal son. It was given to answer the murmurings and questions of the Sadducees and Pharisees, who were querying, finding fault, and saying, 'How is it that this man as great as He pretends to be, eats with publicans and sinners?'" (Teachings of the Prophet Joseph Smith, sel. Joseph Fielding Smith [1976], 276–77).
As the Prophet Joseph pointed out, the context of the parable of the prodigal son starts in Luke 15:1–2, several verses before the parable begins. One way to find the context is to read the verses before and after the passage you are studying.
This approach is helpful even when the speaker in a scripture passage is responding not just to people but to the important events of the day. An example of this is summarized at the beginning of "The Power of the Word" (page 50). When we understand who the Zoramites were, the awful spiritual state they were in, and the threat they presented to the Nephites, we can better understand the importance of Alma's statement that he and his brethren should "try the virtue of the word of God" in their effort to turn the Zoramites from their ways (Alma 31:5).
Sometimes it is also helpful to study the political, social, or economic history of the times in which a scripture was given. For example, to gain an understanding of the Lord's comfort and promises in Doctrine and Covenants 121 and D&C 122, it is helpful to know about the afflictions the Saints were suffering in Missouri at that time and the conditions the Prophet Joseph and his companions endured in Liberty Jail. To increase our understanding of the epistles of Paul, we can benefit from a basic knowledge of the area in which he traveled and the condition of the branches of the Church to which he wrote. The Bible Dictionary can be an excellent source for this and other background information on passages in the Bible.
In providing context, it is essential to not lose sight of its purpose, which is to contribute to a better understanding of a particular scripture passage. Be careful not to turn context—such as the history, politics, economics, or language of the people in the scriptures—into the main focus of a lesson.
It is often easier to understand a gospel principle when it is expressed as part of a scriptural story. Stories engage people's interest and show how gospel principles apply in everyday life. In addition, stories are often easier to remember than abstract statements of principles. (For suggestions on sharing stories, see "Stories," pages 179–82.)
A scriptural story may contain many principles and applications (one example is the book of Enos, which contains only 27 verses but illustrates many gospel principles). You will need to decide which of these you will highlight in the stories you use.
It is often helpful for learners to read a story aloud together, taking turns reading (see "Read Aloud," page 56). If the story is long, it is usually best to summarize it, having learners read a few key verses at important points in the story. Chapter or section headings can be helpful when you prepare and present summaries.
When we study the lives of individuals in the scriptures, we often see gospel principles at work over a period of time. For example, the complete story of Zeezrom in the Book of Mormon shows that a person can repent and go on to serve the Lord in righteousness. If you read the verses cited in the index of your scriptures under "Zeezrom," you can follow the story of Zeezrom's attack against the Church, his conversion, and finally, his valiant service as a missionary and gospel teacher. Other instructive biographies include those of Ruth, King David, Samuel, Esther, the Apostle Paul, Alma the Elder, King Benjamin, Alma the Younger, Corianton, Mormon, and Moroni.
When you teach from the scriptures, it is often helpful to have learners look or listen for something specific. Following are some examples of things you might ask them to "look for" or "listen for."
Gospel principles illustrated in people's lives. Example: "As we read Moses 5:4–9, look for statements that illustrate Adam's obedience, even before he fully understood the principles involved."
Questions. Example: "As we read Alma 5:14–32, listen for questions Alma asked."
Lists. Example: "As we study Doctrine and Covenants 25, look for the qualities of an 'elect lady.'"
Definitions of words or concepts. Example: "Look for definitions of Zion in Doctrine and Covenants 97:21 and Moses 7:18."
Imagery and symbols. Example: "In John 15:1–6, look for the Savior's comparison of Himself to a vine and His disciples to the branches."
Prophetic commentary on a principle or event. Example: "As I read Alma 30:60, listen for Mormon's commentary on the fate of Korihor."
"If, then" relationships. Example: "Listen for Isaiah's promises to us if we keep the Sabbath day holy." (See Isaiah 58:13–14.)
Conduct that pleases or displeases God. Example: "As we read Alma 39:1–9, look for the specific counsel that Alma gave to his son Corianton."
Patterns of events, characteristics, or actions. Example: "As we study these passages, look for patterns that show the need for righteous desires as we seek for truth." (See 1 Nephi 10:17–22; 1 Nephi 11:1–23; D&C 11.)
As you look and listen for these things in your personal study and preparation, you will be better able to conduct "look for" and "listen for" activities with those you teach.
See "Likening," pages 170–71.
Reading the scriptures aloud engages learners' interest, sharpens their focus on particular passages, and helps them be receptive to the influence of the Spirit. When one person reads aloud, you should encourage others to follow along in their scriptures. Invite them to listen and look for specific principles or ideas. Allow time for them to turn to each scripture passage before it is read. If a passage contains unusual or difficult words or phrases, explain these before the passage is read. If anyone in the group might have difficulty reading, ask for volunteers instead of having them take turns. Work individually with those who have trouble reading so they can eventually come prepared to read a passage successfully.
President Howard W. Hunter said: "We ought to have a Church full of women and men who know the scriptures thoroughly, who cross-reference and mark them, who develop lessons and talks from the Topical Guide, and who have mastered the maps, the Bible Dictionary, and the other helps that are contained in this wonderful set of standard works. There is obviously more there than we can master quickly. Certainly the scriptural field is 'white already to harvest'" (Eternal Investments [address to religious educators, 10 Feb. 1989], 2–3).
The Bible Dictionary is located in the appendix of the Latter-day Saint edition of the King James Bible, immediately following the Topical Guide. It is a teaching and study resource that provides explanations of names and places mentioned in the Bible. It also provides short articles on cultural items and a few key doctrines such as the Atonement, baptism, the Holy Ghost, and resurrection. It includes a chronology of important dates.
You can use the material in the Bible Dictionary to enrich lessons. You might ask learners to prepare reports, give definitions, or even teach a segment of a lesson from the Bible Dictionary.
To appreciate the enrichment that the Bible Dictionary provides, look up the word grace (page 697). Study the definition carefully. Then read the scripture references provided. Note how these verses of scripture have greater significance when you ponder the definition of grace.
Pages of scriptural text usually contain footnotes. In Latter-day Saint editions of the scriptures, the footnotes contain several kinds of information. For example, they contain alternate Greek (GR) or Hebrew (HEB) translations for selected words. They contain references to the Topical Guide (TG). They also contain explanations of idioms and difficult constructions (IE). Footnotes with the notation "JST" are excerpts from Joseph Smith's inspired translation of the Bible. Short Joseph Smith Translation entries appear in the footnotes. Longer entries appear in a special section in the appendix, immediately after the Bible Dictionary.
The most common type of footnote is a cross-reference to other scripture passages in the standard works. These additional passages often clarify or add insight to the passage you are reading. For example, look up Doctrine and Covenants 11:21. Read the verse, and then read the passages listed in footnote b. How do these passages increase your understanding of the verse?
When teaching a passage of scripture, you can use the footnotes and cross-references to help learners better understand the passage.
A heading provides an overview of the chapter or section that follows. It may include information about doctrine, historical context, or people. The heading to 2 Nephi 27, for example, explains that the chapter is similar to Isaiah 29 and that it contains a prophecy about the coming forth of the Book of Mormon.
You may want to invite learners to mark scripture passages according to the highlights contained in the chapter or section heading. For example, the major principles in the Word of Wisdom are described in the heading for Doctrine and Covenants 89. You could have learners read these principles in the heading and then highlight them in the scripture text.
You may want to ask learners to silently read chapter or section headings before they comment on selected scriptures. This can help them properly understand the context of the scriptures.
Each one of the standard works has introductory pages, which contain useful background information about the purpose and origin of the book. For example, the introductory pages to the Book of Mormon contain testimonies from Joseph Smith and others and information about the origin of the book. The introductory pages to the Doctrine and Covenants explain how the revelations in the book were received and compiled.
This material can be used to teach the background, history, chronology, and organization of the scriptures. Entire lessons may be organized using material from these pages. For example, the explanatory introduction to the Doctrine and Covenants contains a brief review of the Restoration of the gospel and lists scripture references pertaining to the subject.
Latter-day Saint editions of the scriptures contain maps of scriptural sites and areas that are important in Church history. By knowing the geography of the lands discussed, learners can better understand events described in the scriptures.
The introduction to the Topical Guide states that it is "intended to help the reader find scriptures most often used in gospel classes and study. Because of space limitations, the guide is not intended to be comprehensive. It is also recommended that the reader look up each scripture and examine it in its context, in order to gain a better understanding of it."
Turn to the Topical Guide in your scriptures and look up the word abide. Note that the names of books of scripture appear in bold. Scripture passages from each book follow. Each scripture passage in the list contains the word abide, shown by the abbreviation a. The entry also contains cross-references to other words in the Topical Guide that provide information on the subject.
You may want to study the Topical Guide to learn more about a lesson topic and to find scripture passages to use in a lesson. As part of a lesson, you could ask learners a question and invite them to use the Topical Guide to find answers.
It is helpful to mark scriptures, highlighting story lines, themes, and principles so they will be easy to find. This can be likened to a personal filing system. As you teach, you can encourage learners to mark their scriptures by saying something like, "This verse contains an important principle. You may want to mark it."
There is no single way to mark scriptures. A person's marking system should reflect his or her personal approach to scripture study. If you teach adults or youth, you might consider asking some learners to share the methods they use.
Methods for marking scriptures include, but are not restricted to, the following:
Shading, underlining, bracketing, or outlining an entire verse or block of verses with a pencil or colored marker.
Underlining only a few key words in each verse of scripture. This creates a highlighted version of the chapter or section that you can scan quickly to pick out the main concepts.
Circling or underlining key words and, with straight lines, linking together those that relate closely to one another.
Marking an entire verse or block of verses and linking the key words within that passage.
Noticing when a series of related points is mentioned and numbering the points within the text or in the margin.
Most gospel principles are expressed in many different passages of scripture, with each passage providing its own insight. You can gain a more complete understanding of a principle when you study various passages about it. One way to do this is to compile a list of passages on a subject and then write that list in your scriptures. Depending on the topic, a list may be long or as short as two or three key verses. This method, sometimes called scripture linking, can be a valuable tool in studying the scriptures and teaching from them. You can link a list of scripture passages in the following way:
In the margin beside each scripture passage, write the reference of the next passage in the list. Continue doing this until you reach the last passage. Beside the last passage, write the reference to the first one. Then you can start at any point on the list and continue through the chain until you have read all the passages.
You may develop some lists that need to be put in a certain sequence to provide a more complete understanding of their subjects. To always know where to start such a sequence, you can write the reference to the first passage in parentheses under each of the other references. Or you can write only the reference to the first passage by each of the other passages, and on the page where the first passage appears, you can write the entire list.
Making notes in the margins of your scriptures can be a valuable way to personalize the scriptures. Such notes provide a way to record insights, identify cross-references that are important to you, and record ways that you can apply scripture passages in your daily life.
You may want to encourage learners to make margin notes. You might say something like, "I want to share a thought about this chapter. I have written it in the margin" or "Here is an excellent passage on repentance. You may want to write the word repentance in the margin next to it."
You can bless the lives of children by helping them become comfortable with the language of the scriptures. When you teach children, you should use the scriptures frequently and find ways to have the children become comfortable using the scriptures. Following are examples of what you might do:
Help children become familiar with the names and order of the books in the scriptures. Use the songs "The Books in the Old Testament," "The Books in the New Testament," and "The Books in the Book of Mormon" from the Children's Songbook, pages 114–17 and 119.
Help children understand the language of the scriptures. When you read scriptures together, explain the meaning of important words. Help children pronounce difficult words and names. Have them listen for certain words, phrases, or ideas.
When you want children to find a certain scripture passage, give them the page number of the passage as well as the reference.
Share a scripture account in your own words. Help learners visualize the events and the people as you describe what happened (see "Stories," pages 179–82). Then read key scripture passages aloud.
Have children read aloud from the scriptures. Be aware of each child's abilities, and help each participate successfully.
If children are too young to read, invite them to watch as you read a scripture and point to the words. You could also have older children assist younger children in finding and reading scriptures.
Have children read scripture accounts from the illustrated books of scripture stories published by the Church, such as Book of Mormon Stories.
Help the children discuss scripture accounts. Teach them to ask questions when they read, such as, "What is happening? Why is this happening? Who is speaking? How does this apply to me?"
Use the methods described in part F of this book (pages 157–84). For example, in presenting a story from the scriptures, you could use a flannel board, simple chalkboard illustrations, or pictures drawn by the children. You could have children retell a scripture story or sing songs that relate to specific scriptures.
At the end of some Primary lessons, there is a section called "Suggested Home Reading." Invite the children to read with their families the scriptures mentioned there.
Each of us is responsible to learn the gospel through diligent effort. We are also privileged at various times to serve as teachers—to inspire and help others in their responsibility to learn the gospel.
Awaken and hold the interest of those we teach.
Encourage their active participation in lessons.
Show them how to live according to the truths they learn.
We are to do these things with love and by the power of the Spirit. This means that we should focus not so much on our performance as on how well we help others learn the gospel diligently and live it faithfully.
In a letter about studying the gospel, Elder Bruce R. McConkie wrote: "Now let us come to . . . a conclusion that will have an important bearing on our eternal salvation. It is that each person must learn the doctrines of the gospel for himself. No one else can do it for him. Each person stands alone where gospel scholarship is concerned; each has access to the same scriptures and is entitled to the guidance of the same Holy Spirit; each must pay the price set by a Divine Providence if he is to gain the pearl of great price.
"The same principle governs both learning truth and living in harmony with its standards. No one can repent for and on behalf of another; no one can keep the commandments in the place and stead of another; no one can be saved in someone else's name. And no one can gain a testimony or press forward in light and truth to eternal glory for anyone but himself. Both the knowledge of the truth and the blessings that come to those who conform to true principles are personal matters. And as a just God offers the same salvation to every soul who lives the same laws, so he offers the same understanding of his eternal truths to all who will pay the truth seeker's price.
"The Church system for gaining gospel knowledge is as follows:
"a. The responsibility rests upon each person to gain a knowledge of the truth through his own efforts.
"b. Next, families should teach their own family members. Parents are commanded to bring up their children in light and truth. The home should be the chief teaching center in the life of a Latter-day Saint.
"c. To help families and individuals, the Church, as a service agency, provides many opportunities to teach and to learn. We are commanded to 'teach one another the doctrine of the kingdom' (D&C 88:77). This is done in sacrament meetings, in conferences and other meetings, by home teachers, in priesthood and auxiliary classes, through seminaries and institutes, and through the Church educational system" ("Finding Answers to Gospel Questions," in Charge to Religious Educators, 3rd ed. [1994], 80).
Knowing that individuals are responsible to learn the gospel, we may ask, What is the role of teachers? It is to help individuals take responsibility for learning the gospel—to awaken in them the desire to study, understand, and live the gospel and to show them how to do so.
Sister Virginia H. Pearce, who served as first counselor in the Young Women general presidency, said:
"A teacher's goal is greater than just delivering a lecture about truth. It is to invite the Spirit and use techniques that will enhance the possibility that the learner will discover the truth [and] be motivated to apply it. . . .
". . . Imagine hundreds of thousands of classrooms every Sunday, each with a teacher who understands that 'the learning has to be done by the pupil. Therefore it is the pupil who has to be put into action. When a teacher takes the spotlight, becomes the star of the show, does all the talking, and otherwise takes over all of the activity, it is almost certain that he is interfering with the learning of the class members' [Asahel D. Woodruff, Teaching the Gospel (1962), 37].
"A skilled teacher doesn't think, 'What shall I do in class today?' but asks, 'What will my students do in class today?'; not, 'What will I teach today?' but rather, 'How will I help my students discover what they need to know?' [Teaching the Gospel: A Handbook for CES Teachers and Leaders (1994), 13]. The skilled teacher does not want students who leave the class talking about how magnificent and unusual the teacher is. This teacher wants students who leave talking about how magnificent the gospel is!" (in Conference Report, Oct. 1996, 13–14; or Ensign, Nov. 1996, 12).
Teachers who understand their true responsibility respect the agency of each person they teach. They rejoice when those they teach study the scriptures on their own, discover gospel principles for themselves, and make insightful contributions to discussions. Teachers are most successful when learners diligently study and grow in the gospel and draw strength from God.
Excellent teachers do not take the credit for the learning and growth of those they teach. Like gardeners who plant and tend crops, they strive to create the best possible conditions for learning. Then they give thanks to God when they see the progress of those they teach. Paul wrote, "Neither is he that planteth any thing, neither he that watereth; but God that giveth the increase" (1 Corinthians 3:7).
The following suggestions can help you encourage others to take responsibility for learning the gospel:
Nurture your own enthusiasm for studying the scriptures and the teachings of latter-day prophets. Your enthusiasm may inspire those you teach to follow your example.
As you teach, always draw attention to the scriptures and the teachings of latter-day prophets. This will help members appreciate how rich and meaningful the word of God is.
Ask questions that require learners to find answers in the scriptures and the teachings of latter-day prophets. While it is sometimes good to ask learners what they think about certain subjects, it is often a better idea to ask them what the scriptures and the latter-day prophets teach.
Show learners how to use the study helps in the scriptures. The scriptures can seem overwhelming to some, especially those who are relatively inexperienced in the Church. You can help by teaching them how to use the footnotes, the Topical Guide, the Bible Dictionary, the excerpts from the Joseph Smith Translation, and the maps (see "Teaching from the Scriptures," pages 54–59, for specific ideas). Individuals who learn how to use these study helps become more confident in their ability to study the scriptures.
Give assignments that require study of the scriptures and the teachings of latter-day prophets. Consider ending a lesson by asking a question or giving an assignment that requires those present to search the scriptures and the teachings of latter-day prophets. Even little children can be given this kind of assignment. For example, after a lesson about prayer, you could ask children to read with their parents a scripture account or general conference talk about prayer.
