Teaching in the Savior’s Way The goal of every gospel teacher—every parent, every formally called teacher, every home teacher and visiting teacher, and every follower of Christ—is to teach the pure doctrine of the gospel, by the Spirit, in order to help God’s children build their faith in the Savior and become more like Him.
Teaching in the Savior’s Way Published by The Church of Jesus Christ of Latter-day Saints Salt Lake City, Utah
© 2016 by Intellectual Reserve, Inc. All rights reserved. Printed in the United States of America English approval: 10/15
Contents Introduction Preface ....................................................................... .2 Teacher Council Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Teaching in the Savior’s Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Part 1: Love Those You Teach Love Those You Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Focus on People, Not Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Reach Out to Those Who Do Not Attend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Part 2: Teach by the Spirit Teach by the Spirit ............................................................ .10 Prepare Yourself Spiritually .................................................... .12 Live the Gospel of Jesus Christ. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Create an Environment That Invites the Spirit .................................... .15 Take Advantage of Spontaneous Teaching Moments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Make a Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Part 3: Teach the Doctrine Teach the Doctrine ............................................................ .20 Use Music, Stories, and Art to Teach Doctrine .................................... .22 Respond to Dicult Questions with Faith ........................................ .23 Teach the Children ............................................................ .25 Teach the Youth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Part 4: Invite Diligent Learning Invite Diligent Learning ....................................................... .29 Ask Inspired Questions ........................................................ .31 Lead Inspired Discussions ..................................................... .33 Invite Learners to Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Support Gospel Learning in the Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Appendix Improving as a Christlike Teacher: A Personal Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Orienting New Teachers: A Responsibility of Priesthood and Auxiliary Leaders. . . . . . . .38
INTRODUCTION Preface The principles described in this teachers, and auxiliary leaders as they Council Meetings.” The ward coun- resource can help every gospel teacher teach in their families. cil oversees these meetings, with teach in the Savior’s way. This re- assistance from the Sunday School Teachers can study this resource source is intended especially for those presidency. A member of the Sunday on their own to learn how to more whose Church callings give them School presidency usually leads eectively teach in the Savior’s way. opportunities to teach—including the meetings. The material in this They can also use the resource to teachers in Primary, Sunday School, resource should be used as the basis guide discussions in family home Relief Society, Young Women, and for teacher council meetings. evenings, presidency meetings, Aaronic and Melchizedek Priesthood ward or stake council meetings, and Note: In this resource, references quorums, as well as priesthood and monthly teacher council meetings. to wards and stakes apply also to auxiliary leaders. The principles branches, districts, and missions. described here can also help parents, Teacher council meetings are de- scribed in the section titled “Teacher 2
INTRODUCTION Teacher Council Meetings Each ward should hold monthly members may be assigned to lead council, the participants in the meet- teacher council meetings in which meetings on occasion. ing may choose the next principle to teachers can counsel together about be discussed. It is not necessary to WHAT SHOULD HAPPEN IN A principles of Christlike teaching. cover every aspect of the principle in TEACHER COUNCIL MEETING? WHEN SHOULD THESE (Note: These instructions are for one teacher council meeting—you can MEETINGS BE HELD? discussion leaders.) After an opening spend more than one meeting on a principle if needed. Teacher council meetings should nor- prayer, the teacher council meeting mally take place during the three-hour should follow this format: ■ Practice and invite. As appropriate, schedule of Sunday meetings. ■ Share and counsel together. Invite help teachers practice the principle they have discussed. Invite them to ■ Sunday School teachers meet dur- teachers to share recent teaching expe- record and act upon any impressions ing priesthood quorum, Relief Society, riences, ask questions related to teach- they receive about how to apply the and Young Women meetings. ing, and share ideas for overcoming principle in their teaching—including challenges. This part of the meeting ■ Priesthood quorum, Relief Society, in their eorts to teach in their homes. could include a review of principles and Young Women teachers meet Encourage them to begin studying the discussed in previous meetings. during Sunday School. next principle to be discussed. ■ Learn together. Invite teachers to ■ Primary teachers attend either As much as possible, teacher council discuss one of the principles presented of the meetings described above, as