Help learners understand that the people in the scriptures were real people who experienced trials and joy in their efforts to serve the Lord. The scriptures come alive as we remember that the prophets and other people in the scriptures experienced many of the same things we experience.
Show learners how to find answers to life's challenges in the scriptures and the teachings of latter-day prophets. For example, you could help them use the Topical Guide in the scriptures or the index in conference issues of the Church magazine to search for counsel on topics such as comfort, repentance, forgiveness, revelation, or prayer.
Openly encourage those you teach to study the scriptures and the teachings of latter-day prophets. Some have never understood their responsibility to learn the gospel. Some have forgotten. A bishop remarked that he had once attended a Primary training meeting where the challenge was given to study the scriptures every day. As a direct result of that experience, he missed only one day of study during the next 13 years. He said that this study changed his life.
Bear testimony of the Savior as the center of all that the scriptures and the latter-day prophets teach. Be especially bold in bearing your testimony of the Savior. As those you teach see the Savior in the scriptures and the teachings of latter-day prophets, their hunger to study will increase and their testimonies will be strengthened.
For more on helping individuals take responsibility for learning the gospel, see lesson 5 in the Teaching the Gospel course (pages 208–12).
Meaningful discussions are fundamental to most gospel teaching. We invite the influence of the Spirit when we teach the gospel to one another and give respectful attention to one another.
Discussions can bring results that seldom occur without them. For example, they can:
Promote diligent learning. Through well-conducted discussions, learners' interest and attentiveness are increased. Each person present can be encouraged to become actively engaged in the learning process. As you and those you teach ask questions, search the scriptures together, and listen to one another, all who are present will be able to gain skills and motivation that can help in individual gospel study.
Encourage unity among those you teach. As they share their own insights and experiences and listen and respond to one another respectfully, they become more unified and create a positive atmosphere for learning.
Increase understanding. Good discussions are more than friendly conversations in which opinions are shared. They broaden and deepen each participant's understanding of gospel principles.
Reduce misunderstanding. Learners' comments reveal how well they are understanding the principles being taught. This can help you know when to further develop, emphasize, or review particular principles.
Questions can encourage those present to participate in discussions. They can help learners understand a principle, think about it more deeply, and relate it to their lives. They can lead learners to turn to the scriptures for answers.
Most lesson manuals provide questions for getting discussions started and keeping them going. You may use these questions and prepare your own. Ask questions that encourage thoughtful comments and help individuals truly ponder the gospel. (For additional help, see "Teaching with Questions," pages 68–70.)
After you have planned questions, ask yourself, "What else can I do? What methods can I use to enrich the discussion?" You can use many different teaching methods to begin discussions and keep them going. For example, you could begin a lesson by relating a story, using an object lesson, or singing a hymn together and having those present look in the hymn for the answer to a question.
The Holy Ghost may prompt one or more of those you teach to contribute insights that others need to hear. Be open to promptings you receive to call on specific people. You may even feel impressed to ask a person who has not volunteered to express his or her views.
Those you teach will benefit from each other's participation. However, you may find yourself asking for comments only from those who raise their hands. Occasionally people choose not to participate because they have no opinion about the topic or prefer to give others the chance to speak. Or they may fear being wrong or think that they cannot express themselves as well as others. They may feel that they are not accepted by the group.
Be sensitive and prayerful as you consider each individual. You may decide to ask for a person's opinion about a topic rather than ask a factual question that he or she may not be able to answer. For example, rather than asking, "What gifts of the Spirit does Paul list in 1 Corinthians?" you could ask, "Why do you think charity is the greatest of all the gifts of the Spirit?" You may ask someone to prepare a brief presentation for a lesson; you may even help him or her prepare it. You may want to first befriend some individuals, letting them know that you value what they have to say.
Occasionally learners share ideas that do not relate to the lesson. If you feel that a comment detracts from a lesson, you can guide the discussion back to the main points of the lesson by saying something such as, "That is an interesting observation, but I believe we are straying into another area. Could we leave that discussion for another time and get back to the original question?" Or you could say, "I don't think I am prepared to talk about that today. Perhaps we could discuss that idea another time."
There may also be times when you do not know the answer to a question. If this happens, simply say that you do not know. You may want to say that you will try to find the answer. Or you may want to invite learners to find the answer, giving them time in another lesson to report on what they have learned.
Sometimes several learners may be anxious to comment on an idea. Encourage them to raise their hands when they wish to comment and to wait until you can call on them. Point out how much they can learn from one another, and invite them to listen respectfully to each other's ideas.
Occasionally an individual may disrupt a lesson by arguing with you and others, speaking irreverently, or raising controversial issues. Such a person introduces a spirit of contention, which makes it difficult to teach and can weaken the faith of some. For suggestions on how to work with such individuals, see "Helping Those Who Become Disruptive," pages 84–87.
Teachers who lecture most of the time or answer every question themselves tend to discourage learners from participating. You should be careful not to talk more than necessary or to express your opinion too often. These actions can cause learners to lose interest. Think of yourself as a guide on a journey of learning who inserts appropriate comments to keep those you teach on the correct path.
Your main concern should be helping others learn the gospel, not making an impressive presentation. This includes providing opportunities for learners to teach one another. When an individual asks a question, consider inviting others to answer it instead of answering it yourself. For example, you could say, "That's an interesting question. What do the rest of you think?" or "Can anyone help with this question?"
Be careful not to end good discussions too soon in an attempt to present all the material you have prepared. Although it is important to cover the material, it is more important to help learners feel the influence of the Spirit, resolve their questions, increase their understanding of the gospel, and deepen their commitment to keep the commandments.
Make every effort to listen sincerely to learners' comments. Your example will encourage them to listen carefully to one another. If you do not understand someone's comment, ask a question. You might say, "I'm not sure I understand. Could you explain that again?" or "Could you give me an example of what you mean?" (For additional help, see "Listening," pages 66–67.)
You can help those you teach feel more confident about their ability to participate in a discussion if you respond positively to every sincere comment. For example, you might say, "Thank you for your answer. That was very thoughtful" or "What a good idea! I had never thought of that before" or "That is a good example" or "I appreciate all that you have said today."
Never ridicule or criticize any question or comment, but show courtesy and love as you do your best to respond. When people feel that their comments are valued, they will share their experiences, feelings, and testimonies more freely (see "Teaching Others to Contribute to a Learning Atmosphere," pages 77–78; "How Teachers Can Contribute to a Learning Atmosphere," pages 79–81).
Occasionally someone might say something that is incorrect. You can rescue the learner with a response like "I had not thought of it that way before." Or you might say, "Perhaps you are thinking of something else" or "I'm glad you brought that up." In some cases, you might take responsibility for an incorrect answer. For example, you could say, "I didn't make myself very clear, did I? I'm sorry."
It is important to end discussions at the right time. Much of the spirit of an uplifting discussion is lost when it lasts too long. The following suggestions may help you:
Manage the time. Know when the lesson should end. Give yourself enough time to summarize what has been said and to bear your testimony.
Give learners a time limit. You could say something like, "We have time for only two more comments." Or you could say, "We'll listen to one more comment, and then I'll conclude with a final thought."
In addition to bringing discussions to a close at the right time, it is important to end discussions in the right way. When you end a discussion, thank the learners for participating. Then summarize the main points you have covered during the discussion or invite someone else to do so. Emphasize the gospel principles discussed. Review any new insights gained from the discussion, and encourage those you teach to use their deepened understanding in applying the principles to their lives. As prompted by the Spirit, bear your testimony or invite someone else to do so.
Listening is an expression of love. It often requires sacrifice. When we truly listen to others, we often give up what we want to say so they can express themselves.
As a teacher, you can do much good by listening. When you listen, you focus your teaching on the needs and interests of individuals. You demonstrate your respect for their ideas, opinions, and experiences. You show that you care about them individually. When they know that their insights are important to you, they are more likely to:
Be receptive and enthusiastic.
Share thoughts and experiences.
Learn diligently.
Live what they learn.
Some may suppose that listening attentively to one member of a group means ignoring the others and doing them a disservice. This is not so. Listening carefully to one person helps the others know that you care about individuals. And as you listen to family members or class members one at a time, you set an example for others to do the same.
Your careful listening will help you as a teacher. As you listen with love and respect to learners' comments, you will be able to:
Determine how actively learners are engaged in the learning process.
Determine how much they are learning.
Better understand their needs.
Perceive and remove obstacles that may limit their learning, such as discouragement or preoccupation with other things.
Better understand the questions that trouble them so you can guide them to answers.
Know when to continue with a point that is important to them.
Know when they need an opportunity to speak.
Decide when to repeat specific principles or give more explanation.
Know when to adapt a lesson presentation.
Listening will also bring great benefits to you personally. As you listen to those you teach, you will see that they have much to teach you.
How will those you teach know that you are listening? You can demonstrate that you are listening by displaying an expression of interest. You can look at the speaker rather than at your lesson materials or other things in the room. You can encourage the speaker to complete his or her thoughts without interruption. You can avoid jumping into conversations prematurely with advice or judgments. When you understand what is being said, you can make comments that show your understanding. When you do not understand, you can ask questions.
Consider the following ideas as you strive to increase your ability to listen.
Questions such as the following can show that you care about each individual's ideas and feelings.
Can you tell me more about that?
How did you feel when that happened?
I'm not sure I understand. Are you saying that . . . ?
Would you explain that to me?
Do not be afraid of silence. People often need time to think about and reply to questions or to express what they are feeling. You might pause after you have asked a question, after a spiritual experience has been shared, or when a person is having difficulty expressing himself or herself. Be sure to give the speaker time to complete his or her thought before you respond. Of course, you should not pause for too long, especially when someone feels uncomfortable or pressured to speak.
Sometimes people have the tendency to think of what they are going to say rather than listen to what others are saying. Make sure you are really concentrating on the speaker rather than planning your response.
People often communicate their feelings by the way they sit, their facial expressions, what they do with their hands, their tone of voice, and the movements of their eyes. These unspoken messages can help you understand the feelings of those you teach.
After listening for spoken and unspoken messages, you may want to restate what you have understood. Summarize the messages in your own words to see if you have understood correctly. After doing this, you may check with the person by asking, "Is that what you were saying?" or "Do we need to talk more about that?" When you do this, be sure that you do not speak in a condescending manner.
Remind learners that listening is one way we show love. The following suggestions may help you encourage learners to listen to one another:
After one person has responded to a question or offered an insight, invite the others to either add to the comment or express a different opinion.
When someone asks a question, redirect it to others rather than answer it yourself. For example, you could ask, "Would anyone care to answer that question?"
In advance, ask one or more people to prepare to summarize the ideas that are shared during a discussion.
The Savior constantly watched and listened to those He taught, adjusting His teaching to the needs He perceived. For example, after teaching the Nephite people, He said, "Go ye unto your homes, and ponder upon the things which I have said" (3 Nephi 17:3). However, just as He was to leave, "he cast his eyes round about again on the multitude, and beheld they were in tears, and did look steadfastly upon him as if they would ask him to tarry a little longer with them" (3 Nephi 17:5). He perceived their needs and stayed longer to minister to them and teach them. As you listen carefully and respond appropriately to those you teach, you can help meet their needs for gospel learning.
Jesus Christ, the Master Teacher, often asked questions to encourage people to ponder and apply the principles He taught (see, for example, Matthew 16:13–15; Luke 7:41–42; 3 Nephi 27:27). His questions prompted thought, soul-searching, and commitment.
Church-produced lesson manuals suggest many questions that you can use in lessons. Read them carefully to decide which will be most helpful for those you teach. You may also prepare your own questions. As you consider questions to use in a lesson, ask yourself, "Will they help those I teach understand the main ideas of the lesson? Will these questions help those I teach apply the gospel principles being taught?"
The following ideas may help you prepare your own questions.
Questions that can be answered yes or no have limited use in gospel instruction. You should use them primarily to obtain commitments or to determine if someone agrees or disagrees.
Factual questions are used to establish the basic facts of a scripture passage, event, or gospel principle. They have specific answers. They can help learners begin to study scripture passages, understand major points, review ideas, and overcome misconceptions. For example:
When Nephi's brothers asked to be forgiven for binding him with cords, what was his immediate response?
When and where was the Church organized?
Make sure that you do not ask only factual questions. They do not require much thought, and they may discourage those who do not know the answers. When you do use them, you should generally make sure that the information necessary to answer them is available to those you teach.
With factual questions, you can help everyone begin a discussion at the same point. You can then move to questions that prompt deeper thinking and help learners see how gospel principles apply in their lives.
Some questions encourage learners to think deeply about the meaning of scripture passages and gospel principles. These questions often begin with the words what, how, or why. They cannot be answered with yes or no, and they usually have more than one right answer. For example:
Why do you think this revelation came at this time in the history of the Church?
What can this story teach about how the Lord helps those in need?
How would you define faith?
What does it mean to be meek?
How is this object like the gospel principle we are discussing? (This is a good question to ask with an object lesson.)
How was the reaction of Laman and Lemuel different from Nephi's reaction?
When asking such questions, be open to all answers (see "Listening," pages 66–67). Encourage learners to ponder the scriptures and gospel principles being discussed and to express their ideas. Do not try to get them to give specific answers to questions; they will quickly become aware of what you are doing and either stop participating or start guessing instead of thinking. When you need a specific answer, it is best to ask a factual question or present the information in some other way.
It is important to ask questions that help learners apply gospel principles in their lives. For example:
How has this promise from the Lord been fulfilled in your life?
How do we sometimes make the same error as the people in this story?
How can God's chastening be a blessing to us?
What are some circumstances today that are similar to the events in this scripture account?
If you were this person, what would you do?
Ask learners to share examples of how they or others have applied the gospel principles being discussed. As prompted by the Spirit, encourage them to bear testimony of the principles they discuss.
Do not use questions to show your own knowledge. Ask questions that will prompt thoughtful answers from those you teach.
Occasionally someone will give an incorrect answer or an answer that shows little understanding. Others in the group might laugh at such an answer. This might embarrass the individual and make him or her hesitant to participate in the future. It can interfere with his or her learning.
Respond to incorrect answers with respect and courtesy. Ensure that the individual still feels comfortable participating. You may choose to take responsibility yourself by saying something like, "I'm sorry. I don't think I asked that question very clearly. Let me try again." Or you could rescue the individual by saying, "Perhaps you were thinking of something else" or "Thank you for bringing that up, but I'm not sure my question was clear." Such responses will help those you teach feel more and more comfortable participating, even when they think they might be risking a wrong answer.
Do not be concerned if learners are silent for a few seconds after you have asked a question. Do not answer your own question; allow time for learners to think of responses. However, prolonged silence may indicate that they do not understand the question and that you need to rephrase it.
Follow-up questions can help learners think more deeply about a principle they are discussing. For example, if learners suggest one way that a scripture account can be likened to themselves, you might ask, "What else can we learn from this story?"
To encourage more learners to participate, you may want to direct some follow-up questions to those who have not yet made comments during the lesson.
If several people have comments about a subject, you may want to say something like, "We'll hear your comments first and then yours." Then those you teach will remain orderly because they know that they will have an opportunity to speak.
To help learners prepare to answer questions, you may want to tell them before something is read or presented that you will be asking for their responses (see the "look for" and "listen for" approaches in "Teaching from the Scriptures," page 55). For example, you could say, "Listen as I read this passage so that you can share what most interests you about it" or "As this scripture is read, see if you can understand what the Lord is telling us about faith."
The Savior said, "He that hath the spirit of contention is not of me" (3 Nephi 11:29; see also verses 3 Nephi 11:28, 30). Be careful not to ask questions that promote argument or highlight sensational issues. Do not ask questions that create doubt or that lead to discussions that fail to edify. Make sure that your questions move learners toward a unity of faith and love (see Mosiah 18:21). When there is disagreement, strive to emphasize points of agreement and correct doctrine.
You may occasionally choose to ask questions that learners should ponder silently rather than answer in an open discussion. For example:
What have you done today that is moving you toward eternal life?
Have you failed to do something today that would have moved you toward eternal life?
You may want to use questions in some of the following ways:
Write questions on wordstrips, and tape the wordstrips to the bottoms of chairs. At appropriate times during the discussion, ask each person to remove the question from his or her chair. Then have him or her read the question and respond to it.
Ask each learner to write one question based on a gospel principle or verse of scripture. Gather the questions and discuss them.
Ask individuals to role-play characters of their choice in the lesson, and let the others ask them questions (see "Role Playing," page 178). This works particularly well with children.
During the week before the lesson, give questions to a few learners. Ask them to prepare to respond to those questions as part of the coming lesson.
Use the following questions to discuss a gospel principle: "What do we already know about this principle?" "What do we want to know?" "What have we learned today?" You can form the basis of the lesson by having learners answer these questions and then writing their answers in three columns on the chalkboard.
Write a question on the chalkboard before class begins so that learners can begin pondering it as soon as they arrive.
Have learners answer questions by finding and reading appropriate scriptures or hymns. Ask learners to respond to questions by sharing examples from their own lives.
Divide the class into small groups. Give each group a few questions to consider. Then have each group report their answers to the class.
For additional help, see "Plan and Conduct Meaningful Discussions," pages 303–4 in the "Gospel Teaching and Leadership" section of the Church Handbook of Instructions.
A Sunday School teacher shared the following insight about a lesson he had taught:
"I felt like I had taken the class on a hike through the forest. As we started to walk down the trail together, I pointed out interesting scriptural insights as we passed them along the way. I carefully explained the ideas of the lesson, like a guide would explain the different kinds of foliage found along a forest trail.
"At one point, I turned around, as it seemed, to look for my class members. I discovered they were quite a ways back on the scriptural trail. None of them had kept up with me. Some were lingering; some were stuck; others had wandered off the trail and were lost. It was as if I had to go back down the trail, gather the class up, and try to move forward again."
As this experience illustrates, a teacher can sometimes get "separated" from learners during lessons. Learners sometimes lose interest or become distracted.
How can teachers help learners remain attentive? There is no single answer to this question, but there are things you can do that will make a difference.
You can often tell if those you teach are getting "separated" from you. You may notice that they are more restless than usual, that they are not reading along when others read scripture passages aloud, or that they are talking to each other about things that do not relate to the lesson. You may sense a lack of thought or enthusiasm in their responses to questions that you ask.
Be careful when interpreting clues to learners' attentiveness. Some who appear to be "separated" may actually be following a lesson closely. For example, a class member who is not looking at you may be thinking about something that has been said in class or pondering a prompting he or she has received from the Holy Ghost.
When you are teaching by the Spirit, you will often be blessed to discern the attentiveness of those you teach. At times you may be prompted to make changes in a lesson to help redirect learners' attention.
The following suggestions can assist you as you help learners be attentive:
Make the material relevant. Help those you teach see how the lesson material applies in their lives. If they cannot see how the material applies to them, they most likely will not be interested or attentive.
Vary your teaching voice. Do you talk too slowly, too fast, too softly, too loudly? Do you use the same tone of voice, with little inflection? Is your speech clear? Are you enthusiastic about what you teach? How you use your voice can influence the attention level of those you teach.
Maintain eye contact. Use eye contact as a way to draw learners into lessons. When you teach eye to eye, your attention is focused on those you are teaching, not on lesson materials. Making eye contact as you listen to their comments and questions helps them know that you are interested in what they have to say. Be careful not to let your eyes wander around the room as you speak. Arrange the chairs in the room so you can see each person's face and so each person can see your face. Young children will be more attentive if you sit close to them and talk to them at eye level.
Use movement. Try moving about the room as you teach, but do not pace back and forth. Moving closer to learners when asking a question demonstrates your interest and invites a response. Appropriate hand and arm movements can help emphasize a lesson point. Move about in a natural way, consistent with your personality. If your movements are staged, unnatural, or overused, they might distract learners and cause them to lose interest in the lesson.
Vary the pace of lessons. The pace at which you cover lesson material can influence learners' attentiveness. If the lesson moves too quickly, learners can become confused. If you cover the material too slowly, they can lose interest. Some parts of a lesson presentation can seem to drag on or become bogged down in discussions or stories. Some material may be important but less relevant than other material for those you teach. You should treat such material quickly so you can move to the main points of the lesson.
Use a variety of teaching methods. Different teaching methods can help you vary the pace of a lesson, focus learners' attention at the beginning of the lesson, recapture their attention during the lesson, or make a transition from one part of the lesson to another. For example, discussions in small groups can instantly involve those who seem to be losing interest and concentration. (See "Teaching with Variety," pages 89–90.)
As you seek to help learners be more attentive, remember that they are ultimately responsible for their own participation. If someone does not participate, do not pressure that person to participate. Instead, continue to be interested, respectful, and helpful, remembering this counsel from the Lord to priesthood bearers: "No power or influence can or ought to be maintained . . . , only by persuasion, by long-suffering, by gentleness and meekness, and by love unfeigned" (D&C 121:41).
A Primary teacher was presenting a lesson to a class of nine-year-olds. The main principles of the lesson were that the President of the Church receives revelation for the entire Church and that individuals can receive personal revelation to guide them in their own lives. The lesson was well planned. It included scripture marking, chalkboard discussions, activities suggested in the lesson manual, and a review.
Toward the end of the lesson, the teacher asked a review question: "Who has the authority to receive revelation for the Church?" All the children raised their hands. They all knew the answer: the President of the Church.
Then the teacher asked, "What kinds of things can you receive revelation about?" There was no response. Because they had discussed this topic during the lesson, the teacher was surprised that no one answered the second question. The teacher reworded the question slightly, but again there was no response. Then Sarah, one of the class members, raised her hand and asked, "What does revelation mean, anyway?"
Because the class members had recited correct answers, the teacher had not realized that they did not understand the basic principles of the lesson. If Sarah had not asked a question, the lesson would have been incomplete for her and possibly for other class members. They would have learned very little that was meaningful to them. How could the teacher have made sure earlier in the lesson that everyone was understanding?
Elder Boyd K. Packer taught: "The eyes of the alert teacher move constantly back and forth across the class, taking in each movement, recording each expression, responding quickly to disinterest or confusion. They read immediately a puzzled expression or sense at once when learning has taken place" (Teach Ye Diligently, rev. ed. [1991], 164–65).
By observing the progress of those you teach, you can sensitively make adjustments in the lesson presentation. For example, you can repeat or reemphasize ideas, stop for a discussion, share a story, or bear testimony. You can also know when to reach out to an individual. To be attentive and able to focus on learners, you must prepare well so you will not be overly dependent on notes or the lesson manual.
Some teaching methods can help you determine if learners understand the principles you are teaching. Consider the following suggestions:
Ask learners to restate principles in their own words. This will help you know early in the lesson whether they understand certain words or ideas. If they do not understand, you can offer explanations that will make the rest of the lesson more meaningful for them.
Use several short case studies. Plan the case studies so that some of them correctly illustrate the principles you are teaching and others do not. Ask those you teach to identify the case studies that apply the principles correctly. (See "Case Studies," pages 161–62.)
Ask questions that require learners to express their understanding of the principles being taught. Learners' responses may indicate the need to review certain lesson points and adjust the lesson plan.
Conduct a discussion. As you listen carefully to learners' comments, you will know whether they have a correct understanding of the principles you are teaching. Turn to the scriptures, teachings of latter-day prophets, or the lesson manual to correct, clarify, or reinforce important points. (See "Conducting Discussions," pages 63–65.)
Jesus taught, "Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my Father which is in heaven" (Matthew 7:21). It is not enough to know the gospel; we must live it.
One teacher shared the following analogy: "I have learned a great lesson from the letters of the alphabet. . . . We can repeat them frontwards or backwards, but when we do they have little meaning because they have not been put together with purpose and direction. When we put them together with real purpose and direction the result is sacred hymns, the scriptures, great poetry and prose, wonderful songs, and so on. As it is in the letters of the alphabet, so it is in our lives. . . . Action is important, but we need to have the right kind of action—purposeful action" (William H. Bennett, in Conference Report, Tonga Area Conference 1976, 15).
As a teacher, you can help others be "doers of the word, and not hearers only" (James 1:22). To accomplish this, you must teach in a way that will help learners apply gospel principles in their lives.
You can help learners understand gospel principles in a way that will enable them to apply them in their lives. For example, when a child earns or is given money, a father can explain what the scriptures and the latter-day prophets teach about tithing and how it is used. He can then help the child take 10 percent of the money, complete a donation receipt, place the money and the receipt in a tithing envelope, and give the envelope to the bishop.
It is not enough to simply understand gospel principles. For people to truly live what they learn, they must receive a witness that it is true. This will happen only when you teach by the Spirit and they learn by the Spirit (see "Inviting the Spirit As You Teach," pages 45–46).
Many different methods can be used to help others learn by the Spirit. For example, when you or those you teach share true stories about overcoming challenges, the Spirit can help learners gain courage to live the gospel. In one Aaronic Priesthood class, the teacher told vividly of his brother, who had quit smoking and had received great blessings for doing so. This story touched a young man in the class and inspired him to quit his own smoking habit.
After the Savior shared the parable of the good Samaritan, He commanded His listeners, "Go, and do thou likewise" (Luke 10:37). You should frequently invite learners to apply the principles they learn. Such assignments should be realistic and attainable. For example, in a lesson about prayer, you could encourage family members or class members to pray every morning and night. In a lesson about service, you could encourage them to help a neighbor in need.
You should normally follow up on the invitations you extend; this will help learners appreciate the importance of what is asked of them.
Order and self-discipline are essential for learning. These qualities are best established when we love one another and want to help each other grow. When we are considerate, courteous, and reverent, we focus better on gospel learning. The Spirit is with us more abundantly. Disruptions are less likely.
As teachers, we can do much to create an atmosphere of mutual consideration. We should also teach others to help create a learning atmosphere. In this way, we teach them to be better disciples of the Savior, and we become better disciples ourselves.
A comfortable and inviting environment for learning can contribute to learners' self-discipline, willingness to concentrate on lessons, and receptiveness to the Spirit. Whether you are a classroom teacher or a parent preparing for family home evening, you should do all you can to improve the physical surroundings in which you teach.
Ensure that the area is clean. You may need to sweep, pick up papers, or erase the chalkboard. Also ensure that you are clean and modest in appearance.
If possible, make sure the room is not too hot or too cold. If you teach in a Church classroom, you may need to work with your leaders to make the temperature comfortable.
Ensure that the room has adequate lighting. Arrange the chairs so that the sun will not shine in anyone's eyes.
Create warmth and interest by occasionally bringing something to improve the appearance of the room. For example, you could bring flowers or display pictures or objects that relate to the lesson.
Be sure you have all the lesson materials you need, such as chalk, an eraser, crayons, tape, or visual resources. If you are using any equipment, test it before you use it in a lesson. This will give you enough time to change your plans if the equipment is not working properly.
Arrange seating so that learners can see and hear you and each other. Try to make it possible for you to look each individual in the eye. Also ensure that the seating arrangement will allow everyone to see the chalkboard and other visual materials.
If possible, see that the chairs are comfortable. Children are more comfortable in chairs or benches that allow their feet to touch the floor. They may occasionally enjoy sitting on the floor. Chairs for adults and youth should be an appropriate size and should be arranged for easy access, with enough legroom.
When necessary, designate seating in a way that will separate children who disturb each other. Consider writing the children's names on pieces of paper and placing the pieces of paper on the backs of the chairs or on the floor in front of the chairs before class begins.
If more than one class must meet in the same room, arrange chairs so that the classes face away from each other on opposite ends of the room. If dividers are available, use them.
Allow adequate space for the activities you plan. For example, if you are planning a dramatization, make sure there is enough room for the participants to stand and move about. For such activities in your home, you may need to rearrange furniture.
As the teacher, you are responsible for the physical surroundings of the area in which you teach. But you do not need to make all the preparations yourself. Allow those you teach to participate in improving the learning environment. You may want to give them specific responsibilities, either regularly or occasionally.
When we meet to learn the gospel, we do not come together merely as teachers, students, and friends. We come together as brothers and sisters—children of Heavenly Father. Our baptismal covenant further unites us, for we share the responsibilities that Alma described to the Saints who had recently been baptized in the waters of Mormon: we should "look forward with one eye, having one faith and one baptism, having [our] hearts knit together in unity and in love one towards another" (Mosiah 18:21).
This understanding of our baptismal covenant should inspire us to help each other learn and live the gospel so we can return to live with our Father in Heaven. One way in which both learners and teachers can do this is to create a learning atmosphere.
In a learning atmosphere, we (1) edify each other through our participation, (2) love and help each other, and (3) desire to search for truth together.
Teachers and learners edify each other through their participation. We edify each other when we listen carefully to each other's comments, participate in discussions and other learning activities, ask thoughtful questions, pray together, offer personal experiences and insights, and bear testimony (see D&C 88:122).
Teachers and learners love and help one another. People learn more effectively when they feel that they are among friends who care about them. If they feel that they might be ridiculed or embarrassed, they will be less likely to contribute to lessons and grow in the gospel. We can show by our words and actions that we care about them and that we want them to progress. The following counsel from Elder Henry B. Eyring relates to the love we should feel when we meet to learn the gospel: "Our Heavenly Father wants our hearts to be knit together. That union in love is not simply an ideal. It is a necessity" (in Conference Report, Apr. 1998, 85; or Ensign, May 1998, 66).
Teachers and learners all desire to search for truth. As we join with one another in the grand purpose of learning to understand and live the gospel, our opportunities for learning increase. When we become more unified in our search for truth, we invite the Spirit of the Lord to be with us in abundance.
Part of your responsibility as a teacher is to help learners understand what they can do to create an atmosphere conducive to learning. Each learner is responsible for helping the others have a good learning experience. As you strive to establish a learning atmosphere in your class, you are not merely correcting behavior or making sure that your presentation is not interrupted. You are fulfilling your divine commission to help others become better disciples of the Savior.
To teach family members or class members to contribute to a learning atmosphere, consider conducting a discussion using the following suggestions:
Express your feelings about the gospel, and explain that you want to help others learn gospel truths.
Discuss the responsibility we have to help one another learn the gospel (see page 77).
Talk about the importance of participating in lessons.
Ask those present to suggest things they can do to help create a learning atmosphere.
A teacher who had been called to teach the seven- and eight-year-olds in Primary conducted such a discussion the first time she met with the class. "My dear friends," she said that Sunday morning, "the bishop has called me to be your teacher. He laid his hands on my head and blessed me that I will be able to understand you, love you, and teach you true things. This makes me so happy. In our class I will try to prepare lessons that are interesting and true. I will be sure to give you many opportunities to ask and answer questions, to sing, to listen to stories, and to tell me things that you know are true."
The teacher continued: "Before we were born, all of us lived with our Heavenly Father. We are His children, and so we are brothers and sisters. In our class we want to help each other learn so that we can return to live with Heavenly Father again. What are some things that each of us can do to help others in the class learn the important things we will be talking about? Let's each think of something we can do."
The teacher listed the class members' ideas on the chalkboard. The list included such things as treating each other kindly, participating in the lessons, sharing experiences and testimonies, listening, and trying hard to understand the gospel principles.
Then the teacher asked, "Can you think of anything that would interfere with our learning?" She made another list on the chalkboard. This list included such things as making fun of someone and talking while someone else is talking.
From these two lists the teacher and class members made a few class rules describing what they should expect from one another.
This was not the only time the teacher talked about these principles. She discussed them privately with class members from time to time and, as needed, with the class as a whole.
As you prepare to teach, consider how you can adapt this teacher's approach or use other ideas to help others contribute to a learning environment. If you are observant and prayerful, you will find many opportunities to teach that learning occurs best when we (1) edify each other through our participation, (2) love and help each other, and (3) desire to search for truth together.
In addition to helping learners understand how they can contribute to a learning atmosphere (see pages 77–78), there are a number of things that you as a teacher can do to contribute to such an atmosphere.
Your own spiritual preparation contributes much to the learning atmosphere in the home or classroom. When you are prepared spiritually, you bring a spirit of peace, love, and reverence. Those you teach feel more secure in pondering and discussing things of eternal worth. When you are upset, preoccupied, angry, or critical and have not prepared spiritually, they may be less able to learn by the Spirit. (For suggestions on preparing yourself spiritually, see pages 11–20.)
Jesus said, "A new commandment I give unto you, That ye love one another; as I have loved you, that ye also love one another" (John 13:34). You should seek to love those you teach—not only when they are easy to love, but also when they try your patience (see "Seeking the Gift of Charity," page 12).
Each person you teach is precious in the sight of the Lord, and each person should be precious in your sight as well. Find ways to reach out to each person you teach (see "Reaching Out to the One," pages 35–36). As those you teach realize that you love them and are concerned about them, they will learn to trust you. They will become more teachable and less likely to cause disruptions (see "Love Softens Hearts," pages 31–32).
Your dress and appearance should not detract from the lesson. If you teach youth, you do not need to dress like them to gain their confidence.
If you are a classroom teacher, smile as class members enter the room. Greet individuals with a handshake. Tell them that you are glad to see them. Express appreciation for them. Just one or two sentences of warm greeting can put them at ease and help them prepare to learn.
You can also make family home evening and family scripture study special occasions by extending a warm welcome to each family member as you begin.
There will often be informal conversation and activity before you teach a lesson. One of your responsibilities is to bring that activity to a close and help everyone focus their attention on learning. This may include leading class members to their places or playing a recording of a hymn. It may require simply looking into the eyes of each person before asking someone to offer the opening prayer. Occasionally you may choose to offer the opening prayer yourself. (See "Beginning the Lesson," page 93.)
Invite learners to think of things they can do to help each other feel loved and appreciated. By the things you do and say, those you teach can learn to show respect for one another. Your responses to questions can show them how to respond respectfully to each other's comments and questions (see "Listening," pages 66–67). Reassure them that all sincere questions will be welcome. One person's questions may help you clarify principles that others also do not understand.
Learners may come to class for a variety of reasons. However, when they arrive you should help them focus with enthusiasm on one purpose: learning the gospel. You can do this by helping them see that the gospel will help them solve their problems, enrich their lives, and increase their happiness.
Encourage those you teach to come to class prepared to learn and participate. When they are striving individually to learn the gospel, they are more likely to contribute to the learning atmosphere during lessons (see "Helping Individuals Take Responsibility for Learning the Gospel," pages 61–62).
Simple out-of-class assignments sometimes help, especially when they encourage learners to apply gospel principles in everyday life (see "Helping Others Live What They Learn," page 74). When you give out-of-class assignments, you should usually give class members an opportunity to report later. This will help them understand the value you place on what they have learned and accomplished.
Everything we teach should point family members and class members to Christ—to His redemptive mission, His perfect example, His ordinances and covenants, and His commandments. Remember this as you prepare and present your lessons. It will bring a spirit of unity and hope to the learning atmosphere.
The learning atmosphere is enhanced when all present are interested in the lesson and participate in discussions and other activities. To help maintain a high level of interest and participation, use a variety of teaching methods (see "Teaching with Variety," pages 89–90).
As you share your feelings, experiences, and testimony, others may be inspired to do the same. This will strengthen those who share as well as those who listen. New converts especially may need to see that in the Church we all teach and learn from one another, regardless of our level of experience. Each person has something to contribute. We listen to each other's contributions so that "all may be edified of all" (D&C 88:122).
When children are criticized or spoken to in a negative way, they often feel inadequate or rejected. They may try to gain attention by disturbing other children or otherwise misbehaving. On the other hand, positive comments will help them understand that you expect the best from them. Recognize and thank them for the good things they do, and ignore minor problems. As you do so, they will begin to feel that they are accepted, loved, and understood. (For more suggestions, see the videocassettes Primary Leader Training and Teach the Child.)