meetings should model the principles in this resource. The principles may directed by the Primary president. being discussed. be addressed in any order, and unless (Note: As needed, the Primary presi- otherwise directed by the ward dency assigns substitute teachers, combines classes, or makes other arrangements to allow Primary teachers to attend teacher council meetings.) WHO SHOULD ATTEND? Everyone who teaches a quorum or class in the ward should attend, along with at least one of the priesthood or auxiliary leaders responsible for those teachers. If necessary, participants may be divided into groups according to the needs of those they teach. For example, teachers of youth or children may bene¤t from meeting separately on occasion to discuss issues speci¤- cally related to teaching youth or children. WHO LEADS THESE MEETINGS? The ward council, with assistance from the Sunday School presidency, oversees teacher council meetings. In most cases, a member of the Sunday School presidency acts as discussion leader for the meetings; other ward 3
INTRODUCTION Teaching in the Savior’s Way When you think about the Savior’s way of teaching, what comes to mind? Can you see Him teaching the multitudes by the sea, speaking privately with the woman at the well, or blessing a little child? As you read about Him in the scriptures, what do you notice about His way of helping others learn and grow? What does teaching in the Savior’s way mean to you? THE SAVIOR’S WAY OF TEACHING was “about [His] Father’s business,” serve by the way He loved and served Jesus Christ declared, “I am the way” seeking to do “always those things them. He taught them how to live His (John 14:6). As you ponder His life that please him.” “My doctrine is not gospel by the way He lived. He was and your own opportunities to teach, mine,” He said, “but his that sent me” always teaching—often in formal you will ¤nd that the way to become (Luke 2:49; John 8:29; 7:16). settings but just as often in homes and an eective teacher is to become more in personal, informal conversations The Savior was completely committed like the Savior. The Savior’s way of (see Matthew 4:23; Mark 14:3–9). to His sacred mission—to bring God’s teaching came from who He was and children back to Him. So Jesus did There is so much more for you to dis- the “power of the Spirit” that He car- more than just impart information; He cover about the Savior’s way of teach- ried with Him (Luke 4:14). The key to gave His followers important respon- ing. But this much is certain: power teaching as the Savior taught is to live sibilities that strengthened their faith to truly teach in His way will come as as the Savior lived. and helped them grow. He trusted you learn of Him and follow Him. The And how did He live? them, prepared them, and sent them invitation to teach in the Savior’s way into all the world to teach, bless, and truly is a key part of His invitation to The Savior was full of love. Whether serve others (see Matthew 10:1, 5–8). “come, follow me” (Luke 18:22). He was encouraging a penitent sinner, tutoring His disciples, or rebuking The Savior loved the scriptures and YOU CAN TEACH IN THE the Pharisees, everything the Savior used them to teach and testify of His SAVIOR’S WAY did was an expression of love. This mission. He taught people to search the You are a disciple of Jesus Christ. love and compassion for people and scriptures to ¤nd their own answers to This means that you are a teacher, their needs led Him to teach in ways questions. As He taught the word of because discipleship includes teach- that were meaningful to them. When God with power, people came to know ing, blessing, and lifting others. You the Savior taught, familiar, real-life for themselves that the scriptures were may, for a time, be given a formal experiences like ¤shing, childbirth, true (see Luke 24:32). calling to teach, but the responsibility and herding sheep became spiritual to teach will always be with you, espe- The Savior lived what He taught. lessons. cially if you are a parent. At times the In every setting, He was the perfect responsibility to teach may seem over- The Savior sought and obeyed His example. He taught His followers to whelming. Perhaps you worry that Father’s will and taught His Father’s pray by praying with them (see Luke you do not know enough, that you do doctrine. From His childhood Jesus 11:1–4). He taught them to love and VIDEO EXAMPLE Watch the video “Teaching the Gospel in the Savior’s Way” (LDS.org). 4
not have enough teaching experience, from the Lord, not from man, and increase faith. As you and those you or that you simply are not the “teacher as President Thomas S. Monson has teach “try the virtue of the word of type.” But your Heavenly Father, who promised, “whom the Lord calls, the God,” you will ¤nd that it has “a great ®1 knows you perfectly, called you to Lord quali¤es.” In addition, you have tendency to lead the people to do that teach because of what you can oer as been set apart under the direction which [is] just” (Alma 31:5). a committed follower of Jesus Christ. of those who hold priesthood keys; Loving leaders. Your priesthood He will not forsake you. therefore, you have the right to the and auxiliary leaders want to help personal revelation you need to suc- Here are just some of the many you succeed. Ask for their counsel ceed. These blessings are yours as you sources of power and support that He as you strive to improve as a teacher seek them, remain faithful, and strive has made available to help you teach and as you ponder the needs of those to be worthy. in His way. you teach. The power of