Children need and appreciate rules and limits. Work with the children you teach to establish a few simple, clear rules (no more than three or four). This will help them govern themselves. Explain that following the rules helps everyone enjoy learning together. Also discuss what will happen when rules are broken. You may want to decide together on a signal for restoring order, such as the teacher standing with folded arms.
After you and the children have established a few rules, make a chart listing the rules. If the children cannot read, use drawings to show how they should act. Whenever a child breaks one of the rules, stop the lesson and calmly ask, "What is the rule?" Patiently wait until the child repeats the rule. Ask him or her to suggest how to follow the rule. Then continue with the lesson.
Keep the children busy and interested by presenting lessons that include a variety of activities. This is probably the best way to prevent disruptive conduct. When you teach, look the children in the eye; if you read out of the lesson manual, you may lose their attention. If children become restless, say things like "We need your best thinking to answer this question" or "Will you hold the picture for the whole class to see?" Ignore most minor disturbances, and try to shift the children's attention to something else. For example, you could say, "You're going to be interested in what comes next" or "Please raise your hand when you think you know the answer."
Make sure the children know that you understand and love them, even in difficult times. Remember that they need understanding more than scolding, so be patient and courteous with them. As you do these things, you can help turn difficult situations into opportunities for them to learn. The chart on this page illustrates the difference between scolding and understanding.
Do not expect perfection from yourself or the children. Have a happy, positive attitude that helps the children know that you love them. Help the children see that problems can be solved harmoniously.
|You always cause a disturbance in the class. I'm tired of it.
|I know it's sometimes hard to sit still, but you'll have to do your very best for a little longer. Would it help if you sat here by me?
|Why can't you keep your hands off the other children?
|It is tempting to tease other people, but we don't tease. It keeps all of us from learning.
|How can you be so thoughtless of others?
|Sometimes you may feel like saying unkind things to others, but in our class we try very hard to be kind and thoughtful. Let's try to help others feel the way we like to feel.
|You're not paying a bit of attention to me. Turn around immediately!
|It's hard for me to teach when I can't see your eyes, so I need you to help me by paying close attention.
|Stop this rowdiness! I won't put up with it another minute!
|Everyone seems tired and restless. Let's stand up for a minute and stretch.
Elder Boyd K. Packer taught:
"When we meet to learn the doctrines of the gospel, it should be in a spirit of reverence. . . .
"The world grows increasingly noisy. . . .
"This trend to more noise, more excitement, more contention, less restraint, less dignity, less formality is not coincidental nor innocent nor harmless.
"The first order issued by a commander mounting a military invasion is the jamming of the channels of communication of those he intends to conquer.
"Irreverence suits the purposes of the adversary by obstructing the delicate channels of revelation in both mind and spirit. . . .
". . . Reverence invites revelation" (in Conference Report, Oct. 1991, 27–28; or Ensign, Nov. 1991, 21–22).
President David O. McKay said that "reverence is profound respect mingled with love" (in Conference Report, Apr. 1967, 86; or Improvement Era, June 1967, 82).
Elder L. Tom Perry observed, "Reverence flows from our admiration and respect for Deity" (in Conference Report, Oct. 1990, 90; or Ensign, Nov. 1990, 70).
President Spencer W. Kimball counseled: "True reverence is a vital quality, but one that is fast disappearing in the world as the forces of evil broaden their influences. We cannot fully comprehend the power for good we can wield if the millions of members of Christ's true church will serve as models of reverent behavior. We cannot imagine the additional numbers of lives we could touch. Perhaps even more important, we cannot foresee the great spiritual impact on our own families if we become the reverent people we know we should be" (The Teachings of Spencer W. Kimball, ed. Edward L. Kimball [1982], 224–25).
These statements by latter-day prophets, seers, and revelators show that reverence is much more than being quiet and sitting still during a lesson. It is an attitude that permeates all righteous behavior. It is manifest in our respect and love toward God and each other. A Primary song teaches:
Rev'rence is more than just quietly sitting:
It's thinking of Father above,
A feeling I get when I think of his blessings.
I'm rev'rent, for rev'rence is love.
[Children's Songbook, 31]
To be able to teach others to be reverent, we must be reverent ourselves. We must reflect President McKay's definition of reverence: "profound respect mingled with love." The following suggestions may help you consider your efforts to be reverent.
Keep the sacramental covenants to remember the Lord always and take His name upon yourself (see D&C 20:77, 79). Strive to always think of Him and His goodness and to "stand as [a witness] of God at all times and in all things, and in all places" (Mosiah 18:9).
Use the names of Deity appropriately and reverently. Elder Dallin H. Oaks taught: "When the names of God the Father and his Son, Jesus Christ, are used with reverence and authority, they invoke a power beyond what mortal man can comprehend. It should be obvious to every believer that these mighty names—by which miracles are wrought, by which the world was formed, through which man was created, and by which we can be saved—are holy and must be treated with the utmost reverence" (in Conference Report, Apr. 1986, 67; or Ensign, May 1986, 51).
Show proper respect for General Authorities, Area Authority Seventies, members of general auxiliary presidencies, and local priesthood and auxiliary leaders. Always use their titles, such as "President," "Elder," "Bishop," or "Sister," when addressing them and talking about them. Address and refer to other adults in the Church as "Brother" and "Sister."
Avoid using coarse language or words that demean, belittle, or criticize others. Use courteous language, such as "please," "thank you," and "excuse me," with family members as well as others.
Show proper respect when handling the scriptures and using the Lord's property (such as buildings and surrounding grounds, furnishings, and books).
Although your example is often all that is needed to help others be more reverent, at times you may need to specifically teach reverent conduct. This may be especially necessary with children and youth.
A teacher of 10- and 11-year-old girls learned the necessity of giving specific instructions about reverence. During a lesson about the mission and martyrdom of the Prophet Joseph Smith, the girls became silly and disrespectful. The teacher listened in unhappy disbelief to the irreverent comments and took a silent moment to decide what to do. Then, with emotion in her voice, she announced firmly that their talk and laughter were inappropriate and that their words offended the deep reverence she felt for Joseph Smith and his experiences. They immediately became quiet. She told them that she loved them and enjoyed teaching their class but that she could not allow such behavior. It was a sobering experience for both the teacher and the class members.
The following suggestions may help you encourage others to be reverent.
Set limits. Define behavior that is acceptable and behavior that is unacceptable. For example, do not allow language that makes light of sacred things or that is vulgar, profane, or unkind. Discourage impolite behavior, such as eating or going in and out of the room during the lesson. As those you teach interact with one another and with you, encourage them to listen to one another without interrupting. Also encourage them to use courteous language, such as "please," "thank you," and "excuse me."
Organize and prepare so that there will be as little confusion as possible. If you are a classroom teacher, arrive early to the classroom.
Begin and end on time. This will show respect for those you teach.
Speak in a pleasant, courteous manner. Always greet those you teach with a smile.
Be considerate of learners' contributions to discussions.
If you teach children, anticipate simple things you can do to remind them to be reverent. You may be able to restore a reverent atmosphere by quietly singing or humming a reverent song, displaying a picture, or using a hand signal that the children recognize as a reminder to be reverent.
Remember that it is especially difficult for children to sit still for long periods of time. Help children listen and participate actively. Give them breaks periodically.
Take time to explain the importance of reverence, especially to children. Explain the purpose of prelude music. Talk about why it is important to listen, participate in the singing, and talk quietly. Help children understand that reverent behavior pleases Heavenly Father. Explain that as they are reverent, they will feel good inside and their testimonies will grow.
Do not reward reverent behavior with prizes or food. Do not have contests to see who can be the most reverent. These tend to focus on the wrong things. Teach about the real rewards of reverence, such as increased understanding and the influence of the Spirit.
Use music. Elder Boyd K. Packer said: "Music can set an atmosphere of worship which invites [the] spirit of revelation, of testimony" (in Conference Report, Oct. 1991, 28; or Ensign, Nov. 1991, 22). Use prelude music to set a reverent tone. Use music in the lessons you teach.
Help learners recognize the influence of the Spirit. Bear your testimony as prompted.
Center all your teaching on the Savior. Display a picture of the Savior in the classroom.
Speaking about the environment in the home, President Gordon B. Hinckley said: "When little problems occur, as they inevitably will, restrain yourself. Call to mind the wisdom of the ancient proverb: 'A soft answer turneth away wrath.' (Prov. Proverbs 15:1.) There is no discipline in all the world like the discipline of love. It has a magic all its own" ("The Environment of Our Homes," Ensign, June 1985, 6).
As President Hinckley observed, little problems will inevitably occur. Whether you are teaching in the home or at church, your lessons may at times be disrupted by the behavior of those you teach. In your efforts to help those who become disruptive, remember that you should not simply try to correct inappropriate behavior or make sure everyone is quiet; you should help learners become better disciples of the Savior. The following information will help you handle disruptions in a Christlike way.
The Lord counseled, "Remember that the worth of souls is great in the sight of God" (D&C 18:10). Those you teach have divine characteristics and divine destinies. Your responses to their actions can help them remember their infinite worth as sons and daughters of God. Through your example, you can help them increase in their desire to help each other learn the gospel and live according to its principles.
As you think about ways to help those who become disruptive, consider all possible reasons for their behavior, including the classroom environment. Pray for the guidance of the Spirit. Sometimes people act disruptively because of something you do or something another person does. Sometimes they speak and act improperly because they are troubled, angry, tired, or frustrated. You should carefully review these possibilities as you think about the causes of problems. When you understand those you teach, you will be able to help them contribute to lessons in positive ways. (See "Understanding Those You Teach," pages 33–34. To review the needs of learners in different age-groups, see "Teaching Children," pages 108–9; "Age Characteristics of Children," pages 110–16; "Understanding and Teaching Youth," pages 118–20; "Understanding and Teaching Adults," pages 123–24.)
When those you teach behave disruptively, it is easy to focus on their conduct and fail to review your own. But the Savior said: "How wilt thou say to thy brother: Let me pull the mote out of thine eye—and behold, a beam is in thine own eye? . . . First cast the beam out of thine own eye; and then shalt thou see clearly to cast the mote out of thy brother's eye" (3 Nephi 14:4–5).
In your efforts to solve problems with disruptions, first consider whether the real source of the problem is something that you are doing. Ask yourself, "Am I keeping the Savior and His doctrine at the center of my teaching? Am I doing all I can to teach by the Spirit? Have I helped those I teach take responsibility for their learning? Have I helped them contribute to a learning atmosphere? Do I give them the opportunity to learn from one another? Could I improve my lesson preparation? Am I continually seeking to improve as a teacher?"
Examine the teaching methods you are using. Ask yourself, "Do they help those I teach understand and apply gospel truths? Am I using a variety of methods in order to help those I teach stay interested and participate actively?"
The Lord taught that those who have desires to assist in His work must "be humble and full of love, having faith, hope, and charity" (D&C 12:8). Only those who are motivated by love will have a positive, powerful influence on those they teach. Pray to be filled with Christlike love toward every person you teach, especially those who sometimes behave inappropriately. (See "Seeking the Gift of Charity," page 12; "Love Softens Hearts," pages 31–32.)
Ask yourself, "Am I more concerned about helping others learn the gospel or about presenting my lesson material without interference?" Think about the experience class members are having rather than the experience you are having. As you continually reach beyond your own needs to the hearts of those you teach, they will feel more comfortable participating in edifying ways.
From time to time, you may want to review with learners the principles that will help them contribute to a learning atmosphere (see "Teaching Others to Contribute to a Learning Atmosphere," pages 77–78). Remind them of their responsibility to participate in discussions, allow each other to contribute, listen to one another, and bring their scriptures. Also tell them what you will do as the teacher to contribute to this learning environment. Assure them that you will prepare well to teach them and that you will conduct discussions and other activities that will give them all the opportunity to participate.
Sometimes it is best to simply ignore small disturbances and focus on good behavior. When you need to respond to an occasional disruption, consider the following suggestions:
Be silent. Wait quietly until the person stops talking or being disruptive.
Move closer to the person being disruptive. This small action can serve as a quiet reminder to be more attentive.
Use light humor. With a lighthearted touch, you may be able to turn the person back to the lesson. However, you should never be sarcastic or use humor to embarrass or control.
Help the person participate in positive ways. Consider asking him or her to read, paraphrase something, give an example, or respond in some other way. The point of this idea is not to humiliate the person but to invite him or her to participate.
Help everyone participate. If one person dominates a discussion, make an effort to call on those who have not yet contributed. Give them the first opportunity to answer questions. If this does not work, gently turn the focus away from the individual and back to the class by saying, "Let's hear from someone else" or "You have made several interesting comments. Would someone else like to add to what has been said?" (For specific suggestions about conducting discussions, see "Conducting Discussions," pages 63–65; "Teaching with Questions," pages 68–70.)
Redirect discussions that do not invite the Spirit. If someone argues with you or others, speaks irreverently, or raises controversial issues, use love and meekness when deciding how to respond. You may simply say something like, "That is an interesting observation, but it will probably take us away from today's lesson."
Introduce a different activity. Provide an immediate break by changing to an activity that requires different participation.
In spite of your efforts to create a learning atmosphere, someone may persistently disrupt the lessons you teach. If someone is seriously disrupting the learning of others, you should neither ignore the problem nor act in an unkind way. In such a situation, remember the Lord's instruction to maintain influence only "by persuasion, by long-suffering, by gentleness and meekness, and by love unfeigned;
"By kindness, and pure knowledge, which shall greatly enlarge the soul without hypocrisy, and without guile—
"Reproving betimes with sharpness, when moved upon by the Holy Ghost; and then showing forth afterwards an increase of love toward him whom thou hast reproved, lest he esteem thee to be his enemy;
"That he may know that thy faithfulness is stronger than the cords of death" (D&C 121:41–44).
In applying this counsel, it is helpful to understand the words betimes and sharpness. Betimes means promptly or in good time. In this passage, sharpness refers to the need to give clear, well-defined instructions.
You should be gentle and meek when giving correction. Note that reproving should be done only "when moved upon by the Holy Ghost" and should be followed by an increase of love.
The following suggestions may help you if someone you teach becomes persistently disruptive. You can find ways to adapt some of these suggestions for use at home.
It is sometimes helpful to speak privately with a person who persistently causes disruptions. You should do so tactfully and with love. Describe the conduct that is disruptive while at the same time making clear that you love and respect the person. Ask for the person's support, and try to find solutions together. Then do all you can to show increased love. As Brigham Young counseled, "Never chasten beyond the balm you have within you to bind up" (in Discourses of Brigham Young, sel. John A. Widtsoe [1941], 278).
Your leaders want to help you with your teaching challenges. You can benefit from their ideas and assistance. For example, they might ask someone to help with certain activities or sit next to a child who is misbehaving. In your regular contact with a leader in your organization, you can discuss ways to help individuals in your class (see "Obtaining Support from Your Leaders," page 28).
You may want to ask one of your leaders to attend your class and give special attention to the learning atmosphere during the lesson. After class, discuss the problem with the leader and work out solutions together. Continue to counsel with your leaders as you implement solutions.
If a child or youth has a pattern of disruptive behavior, seek the help of his or her parents. Parents want to know about their children's behavior, and they are willing to help. If possible, include the young person in these conversations; this will show your respect for his or her maturity and agency. Together you can make specific plans and later review your progress.
If the person causing disruptions has special needs, learn what you can do to help him or her learn more effectively and behave more appropriately (see "Teaching Those with Disabilities," pages 38–39; see also "Ministering to Members Who Have Disabilities," pages 310–14 in the "Gospel Teaching and Leadership" section of the Church Handbook of Instructions).
Remember that change takes time. Keep working patiently, and never give up on someone who is having problems. Be consistently positive in your approach to the person. Do not be discouraged if he or she has a negative attitude in class. Even if the person seems to be getting little out of the lessons you teach, he or she still has the opportunity to learn about the gospel of Jesus Christ and feel the influence of the Spirit. He or she also has the opportunity to be with a loving teacher and caring leaders and friends.
If a child is causing a disruption, kindly ask him or her to stop. For example, if a class member named Linda is disturbing another class member, you could say, "Linda, please do not do that." Thank her if she obeys. If she does not, state your request more firmly, but still with kindness: "Linda, you need to stop doing that now." Thank her if she obeys.
If she still does not comply, arrange to talk privately with her about what is expected in class. Tell her what bothers you and why. For example, you could say, "Linda, I was disturbed about what happened in class today. We cannot learn when the class is not reverent." Then you could ask her how she feels about the situation. After listening attentively to her response, you could let her know that you understand her feelings. Perhaps you could say, "I understand that you feel restless and that it's hard to sit still." Then ask, "How can we solve this together? What can I do to help? What will you do?" Discuss a solution together.
After speaking with Linda, you would need to develop your own plan to help her and the class if her disruptions continue. The plan might include any of the following actions:
Move a chair away from the other children. Have Linda sit there quietly for a short period of time, such as two minutes. During this time, do not interact with the child. Invite her into the group when she has been quiet for the assigned time.
Ask a member of the Primary presidency or another leader to take the child to a vacant room or quiet place in the meetinghouse where the parents can help. You might say, "I am sorry you have not kept the class rules, Linda. Sister Davis will take you to talk with your parents. I hope you will be back soon. When you have decided to keep the rules, you may come back to class." The leader should stay with the child. When the child is in control again, she can be invited back into the group. Let her know that she is loved and that she is an important part of the class.
To help others want to learn, our teaching must be interesting. To help them understand, our teaching must be clear. To help them retain and ponder what they learn, our teaching must be memorable. These are the reasons for selecting teaching methods carefully and using them effectively: to make lessons interesting, clear, and memorable.
When a homemaker plans a week of dinner menus, she is not likely to decide to prepare identical meals on seven consecutive nights. Even when her budget is so limited that she has to prepare potatoes every night, she soon learns that there are many ways to serve potatoes.
The gospel can likewise be presented in a number of different ways. No teacher should fall into a monotonous pattern of presenting the same kind of lesson week after week. When you use a variety of learning activities, learners tend to understand gospel principles better and retain more. A carefully selected method can make a principle clearer, more interesting, and more memorable.
As you prepare to teach, ensure that you use a variety of teaching methods from lesson to lesson. This may mean using something as simple as a colorful poster or wall chart in one lesson and a list of questions on the chalkboard in another.
In addition to using a variety of methods from lesson to lesson, you should teach each lesson with variety. Children, with their natural curiosity, respond especially well to a variety of learning activities—usually between five and seven per lesson. Youth also respond well to a variety of methods. Even if you teach adults, you should consider using at least three methods in each lesson.
There are many resources available to help you choose methods when preparing your lessons. Keep in mind the following ideas as you plan which methods to use in a particular lesson:
Consider first the suggestions given in the lesson manual. When necessary, adapt them to the needs of those you teach.
Have a definite purpose for using a method. Choose methods that support and reinforce the main purpose of the lesson. They should be true to fact and life and emphasize truth, goodness, and beauty. Do not choose methods merely to amuse or take up time.
Select methods that are appropriate and effective. Some methods, such as stories and using the chalkboard, will be used far more frequently than others, such as panel discussions and games. (See "Choosing Appropriate Methods," page 91; "Choosing Effective Methods," page 92.)
When appropriate, choose methods that actively engage the learners. This is important for all learners, but especially for children.
Practice using the methods before you teach the lesson. This is especially important if you have not used a particular method before.
The chart on page 90 can help you determine if there is enough variety in your lessons. You may want to make a similar chart in your journal or in a notebook. At the top of the blank columns, write the title of each of your next five lessons. As you prepare the lessons, put a check in the "lesson" column opposite each method you use.
The methods listed at the top of the chart are those most commonly used in gospel teaching. You may find yourself using some of these methods in almost all of your lessons. The other methods listed can also be effective depending on what you are teaching and the needs of those you teach.
As you use this chart, you may begin to see patterns in your teaching. There may be some methods that you use in every lesson and others that you never use.
As a gospel teacher, you stand as the Lord's representative before those you teach. You should ensure that all you do is in accordance with His will and that in each lesson you show reverence for gospel truths.
The Lord has said, "Remember that that which cometh from above is sacred, and must be spoken with care, and by constraint of the Spirit" (D&C 63:64). The methods you use to teach gospel truths will help develop learners' sensitivity toward sacred things. Therefore, you should ensure that the methods are appropriate for the principles being taught and that they are in keeping with Church standards. While there may be several methods that could help you communicate a certain message, some of these methods may be inappropriate for a particular lesson because of the subject matter or the ages or experiences of those you teach.
Whenever you consider using a particular method, ask yourself the following questions to ensure that the method is appropriate.
The Spirit must be present for a gospel message to be carried to the hearts of those you teach (see 2 Nephi 33:1; D&C 42:14). Therefore, you should use methods that will set the proper tone for the lesson and invite the Spirit. For example, one Gospel Doctrine teacher used music to discuss the martyrdom of the Prophet Joseph Smith. In preparation for the lesson, the teacher invited a ward member to prepare to sing "A Poor Wayfaring Man of Grief" (Hymns, no. 29). In class, the hymn directed class members' thoughts and feelings to the moment shortly before the mob attacked, when John Taylor sang this hymn to his brethren in Carthage Jail. The Spirit carried the sweetness and the gravity of that moment into the class members' hearts.
Some teaching methods are more lighthearted and informal than others and are therefore appropriate only in certain lessons. For example, it would be inappropriate to use a role play to discuss the Resurrection. However, a role play might be an appropriate way to teach how to be a good neighbor.
Gospel learning should be a positive, joyful experience that helps learners realize their divine nature. Those you teach should feel that you love and respect them.
Material that is controversial or sensational does not build faith and testimony and should not be used. Do not use any method that could embarrass or belittle anyone.
Use the current editions of the standard works and the lesson materials published by the Church. Consider the methods suggested in the lesson manual before consulting other resources for ideas. Any materials or ideas you use that are not found in the manual should emphasize truth and goodness. To supplement lesson materials and the scriptures, you may use general conference addresses, Church magazines, and Church-produced audiovisual materials and pictures.
Some methods require special preparation. For example, you must obtain the bishop's approval to invite guest speakers, and the stake president's approval is required for inviting guest speakers to stake meetings (see Church Handbook of Instructions, Book 2: Priesthood and Auxiliary Leaders [1998], 325).
Effective teaching methods make lessons clear, interesting, and memorable. Whenever you consider using a particular method, ask yourself the following questions to ensure that it will be effective.
Effective methods can be used to explain principles and reinforce lessons. For example, a young missionary was teaching an investigator about the need for the gospel to be restored to the earth. The investigator responded that his church had taught him many valuable truths and that it had always been good enough for his family. To help the investigator better understand the meaning of the Apostasy and the need for the Restoration, the missionary brought a yardstick to the next discussion. She explained that the stick was exactly one yard in length. If only a few inches were taken away, the remainder of the stick would still be useful for measuring certain distances, but it no longer would measure a complete yard. After the death of the Apostles, pieces of the truth were lost here and there. Changes crept into the doctrine when there was no prophet to speak for the Lord. Parts of the truth remained, and they were good, but they did not represent the fulness of the truth. For a church to be the Church of Jesus Christ, it must have all the truth He taught. Otherwise, it teaches only a small measure of what it should.
Many teachers feel that they have plenty of time at the beginning of a lesson. Consequently, they may use the first minutes unwisely by spending too much time on an enjoyable teaching method. Then, halfway into the lesson time, they realize that they still need to teach the majority of the lesson. To make up the lost time, they tend to rush along, skipping important parts of the lesson. They often rush the conclusion rather than take the opportunity to bring together ideas and help learners see how to apply the principles that have been taught.
Carefully plan the methods you will use in the lesson and the time you will spend on them. This will help you use a good variety of methods without letting them become the focus of the lesson.
Make sure that the methods you use are not too lengthy for the principles you are teaching. For example, working in small groups may be an effective method to teach a complex principle, but since it takes quite a bit of time it might not be the best way to teach a simple principle.
The methods you use should help learners understand the principle you are teaching and increase their desire to live it. Learn about learners' backgrounds, achievements, goals, and so forth so you can choose methods that will be instructive, memorable, and inspiring for them. When you understand those you teach, you can avoid methods that may offend or confuse them.
Even a persuasive teaching technique can become tiresome if overused. Make sure you use a variety of teaching methods.
Before a symphony begins, concert goers often hear a confusing combination of sounds. All the musicians prepare for the concert at the same time by tuning their instruments and practicing music individually. However, when the conductor walks onto the stage and lifts a baton, they all become silent, attentive, and ready to work together to play beautiful music.
Like a conductor who brings musicians together at the beginning of a concert, you should bring family members or class members together at the beginning of a lesson. Before you begin a lesson, some people may be reading, others may be sitting quietly, and others may be talking to one another. You may hear several conversations at the same time. Even after an opening prayer, those present may not be completely focused on contributing to the lesson. And although it takes more than lifting a baton, there are several simple ways to focus everyone's attention on a lesson.
Introductions to lessons should do more than get learners' attention. If an introduction does not relate to the lesson, it will probably detract more than help. For example, if a Sunday School teacher tells a joke at the beginning of a lesson, the class members may become attentive, but they also may be led to think about things that will keep them from focusing on the principles to be taught. You should avoid apologies (such as "I feel unprepared") and other expressions that do not lead directly to the lesson.
As you teach different lessons, do not begin with the same method every time. Variety will add interest and an element of surprise. You may want to consider some of the methods described in this book on pages 159–84. For guidelines on choosing appropriate and effective methods, see pages 91–92.
You can use objects to teach gospel principles (see "Comparisons and Object Lessons," pages 163–64). For example, to begin a lesson about choosing things that are of most worth to the soul, you could display a real piece of money next to a piece of play money or a plain piece of paper that is the same size as the money. Then ask those you teach which they would take as payment for the work they do. This could lead to a discussion about which teachings are genuine and which teachings are counterfeit.
Questions written on the chalkboard before class will help learners begin to think about topics even before the lesson begins. For example, in a lesson about taking the name of Christ upon ourselves, you could write the following questions on the chalkboard:
What are some things you do because you have taken the name of Christ upon yourself?
What are some things you do not do because you have taken the name of Christ upon yourself?
Stories can awaken learners' interest. We can often teach a principle more effectively when we first share a story to illustrate it. This helps learners understand the principle in terms of everyday experiences.
"Oh, my time is up, but I'm not quite finished with the lesson. Just a moment. I'll hurry through this last part." Nearly everyone has heard a statement like this from a teacher. Such statements indicate that a teacher has lost an important teaching opportunity: the opportunity to bring the lesson to an effective conclusion.
Effective conclusions do not just happen; they must be prepared as part of the lesson. Conclusions are most effective when they have some of the following characteristics:
They are short, concise, and focused. Generally, they should not include material that you have not taught in the lesson.
They summarize and tie together the principles you have discussed.
They highlight important points made by those who have participated.
They help learners apply gospel principles in their lives.
They are uplifting, motivating, and positive.
They include time for testimony.
Following are some examples of ways to conclude a lesson:
Restate the lesson objective. Ask those you teach how they will apply it in their lives during the coming week.
Before the lesson begins, assign one or two individuals to listen carefully and be prepared to help summarize a major point of the lesson or the entire lesson.
Ask those you teach what they might say if someone wants to know what they have learned from the lesson.
Use a work sheet to help those you teach summarize the main ideas of the lesson (see "Work Sheets," pages 183–84).
To present a good conclusion, you need to be alert and flexible in your use of time. Even well-prepared lessons do not always unfold as planned. The needs of those you teach may lead you to spend more time on a particular point than you have anticipated.
When this happens, you need to be aware of the clock. Bring the discussion to a close before the time runs out. Do all you can to make a smooth transition from the subject being discussed by including it in a quick summary of the lesson. Then conclude the lesson.
At times, you may need to alter your prepared conclusions because of a particular discussion, comment, or prompting from the Spirit. The following story is an example of a teacher who took advantage of a unique opportunity to conclude a lesson:
Toward the end of an early morning seminary class, the teacher desired to bring a discussion to a conclusion. The main idea of the lesson was that we come unto Christ as we obey the commandments. The class had talked about things some teenagers do that keep them from coming unto the Savior and fully receiving the blessings of His Atonement.
The teacher had planned to conclude by referring to a list on the chalkboard. But he had noticed a painting that a student had completed for a school art project. It was a depiction of a lamb peering through a wooden fence. The teacher asked permission to show the painting to the class, and he explained what he saw in the painting. "As we discussed in class," he said, "the Savior is the Lamb of God, who gave His life that we all might come unto Him and through Him have eternal life. The fence in the painting is like the barriers that separate us from Him."
The teacher expressed hope that the students would remove "fences" that keep them from drawing nearer to the Savior. He testified of the Savior's invitation: "Come unto me, . . . and I will give you rest" (Matthew 11:28). The class period ended, and the teacher returned the painting. The influence of the Spirit lingered as the students left the building.
As we devote ourselves to the Lord's work, we must be involved in the hard work of preparation. . . . The Lord's instruction to teach by the Spirit does not relieve us in the slightest degree from the necessity of making personal preparation. . . .
We must study the scriptures. We must study the teachings of the living prophets. We must learn all that we can to make ourselves presentable and understandable. . . . Preparation is a prerequisite to teaching by the Spirit.
Elder Dallin H. Oaks
After the resurrected Savior had spent a day teaching the Nephites, He commanded them to take time to prepare for the teachings He would share the next day. He said, "Go ye unto your homes, and ponder upon the things which I have said, and ask of the Father, in my name, that ye may understand, and prepare your minds for the morrow" (3 Nephi 17:3). You can apply this principle in your preparation as a teacher. As you take time to prepare thoughtfully and prayerfully, you will be blessed with greater understanding. You will be more receptive to the guidance of the Spirit.
You may occasionally receive teaching assignments that require last-minute preparation. But you will usually be able to begin preparation well in advance. This is an important part of teaching. The earlier you begin praying about, pondering, and preparing for your next lesson, the more time you will have to be guided by the Spirit and to look for examples, comparisons, and other ideas to enrich the lesson (see "Recognizing and Following the Spirit in Your Teaching," pages 47–48; "Looking for Lessons Everywhere," pages 22–23; "Comparisons and Object Lessons," pages 163–64). You will have time to ask those you teach to prepare special assignments, such as musical presentations (see pages 172–74). You will also have time to identify and prepare to use resources that are available in the meetinghouse library (see "Church Resources for Teaching the Gospel," page 105).
It is often helpful to begin thinking about an upcoming lesson soon after you have taught the preceding lesson. You will probably be most aware of those you teach and their needs and interests immediately after you have been with them. You will also be most aware of their response to your teaching. You can evaluate your approach and methods while they are fresh in your mind.
One teacher described the joy that comes when we take time to prepare:
"Many have discovered the joy of teaching the gospel, but there is another distinct joy to be found in connection with teaching—the joy of preparation. Often, lesson preparation is seen as a chore and is put off until the last moment. Like a hurried prayer, last-minute preparation becomes shallow and not very effective.
"I have known that kind of preparation myself. It is not pleasant, and it does not build confidence. I have also experienced great exhilaration in preparation. It can be a time of meaningful prayer and profound thoughts. I have found it to be a pleasantly productive time of worship, introspection, understanding, and inspiration. . . .
". . . As I have tasted the joy of preparation, I have discovered great pearls of wisdom and insight. I find I learn far more through my preparation than I will ever have time to teach. . . .
"Wherever truth is taught, the need for preparation is much the same. Those who develop a path to successful preparation will find a joyful experience awaiting them" ("Random Sampler: Planning to Teach," Ensign, Oct. 1995, 73).
Remember that in your efforts to teach the gospel of Jesus Christ, it is not enough to simply prepare lessons. You also need to prepare yourself. Take time to study the counsel in this book about what you can do to prepare yourself spiritually to teach the gospel (see pages 11–20). Also, plan to attend teacher improvement meetings. In these meetings you and other teachers and leaders will come together to learn methods of teaching the gospel that will help you increase in skill and confidence.
The short time you spend teaching a lesson at home or at church can have an eternal effect on those you teach. Each lesson can help them feel the influence of the Spirit, grow in their love for Heavenly Father and Jesus Christ, and increase their dedication to live the gospel. Keep this in mind as you prepare lessons. Your success in representing the Lord and teaching by the Spirit will be influenced by the care you give to lesson preparation.
Planning a lesson takes time and attention. Soon after you finish one lesson, begin preparing for the next. You will probably be most aware of those you teach and their needs and interests immediately after you have been with them. You will also be most aware of their response to your teaching.
As you begin to prepare a lesson, prayerfully review the lesson material, considering the needs and interests of those you teach. Then ponder the three questions listed below. These questions should guide you throughout your lesson preparation.
What should happen in the lives of those I teach as a result of this lesson?
Which specific principles should be taught?
How should these principles be taught?
Following are some specific ways to use these questions to begin lesson preparation. As you review a lesson in this way, write down ideas that occur to you. This will give you a structure for your continued prayerful pondering of the lesson.
Study and ponder the lesson material and the accompanying scripture passages. Consider what those you teach should understand, feel, desire, or do as a result of the lesson. For example, in preparing a lesson about prayer, you may decide that learners should understand the importance of prayer and that they should resolve to pray each morning and night. In preparing a lesson about family responsibility, you may decide that as a result of the lesson, family members should be more diligent in completing household duties. In teaching a lesson about scripture study, you may decide that the lesson should inspire those you teach to study the scriptures daily.
Many lessons in Church-produced manuals include purpose statements. These statements can help you determine how each lesson should influence those you teach.
Always keep in mind the needs and backgrounds of those you teach. Ask yourself, "Which principles in the lesson will help those I teach meet the challenges they face?"
Often a lesson will contain more material than you are able to teach in the time you are given. In such cases, you should select the material that will be most helpful for those you teach.
The amount of material you cover is less important than its influence in the lives of those you teach. Because too many concepts at one time can confuse or tire learners, it is usually best to focus on one or two main principles. Then you can identify additional, supporting ideas from the manual.
Avoid trying to teach all that could be said on a particular subject. Those you teach will likely already have some understanding of the subject. Your lesson should supplement, clarify, and confirm what they know. Remember that your lesson is not the only time they will learn about the subject.
You should select teaching methods that will help learners understand and apply the principles you teach (for information about selecting appropriate and effective methods, see pages 91–92).
In selecting methods, you should first review the discussion questions, stories, and other learning activities that are suggested in the lesson manual. If you feel that these methods will help meet the needs of those you teach, familiarize yourself with the methods. If you feel that you should use other methods, begin early to determine how to teach the principles. Consider using examples, illustrations, comparisons, or personal experiences that will help teach the main principles of the lesson.
The methods you decide to use may require that you obtain materials from the meetinghouse library, such as pictures, objects, hymnbooks, or videocassettes.
After you have some initial ideas on how to teach a lesson, you can develop and refine them. If you have begun preparing early, you will be more aware of experiences, stories, and scriptures that will help those you teach. Thoughts may come to you as you ponder the principles to be taught and the needs of those you teach. This is one way that the Spirit can guide you in your preparation. You may want to carry a notebook so you can write down ideas as they come to you.
It is helpful at this point in your planning to once again study the scripture references that will be used in the lesson. This will help you better understand them and liken them to those you are teaching.
As the time to teach the lesson approaches, there will likely be some final adjustments to make. This is much like the pruning a gardener does to give the right shape to a tree or shrub. During this stage you should:
Have clearly in mind what should happen in the lives of those you teach as a result of this lesson. Ask yourself, "Will the lesson bring these results?"
Review the specific points you want to teach from the manual: the main principles and the supporting ideas. Organize a clear outline. Be sure to plan a clear beginning and a strong, focused conclusion (see "Beginning the Lesson," page 93; "Concluding the Lesson," pages 94–95).
Finalize the teaching methods you will use. Ensure that the methods you select will help learners apply the principles you teach.
Finalize your choices of the materials you will use.