prayer. Your Heavenly The power of the Holy Ghost. As you The contributions of those you teach. Father is always available. You can strive to live the gospel worthily, the Each individual in your class is a rich speak to Him directly through prayer. Holy Ghost will reveal God’s will source of testimony, insights, and “Ask the Father in my name,” the to you. He will give you thoughts, experiences with living the gospel. Savior said, “and you shall have the impressions, and creative ideas about Invite them to share with and lift Holy Ghost” (D&C 18:18; see also how to help others learn. He will help each other. D&C 42:14). you know which gospel principles to Remember, God has called you, and focus on. And He will touch the hearts Your love, talents, and experiences. You He will qualify you. Teaching the of those you teach and inspire them to can bless God’s children by drawing on gospel is an essential part of His great change. The Holy Ghost will make it the love you have for others, the gifts work of salvation, and “when we are possible for you to be “a teacher come God has given you, and your life ex- on the Lord’s errand, we are entitled from God,” because the Spirit is the periences. As you serve faithfully and to the Lord’s help.” ®2 real teacher, and when the Spirit is seek God’s help, He will magnify you, with you, you will teach with God’s and you will grow in your capacity to 1. Thomas S. Monson, “Duty Calls,” Ensign, May power and help bring about the mira- teach the gospel in the Savior’s way. 1996, 44. cle of conversion (John 3:2; see also 2. Thomas S. Monson, “To Learn, to Do, to Be,” The power of the word of God. The Ensign or Liahona, Nov. 2008, 62. 2 Nephi 33:1). doctrine found in the scriptures and The promise of your calling and setting in the words of latter-day prophets apart. Your calling to teach comes has the power to change hearts and FOR THE DISCUSSION LEADER Share and counsel together. Begin Learn together. Invite teachers to Practice. Invite teachers to by inviting teachers to share recent discuss one or more of the ideas complete the evaluation titled teaching experiences and ask ques- in this section. Do not try to cover “Improving as a Christlike Teacher” tions related to teaching. everything in one meeting. in this resource. Prepare. Decide together on a topic for the next meeting, and invite teachers to prepare. 5
PART 1: LOVE THOSE YOU TEACH Love Those You Teach (Handbook 2: Administering the Church [2010], 5.5.4) Everything the Savior did throughout His earthly ministry was motivated by love—His love for His Father and His love for all of us. Through the power of the Holy Ghost, we can be ¤lled with this same love as we strive to be true followers of Christ (see John 13:34–35; Moroni 7:48; 8:26). With Christlike love in our hearts, we will seek every possible way to help others learn of Christ and come unto Him. Love will be the reason and motivation for our teaching. PRAY BY NAME FOR THOSE 1 Samuel 16:7). As you strive to see way you treat people is just as impor- YOU TEACH those you teach as God sees them, you tant as what you teach them. “I have prayed for thee,” the Savior will recognize their divine worth, and Sometimes our preoccupation with said to Peter, “that thy faith fail not” the Spirit will teach you what to do to presenting a lesson can prevent us (Luke 22:32). Think about what help them achieve their potential. from expressing our love for those we happens inside you when you pray Questions to ponder. How has the teach. If this happens to you, consider for someone—how does your prayer love and con¤dence of a parent, how you could focus on what matters aect the way you feel about that per- teacher, or other mentor made a dier- most. For example, before class you son? Following the Savior’s example, ence in my life? How could my love could ask a class member or a member pray by name for the people you teach make a dierence for someone I am of your auxiliary presidency to set up who have the greatest needs. Pray to trying to teach? your classroom and prepare audio- know and understand their speci¤c visual equipment so that you will needs, and ask Heavenly Father to Scriptural example. In Luke 19:1–10, have more time to greet class members “prepare their hearts” (Alma 16:16) to the Savior saw the publican Zaccheus as they enter the room. You may also learn the things that will help meet dierently from the way others saw ¤nd that working with class members those needs. him. What other examples from the to prepare the room is an excellent scriptures show how God sees us? Question to ponder. As I pray for way to interact with them before those I teach, what impressions do FIND SIMPLE, APPROPRIATE class begins. I receive? WAYS TO EXPRESS YOUR LOVE Questions to ponder. Do those I teach Depending on your circumstances, Scriptural example. What does Alma’s know that I love them? What evidence expressing love to those you teach may prayer on behalf of the Zoramites have I given them? What can I do mean giving them sincere compli- teach me about loving others? (see to reach out in love to someone who ments, taking an interest in their lives, Alma 31:24–36). seems unresponsive in class? listening carefully to them, involving SEE OTHERS AS GOD SEES THEM them in the lesson, performing acts of Scriptural example. How did the Because God looks on a person’s service for them, or simply greeting Savior show love for those He taught? heart, what He sees may be dierent them warmly when you see them. The (see John 13:3–16; 3 Nephi 17). How can I follow His example as I teach? from what we see on the outside (see See also the video “Love Those You Teach” (LDS.org). FOR THE DISCUSSION LEADER Share and counsel together. Begin Invite. Ask the teachers to mind—a family member, a friend, or by inviting teachers to share recent ponder what they feel inspired to a class member. How will they act on teaching experiences and ask ques- do because of their discussion these promptings? tions related to teaching. about loving those they teach. Prepare. Decide together on a topic Learn together. Invite teachers to Perhaps the name of someone who for the next meeting, and invite discuss one or more of the ideas in needs to feel loved has come to teachers to prepare. this section. 6