You may be prompted by the Spirit to make changes right up to the last minute. You may even be prompted to make changes in the very moment you are teaching. Be open to all these promptings, and recognize that it is your careful preparation that allows you to receive the ongoing guidance of the Spirit.
A structured lesson manual is not provided for every teaching occasion in the Church. In some settings you may teach from articles in Church magazines or from general conference addresses. In other settings you may teach from a book that includes study questions but no lesson plans.
When you prepare lessons from these resources, you should follow the suggestions in "Preparing Lessons"(pages 98–99). As you do so, the Spirit will guide you in your decisions about what to teach and how to teach it.
Consider this excerpt from a general conference address by Elder Joseph B. Wirthlin:
"The last part of the thirteenth article of faith states, 'If there is anything virtuous, lovely, or of good report or praiseworthy, we seek after these things.' Articles of Faith 1:13
"The word seek means to go in search of, try to discover, try to acquire. It requires an active, assertive approach to life. For example, Abraham 'sought for the blessings of the fathers . . . and to be a greater follower of righteousness' (Abraham 1:2). It is the opposite of passively waiting for something good to come to us with no effort on our part.
"We can fill our lives with good, leaving no room for anything else. We have so much good from which to choose that we need never partake of evil" (in Conference Report, Apr. 1992, 120; or Ensign, May 1992, 86).
The following example shows one way to prepare a lesson based on this statement.
Prayerfully think of those you are to teach, pondering how this passage applies to them.
For example, if you are teaching youth, you might want them to set goals that will help them seek after things that are good. This could include goals regarding scripture study, wholesome recreation, or uplifting activities with friends.
What you choose to emphasize should depend on the needs of those you teach. As you are diligent and prayerful, you will receive guidance from the Spirit in making this decision.
For example, to teach youth the importance of seeking after that which is good, you might focus on Elder Wirthlin's statement that "we have so much good from which to choose that we need never partake of evil." Supporting ideas could include that we must actively seek after good things and that we can seek the Lord's help as we do so.
As you prepare to teach these principles, you might turn to the Topical Guide and look under the heading "Seek, Sought." There you would find scripture passages to help you. For example, you would find Doctrine and Covenants 6:7, which says to "seek not for riches but for wisdom," and Doctrine and Covenants 46:8, which says to "seek . . . earnestly the best gifts." While studying these passages, you would identify those that would be most useful in teaching the principles in the lesson.
Search carefully through the teaching methods described on pages 159–84. Ideas will come to you as you consider how to teach your class.
For example, you might conduct a chalkboard activity in which learners list different ways they can spend their time. This could lead to a discussion of whether they are fulfilling Elder Wirthlin's counsel to "fill our lives with good, leaving no room for anything else."
As you consider conducting such discussions, begin thinking of questions to ask (see "Teaching with Questions," pages 68–70). For example, as you talk about the importance of living according to Elder Wirthlin's counsel, you might ask, "What changes could we make that would help us fill our lives with good?"
The more carefully you ponder the specific needs of those you teach and the more you study the various teaching methods found in this book, the more confident and creative you will be in developing ideas for teaching.
Preparing lessons from general conference talks and other resources will require added creativity. As you prepare diligently and seek the Spirit, you will be inspired in the preparation of such lessons. You and those you teach will be blessed as a result of your preparation.
Church-produced lesson manuals are carefully prepared to ensure that the doctrines of the Church are kept pure. They establish guidelines for teaching in Church settings, and they ensure a consistent approach to gospel topics and principles. You should be true to the teachings and guidelines in these manuals. However, you do not need to present lessons exactly as they appear in the manuals. You may adapt the lessons according to the needs and circumstances of those you teach.
Whatever you do to adapt lessons, remember that your adaptations should help learners understand and live gospel principles. Therefore, adaptations should be made only after prayerful study of the lesson material and consideration of each individual you teach. As you seek to adapt a lesson, you should be guided by (1) the manual you have been given; (2) the three central questions discussed on pages 98–99 of this book; and (3) the standards of teaching outlined in this book, such as loving those you teach, teaching by the Spirit, and teaching the doctrine.
The following situations represent a few ways in which you might adapt lessons to those you teach.
As you read a story in a lesson about service, you are reminded of a similar story in a recent Church magazine. You feel that the young women in your class will relate better to the story in the magazine, so you use that story instead of the one in the manual.
As you prepare a lesson for a group of Primary children, you read the attention activity at the beginning of the lesson. You feel that this particular activity might not help the children in your class. You ponder the needs of the children and develop an activity that will help them focus on the principles you are going to teach.
You are preparing to teach the deacons in your ward. The Aaronic Priesthood lesson manual suggests using a role play to help them apply a gospel principle. As you think about the young men you teach, you are reminded of some experiences they have had recently. You feel that a simple discussion about those experiences would be more effective than a role play.
For ideas on adapting lessons for different age-groups, see the part of this book titled "Teaching Different Age-Groups" (pages 107–124).
After teaching a lesson, a Gospel Doctrine teacher was troubled by the teaching experience. Some parts of the lesson had gone well, but other parts had been disappointing. "Why did some things go well and others not?" he asked himself. "What would I do again in presenting the lesson? What would I change?" The questions stayed with him as he pondered how to help the members of his class learn the gospel. The questions this teacher asked himself are nearly universal among teachers.
In addition to evaluating the learning of those we teach (see "How to Tell If They Are Learning," page 73), it is also important to assess our own success in presenting lessons. President Spencer W. Kimball taught of the importance of evaluating ourselves and seeking to improve: "We ascertain and establish acceptable standards of excellence . . . and measure our work accordingly. We should be less interested in excelling others but more concerned with excelling our own past records" (The Teachings of Spencer W. Kimball, ed. Edward L. Kimball [1982], 488).
We should take time after each lesson to follow President Kimball's counsel to "measure our work." This will help us prepare for the next lesson and continue to improve as teachers.
Whatever changes you are prompted to make, remember that evaluation of your teaching should be a positive experience, not a discouraging one. Every time you discover a way to improve your teaching, you discover a new way to help others learn the gospel and live according to its principles.
The success of a lesson is measured by its influence on those you teach. As you evaluate each lesson you teach, try to recall the learners' responses at different points in the lesson. You may remember their responses more clearly if you review the outline you used to present the lesson.
The questions listed below may help you as you evaluate lessons. Note that the first questions help you determine what you have done well. You can usually learn more about how to improve by first focusing on successes rather than disappointments. As you humbly acknowledge your strengths, you can build on them and use them to improve your overall teaching. After considering what you have done well, you can determine what you can do better.
At what points in the lesson did those I teach seem most willing to participate? When did they seem less willing to participate?
At what points in the lesson did they seem to feel the influence of the Spirit most strongly? When did they seem to feel the influence of the Spirit less strongly?
At what points in the lesson did they seem most thoughtful? When did they not seem to be thinking very deeply?
At what points in the lesson did they seem to make the most application in their lives? When did they seem to miss the lesson's application in their lives?
As you ponder each of the questions listed above, consider these follow-up questions:
What aspect of the lesson presentation seemed to contribute to those responses?
What does this tell me about those I teach?
How can this understanding help me as I prepare the next lesson?
In asking yourself these questions, consider writing your answers so you will not forget the insights and promptings you receive. You may be surprised at how much you learn.
As you prayerfully ponder ways to reach those you teach, the Spirit can help you see areas in which you can improve. You might study certain sections of this book. For example, you could review information about asking questions that generate discussion (see "Conducting Discussions," pages 63–65; "Teaching with Questions," pages 68–70). You may feel that it is important to learn how to begin lessons in a more interesting way (see "Beginning the Lesson," page 93) or develop stronger conclusions for lessons (see "Concluding the Lesson," pages 94–95).
For suggestions on developing a plan for improvement, see "Making a Plan to Improve Your Teaching" (pages 24–27).
The Church provides many resources to help parents, teachers, and leaders teach the gospel. The scriptures are the curriculum of the Church and the most important of these resources. Other resources include:
Teaching, No Greater Call
Teaching Guidebook
The "Gospel Teaching and Leadership" section of the Church Handbook of Instructions
Family Home Evening Resource Book
Gospel Principles
Scripture Stories
Lesson manuals
Church magazines (check these magazines regularly for stories and other ideas)
Gospel Art Picture Kit (a collection of pictures that includes depictions of scripture stories and events, Presidents of the Church, and gospel principles in action)
Other pictures and posters
The Church hymnbook
Children's Songbook
Church-produced videocassettes and audiocassettes
If your meetinghouse has a library, it may contain most or all of these resources. To learn more about the materials available in your meetinghouse library, speak with the meetinghouse librarian.
Your meetinghouse librarian or ward clerk should have a copy of the Church Materials Catalog that you can use. This catalog is an annual publication that lists the items available from Church distribution centers. In addition to the items listed on this page, the catalog lists other materials that support Church members.
Your meetinghouse library may also have copies of the Index to Periodicals of The Church of Jesus Christ of Latter-day Saints. This is a cumulative index to the periodicals published by the Church. The periodicals indexed are the Ensign, New Era, and Friend magazines; conference reports; and the Church News.
When the resurrected Savior ministered to the Nephites, He showed His great love for little children:
"He took their little children, one by one, and blessed them, and prayed unto the Father for them. . . .
"And he spake unto the multitude, and said unto them: Behold your little ones.
"And as they looked to behold they cast their eyes towards heaven, and they saw the heavens open, and they saw angels descending out of heaven as it were in the midst of fire; and they came down and encircled those little ones about, and they were encircled about with fire; and the angels did minister unto them" (3 Nephi 17:21, 23–24).
Referring to this account, Elder M. Russell Ballard said, "Clearly, those of us who have been entrusted with precious children have been given a sacred, noble stewardship, for we are the ones God has appointed to encircle today's children with love and the fire of faith and an understanding of who they are" ("Great Shall Be the Peace of Thy Children," Ensign, Apr. 1994, 60). The Savior's example sets a pattern for us as we teach, care for, and influence children.
It is a sacred responsibility to teach children the gospel of Jesus Christ and help them learn to live it. You should teach them true doctrine, as did the prophet Nephi, who said, "We talk of Christ, we rejoice in Christ, we preach of Christ, we prophesy of Christ, and we write according to our prophecies, that our children may know to what source they may look for a remission of their sins" (2 Nephi 25:26).
As you teach children, you will find that you receive special blessings. Children will bring joy to your soul and prompt you to be a good example. As you come to recognize the faithfulness, love, trust, and hope of children, you will grow closer to the Lord and better understand His commandment to "become as little children" (Matthew 18:3). With the Spirit to guide you, you can love and teach children in a Christlike way. You can help each child find the peace promised to those who follow the Savior: "All thy children shall be taught of the Lord; and great shall be the peace of thy children" (3 Nephi 22:13).
The following information can help you better understand the characteristics of the children you teach (see also "Age Characteristics of Children," pages 110–16, and, if you are teaching Primary, the introductory pages of your Primary lesson manual).
Children are believing. They believe what you say. They are receptive to the truth. You have an obligation to teach them correct doctrine simply and clearly, with language and examples that they can understand.
Children can recognize the influence of the Spirit. Teach them that the feelings of peace, love, and warmth they have when they talk or sing of Jesus Christ and His gospel come from the Holy Ghost. Help them understand that these feelings are part of a testimony.
Children take things literally. Everything is real to them. If you use complex metaphors to teach sacred gospel principles, they may become confused. Help children learn the gospel by discussing events and activities familiar to them: home, family, and the world around them. Make certain that they do not misunderstand what you teach.
Children are curious and eager to learn. They enjoy learning through varied and new experiences. They want to move about, use all their senses, explore, and try new things. Older children like the challenge of answering questions and solving problems. The children in your class will be more attentive and excited about learning when you use a variety of teaching methods and activities to teach gospel principles (see "Teaching with Variety," pages 89–90).
Children are loving and want to be loved and accepted themselves. Look for opportunities to reinforce the kind and loving behavior that comes naturally to children. Because children want to please you and enjoy helping others, give them opportunities to serve. Ask them to carry your books, hold pictures, or answer questions. Encourage them to help one another. Show your love for them. Build their confidence by expressing your appreciation for their efforts whenever possible. Listen attentively to what they say.
Children are beginning to prepare for the future. While adulthood may seem far away for children, they are preparing now for their future responsibilities in their families, the Church, and the workplace. You can help them realize how their current experiences are preparing them. For example, you might say, "Mary, I watched you help Kelly see how to find that scripture. You were so patient and kind. Someday when you're a mother, I'm sure that you will teach your children many wonderful things." Or you could say, "Matthew, what a great missionary you will be one day because you have learned to set goals and complete them. I am so proud of you!"
Children will follow your example. You are always teaching, even when you are not aware of it. You often teach more by your attitude and example than by your words. For example, children will notice whether you treat the scriptures respectfully. They will observe how you speak about Heavenly Father and Jesus Christ. They will watch how you live the principles you are teaching. Your righteous example will help them develop greater feelings of love and respect for Heavenly Father and His Son.
Little children have short attention spans, and they cannot sit still very long. Do not expect too much from them. Recognize that inattentive behavior might mean that they are tired or hungry, that they do not understand something you have said, that they need to move, or that they are bored. The best way to keep their attention and help them learn is to encourage them to participate in lessons. Because children have an abundance of energy, plan ways to allow them to move or to see, hear, smell, or touch something as part of each lesson. They enjoy learning through repetition, simple stories, songs, and activities.
If you are a teacher or leader, you can assist parents in their efforts to teach the gospel to their children. Tell parents what you are teaching in your class so they can reinforce those gospel principles in the home (see "Regular Occasions for Teaching in the Home," pages 137–39). Encourage children to share with their family what they are learning. In family home evenings, they can share songs, scriptures, games, and principles they learn in Primary classes or activities. Occasionally you might send home reports on the lessons or activities in which they have participated to help reinforce what the child has learned. You could also let parents know when their child has been particularly helpful or when their child is assigned to pray or give a talk. You can invite parents to share their experiences or their testimonies as part of a lesson.
Remember that when you help children gain a testimony and live the gospel, they can influence their families for good. As you teach children the gospel and help them learn how to live it, you help strengthen their families.
Children are continually changing physically, mentally, socially, emotionally, and spiritually. They follow a general pattern of growth and development. Parents and teachers who are aware of common characteristics of different age-groups will be able to deal with children's behavior more appropriately and teach them more effectively.
Some children may develop faster or slower than others their age. For example, a particular six-year-old may fit more closely the age characteristics of a five-year-old or a seven-year-old. Remember also that children may temporarily revert to younger behavior during emotional stress or tension.
Church lesson manuals have been prepared with children's growth characteristics in mind. As you study and prepare each lesson, be aware of how each part of the lesson can help you meet the children's needs.
Regardless of the age-group you teach, make sure you are patient, respectful, loving, and sensitive toward each child. Do not expect children to do more than they are able.
The following descriptions and suggestions can help you better understand the children you teach.
Walks, climbs, crawls, and runs. Enjoys pushing and pulling things. Is able to take things apart more easily than he or she can put them together. Is uncoordinated. Tires easily. Is usually not toilet trained.
Makes many sounds. Has developing language skills. Uses one-word phrases, particularly "mine" and "no." Gathers knowledge through sight, sound, touch, smell, and taste. Understands more than he or she can express.
Enjoys playing alongside other children, but often does not interact with them. Has difficulty sharing.
Cries easily, but emotions change quickly.
Vary activities to keep the child's interest. Use activities that involve walking, pushing, and pulling. Use finger plays and musical activities.
Provide many opportunities for talking and participation. Teach how to be reverent during prayers. Use visuals with stories. Provide toys the child can move and experiment with, such as stacking toys, balls, simple puzzles, dolls, and figures of people and animals.
Provide toys and activities that allow the child to play alone. Help the child learn to share and get along with others.
Hold the child when he or she is upset or feels insecure.
Is very active. Jumps, walks, and runs. Can clap hands and kick a ball. Can handle small objects, but cannot button or zip clothing or care for himself or herself in other ways. Gets irritable and restless when tired.
Is able to put two or three words together in a sentence. Says "no" often, even when he or she does not mean it. Has simple, direct thoughts. Cannot reason. Can make simple choices. Enjoys repetition. Has a short attention span (two or three minutes). Is curious. Moves from one activity to another. Likes simple toys, art materials, books, short stories, and music activities.
Likes to play alone. Is developing an interest in playing with others, but is usually more interested in playing near them than with them. Often argues over toys. Has difficulty sharing and cooperating. Asks adults for things he or she wants from another child.
Is loving and affectionate. Enjoys sitting on laps and holding hands. Likes to be close to his or her mother. Uses emotional outbursts to express emotions, to get what he or she wants, and to show anger and frustration. Has moods that change quickly. Likes independence.
Likes to pray. Understands that Heavenly Father and Jesus love us, but has difficulty understanding most spiritual concepts.
Use rest activities such as finger plays and those that use music. Provide activities such as beanbag tossing, marching, and jumping. Avoid activities that require skill and coordination, such as cutting and pasting.
Keep discussions simple. Help the child participate. Use repetition. Do not leave the child alone; children this age can easily get themselves into unsafe situations. Provide opportunities for the child to make choices.
Provide opportunities for the child to interact with others, but do not pressure the child to do so. Offer the choice to participate in activities. Provide warm, caring direction. Redirect misbehavior.
Show love and affection. Redirect the child's attention in order to stop undesirable behavior. Encourage the child to be self-sufficient, but provide help when necessary. Allow the child to practice making choices.
Allow the child to pray. Focus spiritual concepts on the family and the love of Heavenly Father and Jesus.
Walks and runs, but is still uncoordinated. Likes doing things with his or her hands but does them awkwardly.
Has more language skills. Likes to talk and learn new words. Has a short attention span. Is curious and inquisitive. Often misunderstands and makes comments that seem off the subject. Enjoys pretending. Likes finger plays, stories, and musical activities. Is unable to distinguish fantasy from reality.
Enjoys working alone. Does not engage in much cooperative play with others, but likes to have friends around. Is self-centered. Has difficulty sharing. Prefers to be close to adults, particularly family, because they provide security.
Wants to please adults. Needs their approval, love, and praise. Strikes out emotionally when afraid or anxious. Cries easily. Is sensitive to others' feelings. Is developing some independence. Has intense, short-lived emotions.
Is interested in simple gospel principles such as prayer and obedience. Is more aware of Heavenly Father and Jesus Christ, and has simple faith in Them.
Use activities that include jumping, skipping, walking, and bending. Use simple art activities such as pasting, molding clay, and coloring. Avoid activities that require refined skills and coordination, such as tying or cutting. Be prepared to clean up messes.
Teach ideas in a simple, clear way. Use summaries and visual materials to reinforce ideas. Encourage questions and responses to the lessons, but have the child take turns with other children. Use a variety of teaching methods such as stories, songs, discussions, dramatizations, finger plays, and simple games. Alternate between quiet and lively activities.
Provide opportunities to play with others. Use activities that encourage sharing, taking turns, and cooperating. Develop a close relationship with the child, and frequently give the child opportunities to talk about his or her family.
Show approval and confidence in the child. Avoid criticism. Emphasize the love you and the child's family have for him or her. Help the child understand others' feelings and solve conflicts. Encourage the child to be self-sufficient.
Teach the gospel in simple, concrete ways. Teach that Heavenly Father and Jesus Christ live and are kind and loving. Share simple expressions of testimony. Help the child recognize the beauty of God's creations.
Is very active. Moves quickly. Likes to skip, jump, race, climb, and throw.
Enjoys talking and learning new words. Asks many questions. Is able to reason a little, but still has many misconceptions. Has trouble separating fact from fantasy. Has a short attention span. Uses artwork to express feelings. Enjoys pretending and role playing.
Plays more cooperatively with others. Is sometimes physically aggressive, bossy, impolite, and stubborn, but can also be friendly. Is learning to share, accept rules, and take turns. Responds to sincere praise.
Often tests people's limits. Is boastful, especially about self and family. May be agreeable one moment and quarrelsome the next. Has more self-confidence. May have fears and feelings of insecurity.
Is becoming aware of right and wrong, and usually desires to do right. Blames others for his or her wrongdoing. Has a natural love and respect for Heavenly Father and Jesus Christ, and asks many questions about Them. Likes to pray, and wants to be good. Is becoming more interested in gospel principles.
Alternate between quiet and lively activities. Help the child learn to control and be responsible for his or her actions. Teach appropriate ways to express emotions.
Use discussions and activities that will encourage thinking, such as simple riddles and guessing games. Clarify misunderstandings. Use pictures, objects, and actual experiences. Introduce new words. Have the child draw pictures that relate to lessons. Accept and encourage the child's creative efforts. Allow the child to explore his or her surroundings. Use role-playing activities.
Provide opportunities for the child to play and work cooperatively with others. Teach kindness, patience, and politeness. Help the child follow simple rules such as taking turns. Help the child learn positive social behavior without punishing or scolding him or her.
Establish and firmly follow limits. Allow the child to talk about self and family. Teach the child that he or she is special to Heavenly Father and Jesus. Express the love you and the child's parents have for him or her.
Help the child be responsible for his or her own behavior, and teach the importance of making good choices. Teach that Heavenly Father loves His children and that we can communicate with Him through prayer. Help the child discover how to be reverent at church. Teach basic gospel principles.
Is very active. Has a good sense of balance, and is becoming more coordinated. Can kick a ball, walk in a straight line, hop, skip, and march. Enjoys drawing, coloring, and participating in activities and games. Is learning to lace and tie shoes and button and zip clothing.
Recognizes some letters, numbers, and words. Likes to pretend to read and write. May be learning to read. Is talkative. Asks questions, makes comments, and gives answers that show increased understanding. Is good at problem solving. Is curious and eager for facts. Is beginning to distinguish truth from fantasy. Has a short but increasing attention span. Likes definite tasks. Enjoys jokes and tricks, but cannot laugh at himself or herself. Likes stories, singing, poetry, and dramatizations.
Is friendly and eager to please and cooperate. Is beginning to prefer being in small groups of children, but may prefer a best friend. Creates less conflict in group play. Is beginning to want to conform, and is critical of those who do not. Is beginning to understand rules, but often tries to change them for his or her benefit.
Centers interests on home and family. Is affectionate toward adults, and wants to please them. Gets embarrassed easily, especially by his or her own mistakes.
Wants to be good. Is learning the difference between right and wrong. Sometimes tells untruths or blames others for his or her own wrongdoings because of an intense desire to please adults and do what is right. Is ready to be taught spiritual principles.
Engage the child in physical activities. Use simple games and other activities. Allow the child to cut and paste and to put puzzles together. Allow for independence. Express confidence in the child. Accept and encourage the child's efforts.
Allow the child to talk and ask questions. Allow him or her to read simple words and phrases. Use wordstrips for simple words. Assign simple tasks and responsibilities. Use drawing activities, true-to-life stories, and visual materials. Vary activities, using pictures, games, songs, and discussions. Use problem-solving activities such as riddles and discussion questions. Allow the child to pretend, dramatize, and use puppets. Laugh with the child.
Be sensitive to the child's need for your approval. Encourage friendship, and try to help the child if it seems that he or she does not have close friendships or does not belong to a group. Talk about how others feel when people are kind or unkind. Discuss the importance of loving others and expressing gratitude, and show the child how to do this. Help the child learn the value of individual differences.
Frequently teach the value and importance of the family. Give the child an opportunity to share feelings about his or her family. Express your love, and show affection. Give specific praise for positive behavior. Avoid activities or expressions that might embarrass the child.
Teach appropriate behavior. Do not be shocked if the child says something that is untrue or inappropriate, but still teach the importance of accepting responsibility for one's own actions. Strengthen the child's testimony by sharing your own testimony. Share stories and ideas that will strengthen the child's love for and faith in Heavenly Father and Jesus Christ and Their teachings.
Is very active. Is often noisy, restless, and exuberant. Likes to participate in activities and perform small tasks, though they still may be difficult to do. Dislikes being a spectator.
Needs concepts taught in concrete ways. Has improving memory. Is talkative, and asks many questions. Is learning to make decisions, but often is indecisive. Has an increasing attention span. Likes reading, writing, singing, hearing stories, and pretending.
Is more interested in group activities and interacting with playmates, but is still self-centered. Is sometimes bossy, aggressive, and unkind to peers. Has unstable friendships. Is concerned with how others treat him or her. Is eager for social approval.
Is boastful. Exaggerates and criticizes. Is easily excited, silly, and giggly. Can be generous, affectionate, and compatible, but mood can change easily.
Is concerned with good and bad behavior, particularly as it affects family and friends. Sometimes blames others for wrongdoings. Likes scripture stories, especially those about Jesus.
Be patient with the child's abundant energy and restlessness. Use activities such as writing, coloring, cutting, pasting, and molding clay. Use games that allow the child to use his or her energy.
Use problem-solving activities such as riddles, reviews, and open-ended stories. Use pictures, flannel cutouts, and other visual materials. Introduce new words. Ask questions. Allow the child to make decisions. Discuss the importance of choosing the right, and allow the child to practice making decisions with limited choices. Provide opportunities for reading, writing, singing, hearing stories, and role playing. Plan lessons with the child's interests in mind.
Encourage sharing and participation with others. Give many opportunities for group activities. Give specific praise and approval. Focus lessons on showing love by helping others and being sensitive to others' needs. Encourage the child to participate in games and other activities.
Praise the child's specific efforts so he or she feels less need to boast. Praise honesty. Do not criticize. Laugh with him or her, but do not laugh at him or her. Encourage positive moods. By your example, teach the child calm, stable behavior.
Teach the child to be concerned with and responsible for his or her own behavior and how to improve it. Assure the child that everyone makes mistakes. Teach simple repentance. Use the scriptures to teach basic gospel principles. Help the child understand and apply the scriptures.
Has better muscular control. Is developing interest and skills in certain games, hobbies, and activities. Gets restless and fidgety. Has nervous habits, and sometimes assumes awkward positions. Is full of energy, but tires easily.
Is eager to learn. Thinks seriously and more logically. Is able to solve problems that are more complex. Likes to be challenged, work hard, and take time completing a task. Has a good attention span. Enjoys hobbies and using skills. Likes to collect things and talk about personal projects and accomplishments.
Often plays in groups, but sometimes likes to be alone and play quietly. Interacts little with the opposite sex. Is eager to be like peers and have their approval. Is less domineering and less determined to have his or her own way. Likes more responsibility and independence. Is often worried about not doing well.
Dislikes criticism. Is more sensitive to his or her own feelings and those of other people. Is often a perfectionist, and tends to be self-critical. Is inhibited and cautious. Is less impulsive and self-centered than at earlier stages.
Is aware of right and wrong. Enjoys learning about and practicing gospel principles such as prayer and tithe paying. Understands aspects of the gospel such as the sacrament, faith, repentance, missionary work, the Holy Ghost, and temple work. Wants to be baptized and receive the gift of the Holy Ghost.
Use activities that allow the child to use his or her energy. Allow the child to share his or her special skills. Be patient with annoyances and restlessness, and do not draw attention to awkwardness. Use varied techniques to help maintain the child's interest and prevent misbehavior. Compliment good behavior.
Ask thought-provoking questions. Use open-ended stories, riddles, thinking games, and discussions to stimulate thinking. Allow the child to make decisions. Give him or her plenty of time to accomplish tasks. Encourage the child to pursue hobbies and interests. Provide opportunities to read scriptures, wordstrips, and stories. Use stories and situations that deal with reality rather than fiction.
Use activities that require group play, such as games and dramatizations, but respect the child's desire to work alone occasionally. Do not force interaction with the opposite sex. Praise him or her for positive behavior such as taking turns and sharing. Give the child responsibilities and tasks that he or she can carry out, and then praise efforts and accomplishments.
Encourage concern for others. Build confidence. Instead of criticizing, look for opportunities to show approval and affection. Accept moods and aloofness. Encourage the child to express his or her feelings.
Provide opportunities for the child to practice making right choices. Help the child understand the consequences of his or her choices. Teach gospel principles in simple, concrete ways, and encourage the child to practice them in daily life. Teach from the scriptures. Prepare the child for baptism and confirmation by helping him or her understand the covenants that he or she will make.
Is becoming more coordinated. Wiggles and squirms. Has nervous habits. Plays organized games that require physical skill. Has a good attention span. Wants to be included.
Wants to know the reasons for things. Is anxious to share his or her knowledge. Thinks he or she knows much, but is beginning to recognize that others may know even more. Is judgmental. Has heroes. Enjoys writing, reading, and pretending.
Enjoys group play with simple rules. Prefers to be with own gender in group play. Is more cooperative and less insistent on having his or her own way. Wants to have a best friend. Has a strong need for independence, but also relies on adults for guidance and security.
Is usually affectionate, helpful, cheerful, outgoing, and curious, but can also be rude, selfish, bossy, and demanding. Is sensitive to criticism. Criticizes self and others. Is sometimes giggly and silly. Experiences guilt and shame.
Is receptive to gospel teachings, but may have questions about them. Is proud of Church membership. Likes living gospel principles. Learns the gospel through concrete examples and participation.
Use activities that require coordination and allow the child to use his or her energy. Be patient with clumsiness, unpleasant habits, and squirming. Alternate quiet and active periods. Praise good behavior.
Use games, stories, pictures, and problem-solving activities to encourage learning. Use reading, writing, and role playing. Help the child set realistic goals. Encourage the child to be more concerned about his or her own behavior than that of others. Provide the child with appropriate heroes such as Church leaders and other good members of the Church.
Provide opportunities for group interaction, cooperation, and sharing. Supervise activities closely. Recognize that his or her friendships can be intense. Help the child become part of the group if he or she does not have close friends. Praise the child for positive behavior. Let the child work with other children and with you to make class rules and other decisions. Allow him or her to work independently.
Help the child recognize and deal constructively with negative emotions. Show interest and enthusiasm. Praise and build self-confidence; do not criticize or compare the child with other children. Recognize the child's efforts and accomplishments. Let the child enjoy humor when appropriate, and be patient with giggling. Teach him or her that others make mistakes.
Express personal faith and testimony often. Help the child appreciate his or her Church membership and the responsibilities it brings. Challenge the child to live gospel principles. Share personal experiences, scriptures, and stories. Use activities in which the child can participate.
Enjoys team games. Has good body control. Is interested in developing strength, skill, and speed. Likes more complicated crafts and handwork.
Is able to remain interested in subjects or activities for a longer period of time. Seeks facts; does not enjoy much fantasy. Likes memorization. Has definite interests and curiosity. Likes reading, writing, and keeping records. Is interested in the community and other cultures and peoples. Enjoys learning about the past and the present. Likes to collect things.
Enjoys being with groups of people of the same gender. Likes group adventures and cooperative play, but also likes competition. Tests authority and exercises independence. Spends much time with friends.
Has some behavior problems, especially if he or she is not accepted by others. Is becoming very independent, dependable, and trustworthy. Is concerned about being fair, and argues over fairness. Is better able to accept his or her own failures and mistakes and take responsibility for personal actions. Is sometimes silly.
Is well aware of right and wrong. Wants to do right, but sometimes rebels. Is influenced by others' testimonies. Is ready to be taught more complex gospel principles.
Provide a variety of activities, including team games, to sustain interest and help the child develop skills.
Give specific information and facts rather than fantasy. Do not give all the answers; allow the child time to think about and discuss answers. Encourage him or her to memorize quotations and scriptures. Respect individual differences when making assignments and giving responsibilities. Provide opportunities for reading, writing, and record keeping. Encourage him or her to keep a journal. Teach about other people and cultures and about history.
Recognize the child's need for peer acceptance. Establish and maintain reasonable limits, but allow for independence. Teach the child how to be gracious, even when the child feels that he or she has not "won." Encourage friendships, and help the child make friends.
Let the child know that you accept him or her, even when you do not approve of certain behavior. Provide opportunities for the child to show independence and dependability. Do not ridicule the child for wrongdoing.
Express your love and support for the child often. Frequently share your testimony and testimonies of the prophets. Teach gospel principles that are more advanced.
May be experiencing rapid growth. Enjoys sports that require strength, speed, and skill. Has periods of playing, pushing, wrestling, poking, and giggling. Is restless, active, and impatient. May differ from peers in physical size and coordination. Does not like to be treated like a child. Is concerned about physical appearance.
Enjoys abstract concepts and ideas. Makes conclusions based on prior learning. Likes to be challenged in mental tasks. Is decisive and reasonable. Enjoys memorization. Likes to set goals. Thinks more logically. Enjoys learning. Has a good attention span. Understands more precisely the meanings of words, and can define abstract terms. Has humor that may seem ridiculous to adults.
Is social and competitive. Possesses strong loyalty to groups. Has much positive and negative interaction with peers. Has friendships that are more complex and intense. Relies on best friends. Values peers' opinions and standards more highly than those of adults. Is sometimes critical of adults' judgments and of others' feelings. Likes to tease or play roughly. Is sometimes rude and uncooperative, and at other times is friendly and cooperative.
Is critical of self and resentful of others' criticism. May feel that everything he or she does is wrong, especially if criticized. Has worries and fears about school and friends. Is very sensitive, especially about self. Has doubts and insecurities. Is sometimes touchy and irritable, and is very conscious of being treated fairly. Is able to be polite, serious, honest, and sincere. Desires to be independent and have responsibilities.
Has a strong moral sense and conscience. Is interested in self-improvement. Does not like to admit when he or she has behaved badly. Is ready to learn more about the doctrines of the gospel.
Recognize that he or she is growing and maturing. Do not force interaction with the opposite sex. Provide opportunities for him or her to participate in physical activities that provide outlets for his or her energy. Give little attention to minor misbehavior. Teach fairness and the value of participating in activities. Show interest in his or her life. Value individual differences.
Stimulate thinking by using questions, scripture stories, scripture memorization, problem-solving activities, and discussions. Allow him or her to make decisions and set goals. Use new words, and allow him or her to define and explain their meanings. Use visuals, stories, and games.
Respond to the need to belong to groups and be influenced by them. Provide activities that allow interaction with peers. Encourage group planning and group work. Teach him or her to be sensitive to those who are not accepted by others. Give responsibilities and assignments, and help ensure follow-through. Encourage service projects such as tending children, sharing talents, and sharing the gospel with others. Use examples and lessons to teach sensitivity and kindness. Praise courtesy, unselfishness, loyalty, and friendliness.
Do not compare him or her to others. Encourage him or her, and praise accomplishments. Show confidence in him or her as an individual. Reinforce positive behavior, and try to ignore negative acts of small consequence. Allow for independence and expression of personal feelings. Try to understand his or her worries and what makes him or her unhappy.
Teach specific moral concepts and values. Emphasize that true happiness and self-improvement come from keeping the commandments. Encourage him or her to commit to living gospel principles. Help him or her understand and prepare for future responsibilities and blessings. Do not ridicule him or her for wrongdoing, especially in front of friends. Teach the gospel in its fulness with scripture stories and stories from the lives of latter-day prophets. Encourage him or her to bear testimony.
Children of widely different ages often come together to learn the gospel in the home and at church. Such group settings include family home evening and other family gatherings, Primary sharing time, achievement days, activity days, and Relief Society children's classes. These activities should be enjoyable and at the same time teach gospel principles. Elder M. Russell Ballard said: "Creative, innovative sharing times and [other] activities can be stimulating and fun, but they don't mean much if the children . . . come away having been entertained but not really enlightened, taught the gospel, or lifted spiritually. . . . Every lesson, every meeting, and every activity should be focused on bringing these little ones to Christ" ("Great Shall Be the Peace of Thy Children," Ensign, Apr. 1994, 61).
As you teach children in combined age-groups, you may sometimes find it challenging to make a concept simple enough for the youngest children to understand but interesting and challenging enough for the older ones. The following suggestions can help you involve all the children as they learn the gospel together.
Have children work together in pairs, or have one older child assist several younger children. For example:
An older child can sit beside a younger child and read a scripture, pointing to the words as they are read.
An older child can help a younger child read a story, play a game, memorize a scripture, work on a project, or complete a work sheet.
Older children can help you teach a principle or an activity. You may ask them to teach one child or several younger children. This is a good way for older children to learn gospel principles. It also helps them gain experience and confidence.
If younger and older children are participating in the same activity, you may want to simplify the activity for the younger ones. For example:
Make two sets of questions: simple questions for younger children and more difficult questions for older children. Write the questions on strips of paper. In a game or review activity, put each set of questions in a separate container. Have each child choose and answer a question from the appropriate container.
In a dramatization, allow young children to play simple roles or be animals or part of the scenery. Older children can play more difficult roles, be narrators, and read from the scriptures. If younger children have speaking parts, older children can prompt them on what to say.
If you are telling a story, ask younger children to hold pictures or put up flannel-board figures.
When younger children come to a station, the adult at the station can adapt the presentation to them. For example, if there is an activity at a station, the adult can conduct a simplified version of the activity for younger children. (See "Stations," page 179.)
When Mormon was 15 years old, he "was visited of the Lord, and tasted and knew of the goodness of Jesus" (Mormon 1:15). Joseph Smith was 14 years old when he received the First Vision. He was tutored and taught during his youth in preparation for the Restoration of the gospel. Today the Lord calls young people to serve in quorum and class presidencies, to perform sacred priesthood ordinances, and to preach the gospel as full-time missionaries. As you teach the youth of the Church, remember that the Lord knows their capacity. He has placed great trust in young people in the past, and He continues to place great trust in them today.
Young people have enthusiasm and energy that can make teaching them a delight. But to teach them the gospel, you must know how to help them channel their energy in the right direction. It is important to understand them and their concerns and challenges.
To help you understand the young people you teach, think back to your days as a youth. What experiences were most challenging or painful for you? What did you worry about? How did you feel about yourself? What were your goals and ideals? What were your social and emotional needs? Who were the people most helpful to you, and how did they help? Thinking about these questions can help you teach and guide youth more effectively.
Young people face important challenges as they prepare for adulthood. If you are aware of these challenges, you can offer wise, sensitive support and encouragement. The following information can help you understand some of the challenges they face.
Physical development during adolescence is rapid. Generally, these changes begin a year or two earlier for young women than for young men. The new feelings young men and young women experience may both excite and confuse them. They may feel awkward or inferior because they do not like their physical appearance. The physical changes they are experiencing require them to make many emotional and social adjustments.
Because young people are in transition between childhood and adulthood, they may feel that they do not fit in with the larger society. This is especially true in societies in which their primary role is to get an education. Because of the changes they are experiencing, they recognize that they are no longer children, but they also know they are not yet able to fulfill the responsibilities of adults. Often they do not realize that the changes they are going through are normal, so they may feel self-conscious. They may think that their feelings are unique and that no one understands what they are experiencing.
Between the ages of 12 and 15, most youth increase in their ability to learn. They are better able to make good judgments, think logically, and plan for the future. You will be more likely to influence youth if you respect their mental abilities and learn from them as you would like them to learn from you.
Youth have a strong desire to learn from their parents and other adults. They also want adults to respect, understand, and pay attention to them. Adults, however, may misjudge them because of their sometimes immature or unusual conduct. We should follow the counsel the Lord gave to Samuel: "Look not on his countenance, . . . for man looketh on the outward appearance, but the Lord looketh on the heart" (1 Samuel 16:7). An accepting and understanding adult who shows respect can make a positive difference in the life of an insecure and self-conscious youth.
You may be tempted to think that you can get closer to young people by joining them in criticizing their parents or other adults. However, this may cause them to lose respect for their parents and for you. Remember that an important part of your responsibility is to help strengthen relationships between parents and their children.
Communicate regularly with the parents of the young people you teach. Let them know about the talents, growth, and positive contributions you observe in their sons and daughters. Keep parents aware of what you are studying in class. Ask what you can do to help them as they teach their children. Direct young people to their parents, and seek to strengthen family bonds.
Some youth may try to establish an identity by wearing odd clothes or hairstyles or by expressing unusual ideas. They may do this to draw attention to themselves or to fit in with a group of peers and distinguish themselves from other groups. Generally this kind of behavior does not last long. In fact, if young people sense genuine affection from adults and are given the opportunity to express their ideas freely without being criticized, they will often feel more secure and cease acting in unusual ways.
It would be unwise to try to dress and talk like the young people you teach. Remember that you should be one with them, not one of them.
It is important for young people to have masculine or feminine role models as they prepare for the future. Be aware that you and other adults serve as these role models.
Young people spend much of their time gaining an education and preparing for a career. Encourage them to take their education seriously and to prepare well for the future. Encourage them also to think about how their schooling, their study of the gospel, and their choices between right and wrong are preparing them for future service in the Church. Help young men prepare to serve as full-time missionaries.
Young people can best prepare for marriage and family life by preparing to make and keep temple covenants. Everything you do and teach should point young people to the temple. Help them understand what is required to be worthy of attending the temple, and encourage them to establish a personal goal to do so.
The restored gospel provides the principles and standards that guide us to happiness and exaltation. Take every opportunity to help young people adopt these for themselves. Encourage them to take initiative in their own spiritual growth (see "Helping Individuals Take Responsibility for Learning the Gospel," pages 61–62).
Youth desire to find a place among people their own age and draw strength from them. Friends play important roles in a young person's preparation for adulthood. They help fill his or her need for acceptance. They enable him or her to practice social skills. They provide reassurance that others have similar needs and struggles, lessening feelings of isolation that he or she may feel. They allow him or her to learn about the feelings and ideas of others. They give support to emerging values. When young people with righteous values group together, they help insulate one another from pressures of those with differing values. The Church plays an important role in providing associations with friends and caring adults who reinforce wholesome lifestyles and values.
When young people feel warmth, affection, and support from a parent, teacher, or other adult, they feel encouraged to face the challenges of life optimistically. Make sure the young people you teach feel that you are available and interested in them. As you think about them and the things they must learn, ask yourself if you are doing all you can to help them progress.
When young people are expected to meet gospel standards and obey rules, they are much less likely to act in risky or deviant ways. It is wise to establish early in your teaching the expectations you have for them. Remember that being a friend to youth is not enough. You must be a good example. You must also teach true doctrine and expect good behavior so they will know how to live a faithful life. (See "The Power of the Word," pages 50–51, and the section titled "Create a Learning Atmosphere," pages 75–87.)
When youth feel that adults respect and listen to them, they tend to feel secure and free of the need to attract attention to themselves. Work and pray to understand the young people you teach. Reach out to them individually (see "Reaching Out to the One," pages 35–36). Ask them about their interests, hobbies, and everyday experiences. Listen to them, and respect their ideas, opinions, and feelings.
As you teach the youth of the Church, you are helping to prepare future leaders—parents, priesthood and auxiliary leaders, missionaries, and perhaps prophets. Because young people lack experience, they sometimes have difficulty seeing beyond the present moment. As a teacher, you can give them a vision of their future and guidance in preparing for it. Encourage them to imagine themselves in the future. Teach them today the things they will need to know tomorrow.
Even though youth are often concerned about themselves, they also have a great capacity to be concerned about others. They worry about the conditions of society and are naturally idealistic. They want to belong to a worthy cause. When they know they belong to a group that has a real and meaningful purpose, they are more likely to be creative, cooperative, and self-sacrificing. The cause of building the kingdom of God is more worthy of their loyalty than any other. You can encourage their unselfish desires by inspiring them to help build the kingdom of God.
Youth activities should be planned with gospel purposes in mind. During these activities, you should be alert for opportunities to help young people strengthen their testimonies, develop talents and leadership skills, give service, and develop friendships with others who are committed to gospel principles. The following suggestions may be helpful for leaders, teachers, and parents.
During youth activities, your example is your most powerful teaching tool. You teach young people through your actions, your casual conversation about others, your solutions to problems, the language you use, and the way you extend yourself to others.
For example, a group of young women learned a lesson from their leaders when their girls' camp provided some surprising circumstances. They thought they would be attending a camp that provided cabins and electricity, and they had packed accordingly. When they arrived, however, only tents were available—with no electricity or other facilities. It would have been easy to complain, but the Young Women leaders set an example by choosing to laugh about the circumstances and do their best with what they had. Many years later, one of the young women recalled that camp as an important time for her. She said: "I will never forget sitting under a bush with some of the other girls and one of our leaders. All of us were laughing and trying to figure out how we would manage for the next three days. When I saw my leaders making the best of a difficult situation, I learned a great lesson about cheerfully adapting and helping others."
You should not try to make activities into formal classes. However, there are often ways to build gospel teaching into activities.
For example, when an Aaronic Priesthood adviser heard President Ezra Taft Benson encourage families to read daily from the Book of Mormon, he was impressed with the promises given. He was especially touched by the promise that families would be blessed with the Spirit of the Lord in their homes if they would follow this counsel (see Conference Report, Oct. 1988, 3–4; or Ensign, Nov. 1988, 4–6). The Aaronic Priesthood adviser recalled: "I thought, 'If that promise applies to families, would it also apply to my Scout troop?' I determined that we would begin having daily scripture reading time at Scout camp. Each morning before we began the day, we would gather together and read a chapter from the Book of Mormon. I testify that President Benson's blessing was realized in our troop. From the day we began to read together, we never had a serious episode of difficulty among the boys. I hope that they came to understand the power of following the counsel of the prophet."
That same leader also determined that he would never let a campfire service go by without bearing his testimony and encouraging each boy to serve a mission. Many years later, some of the young men he served thanked him for his campfire counsel and told him that it had influenced their decisions.
Often during activities, you will have unplanned opportunities to teach gospel principles (see also "Teaching Moments in Family Life," pages 140–41). For example, when a group returned from a hike one afternoon, they noticed that two young women were missing. The leader immediately called the others together. They knelt in prayer and then made a plan to search for the missing girls. What could have been a serious problem was resolved when the young women were found within a few minutes. The leader again called everyone together, and they offered a heartfelt prayer of gratitude. After the prayer, the leader expressed her love for each of the young women and bore her testimony about the reality of Heavenly Father and His willingness to answer their prayers.
Activities can create experiences in which you and those you teach apply gospel principles. Whenever appropriate, take time after an activity to talk with the young people about the gospel principles they have applied. You can be guided by the following questions: What? So what? Now what?
What? Ask the young people to describe what happened during the activity and to talk about the people and the places involved. You might ask questions such as "What was the best part of the day?" or "What was the funniest thing that happened?" or "What was hard for you?"
So what? Ask participants to think about the activity in terms of gospel principles. You could ask questions such as "Why did we do what we did?" or "How did the activity help someone?" or "What did you learn from this activity?" or "What was difficult or easy for you?"
Now what? Ask the young people to think about how the activity might affect them in the future. This is important because it helps them feel committed to apply what they have learned. You could ask, "Will you do anything differently in the future because of what you learned today? If so, what?" Or you could ask them to finish the sentence "In the future, I will . . ."
You may want to use these questions as the basis for discussion in one or more of the following ways:
Guide an informal conversation on the way home from an event. A group of young men and women were on their way home from a service project in which they had spent time with children at a local children's hospital. Even though many of the young people had been nervous at first, everyone seemed to enjoy the afternoon. As they rode back to the meetinghouse, they began telling each other about the children they had worked with. They related funny things, good things, and sad things. One of the advisers was driving the car. She listened, asking questions once in a while and encouraging each person to say something about what had happened. Then she said, "Do you think our visit made a difference for any of those children?" There was a little hesitation, and then someone said, "I think so." This prompted further discussion. The adviser continued to listen as the young people talked about why they were glad they had come and what they wanted to do in the future. This brief conversation helped everyone better understand the meaning of the afternoon's experience.
Plan a few minutes at the close of an activity to talk about what happened and the lessons that can be drawn from it. This can be done at the end of a youth conference, camping experience, or temple excursion. You can do this just before you invite the youth to bear their testimonies.
Talk about the activity the next time you meet for a lesson. Remind the youth of what they felt and what they learned from the activity.
Before the youth plan their next activity, invite them to talk about the most recent activity. If there is much time between the past activity and the conversation about it, you may need to spend a little more time on the "What" questions listed on this page so that everyone can remember the event clearly.
Use activities as examples when you teach lessons. During lessons, you or assigned young people could talk about past activities that relate to the gospel principles being discussed.
Invite young people to write about activities. You may want to invite the youth to write in their journals about an activity or to write letters to missionaries in which they tell about a service project and what they learned from it.
Remember that activities should nurture faith and build bonds of love. Among the greatest gifts you can give young people are experiences in which they discover that the gospel applies in their lives.
For guidelines and policies for planning activities, see the "Activities" section of the Church Handbook of Instructions.
A counselor in a ward Relief Society often needed to ask sisters to substitute for the regularly called teachers. She was a little surprised at their hesitancy when she asked them. They said that they felt inadequate teaching so many women who, they were sure, knew more and were better prepared to teach than they.
You too may have felt inadequate in a calling to teach adults. You may have worried not only about the seemingly superior knowledge and experience of many of those you teach, but also about the wide differences between them. Often, adult class members differ greatly in their occupations, education, Church experience, family challenges, knowledge of scriptures, confidence level, and spiritual development. This can make it challenging to see how to prepare material that will be interesting and meaningful for all of them. But you can use these differing characteristics and experiences—the very attributes that may have led you to feel inadequate—to enhance the lessons you teach.
You can magnify your calling as a teacher by using the many strengths of those you teach. You can draw on their insights and experience. You can plan lessons so they will be able to learn from one another. You do not need to have all the answers or hold class members spellbound by your presentation; these are not requirements to be an effective gospel teacher. Instead, you need to be humble, diligent, prayerful, and anxious to have class members contribute to lessons. As you go forward in this spirit, the Lord will enable you to turn your worry about your inadequacies into reliance on Him. He will magnify your efforts, give you peace, and prompt those you teach to enrich class discussions. The Lord grants us a special measure of inspiration when we gather to study the gospel.
As you seek to draw on the strengths and insights of the adults you teach, be aware of the characteristics they have in common. Most adult learners share the following characteristics.
The need to be loved and respected is not outgrown with age, and neither is the desire to make a meaningful contribution. An understanding of these needs will motivate you to listen to and value the ideas of those you teach. Respectfully consider all ideas offered by class members, and express gratitude for their sincere contributions. Be careful not to embarrass anyone in the class. Avoid sarcasm and demeaning humor.
Adults bring to class a rich resource of experiences. Many have learned in their own lives the power of true principles, and they can bear testimony of how the gospel has blessed them. Because of the trials and joys they have experienced, they feel a great need to understand the gospel and receive guidance from the Spirit.
Adults can contribute personal insights they have gained through practicing their beliefs and pondering the scriptures. They can teach and strengthen one another as they share experiences. Invite them to share their experiences during discussions. Help them understand and discuss how the principles you are studying can make a positive difference in their individual lives and in the lives of their family members.
Adults want to take responsibility for learning the gospel. You should use teaching methods that will help them do so (see "Helping Individuals Take Responsibility for Learning the Gospel," pages 61–62). Encourage them to complete reading assignments in preparation for lessons. Invite them to come to class prepared to ask questions and share insights and experiences.
One Gospel Doctrine teacher regularly invited class members to use the first five minutes of class to share insights or inspiration they had gained through their personal scripture study during the week. These experiences invited the Spirit and encouraged other class members to be more diligent learners. The comments often provided effective introductions to the lessons.
Adults want to find solutions to the challenges they face in their families. They are anxious to learn how gospel principles apply to these challenges, and they are interested in others' insights and experiences. Discussions on such subjects are a good use of the time you spend studying the gospel together.
An elders quorum instructor was teaching a lesson based on "The Family: A Proclamation to the World." A member of the quorum had read part of the proclamation, and the instructor was about to move forward with the lesson. Then another quorum member raised his hand. "I have a question," he said. Quoting a phrase from the proclamation, he asked, "How do we teach our children 'to love and serve one another'" This led to a valuable discussion in which quorum members shared practical ways to apply the principle.
We begin to realize the significance of the call to teach adult classes when we see how adults share what they learn—particularly when they share it with their families.
In one high priests group, the instructor taught a lesson about missionary work. As part of the lesson, he conducted a discussion about the need for older couples to serve missions. Many of the brethren had served missions as young men or later in life with their wives, and some of them testified of the responsibilities and blessings of such service.
One member of the high priests group returned home and told his wife about the discussion. The two of them had been satisfied with the contribution they were making to the lives of their family members. But the words and spirit of that lesson began to work in their hearts. Less than two months later, they spoke in sacrament meeting before leaving to serve for 18 months in another country. With emotion, the husband expressed appreciation for the high priests group instructor and the influence of that lesson on his decision. He said that he knew the decision to serve a mission would be a blessing in his life and the lives of his family members.
Adults vary widely in their experiences and abilities. Some know the scriptures well; some are quick with answers; some need a longer time to ponder a question; some hesitate to volunteer even though they have much to say; some have difficulty reading. By thinking about these differences carefully, you can plan learning activities that will help all class members participate.
You can teach a diverse group more effectively if you get to know them as individuals and adapt your teaching to their needs and interests (see "Understanding Those You Teach," pages 33–34). It is especially important to encourage the participation of new converts, less-active members, members who are new in the ward, and young adults just leaving their Aaronic Priesthood quorum or Young Women class. These members have experiences and insights, but they may be hesitant to share them.
Teach me to walk in the light of his love;
Teach me to pray to my Father above;
Teach me to know of the things that are right;
Teach me, teach me to walk in the light.
Come, little child, and together we'll learn
Of his commandments, that we may return
Home to his presence, to live in his sight—
Always, always to walk in the light.
Hymns, no. 304