PART 1: LOVE THOSE YOU TEACH Focus on People, Not Lessons “A gospel teacher, like the Master we serve, will concentrate entirely on those being taught,” said Elder Dallin H. Oaks of the Quorum of the Twelve Apostles. “His or her total concentration will be on the needs of the sheep—the good of the students. A gospel teacher does not focus on himself or herself. One who understands that principle will not look upon his or her calling as ‘giving or presenting a lesson,’ because that de¤nition views teaching from the standpoint of the teacher, not the student. Focusing on the needs of the students, a gospel teacher will never obscure their view of the Master by standing in the way or by shadowing the lesson with self-promotion or self-interest.” ®1 SEEK TO UNDERSTAND PREPARE WITH PEOPLE IN MIND DON’T TRY TO COVER THOSE YOU TEACH Sometimes, in preparing to teach, EVERYTHING The gospel is for everyone, but no teachers may want to reuse a lesson There is much to discuss in each two people are exactly alike. Look for or activity they have used in the past lesson, but it is not necessary to cover ways to understand the backgrounds, without thinking about how it applies everything in one class period in order interests, talents, and needs of the to the current group of learners. This to touch someone’s heart—often one people you teach. Ask questions, listen approach often does not take into or two key points are enough. As you carefully, and observe what learners account the unique needs of class ponder learners’ needs, the Spirit will say and do in dierent situations. If members. When you prepare, let your help you identify which principles, you are teaching youth or children, understanding of the people you teach stories, or scriptures will be especially ask their parents for insights. Above guide your plans. To reach dierent meaningful to them. He may also all, pray for the understanding that learners, you may be led to use music, inspire you during class to alter your only the Spirit can give. The more you make an assignment in advance, or plans, leaving some points for a later understand those you teach, the better share an analogy about something a time in order to discuss principles you can help them see how the gospel class member is interested in, such that are more important to class applies to their individual lives. as sports. Christlike teachers are not members now. committed to a particular style or Questions to ponder. Who among Question to ponder. How can I show method; they are committed to help- those I teach do I need to understand those I teach that I am more interested ing people build faith in Jesus Christ better? What can I do to better under- in their learning than in completing a and become more like Him. stand him or her? lesson? Question to ponder. How could I Scriptural example. What does John Scriptural example. What do I learn change my teaching plans to meet the 21:1–17 teach about the way the Savior about teaching from the pattern unique needs of someone in my class? understood Peter and taught him described in Doctrine and Covenants what he needed to know? Scriptural example. How did the 98:11–12? (see also D&C 78:17–19). Savior’s teaching approach meet See also the video “Know and Love 1. Dallin H. Oaks, “Gospel Teaching,” Ensign, the particular needs of the people Us” (LDS.org). Nov. 1999, 79. He taught? (see, for example, Mark 10:17–22). FOR THE DISCUSSION LEADER Share and counsel together. Begin Learn together. Invite teachers to information might influence the way by inviting teachers to share recent discuss one or more of the ideas in they would teach the person at the teaching experiences and ask ques- this section. front of the room. Ask the teachers tions related to teaching. Make sure Practice. Ask one teacher to come how they could apply this exercise to that everyone who wants to share to the front of the room. Invite the their preparation and teaching. has an opportunity to do so; this is others to ask questions that will Prepare. Decide together on a topic more important than covering all the help them learn about the interests for the next meeting, and invite material in each lesson. and talents of that person. Then teachers to prepare. discuss with the teachers how this 7
PART 1: LOVE THOSE YOU TEACH Reach Out to Those Who Do Not Attend While the Savior often spoke to multitudes, He was deeply interested in individuals—including those who were forgotten, overlooked, rejected, or misunderstood. Just as the shepherd in the Savior’s parable left the ninety and nine who were safely in the fold to seek after the one (see Luke 15:4), you can reach out to those who are missing from your class. Your opportunities to teach and lift class members and help them come unto Christ extend beyond the classroom and beyond those who attend your formal lessons. TAKE RESPONSIBILITY to turn the boat around, but it was too leaders can help you know who needs Reaching out to less-active members late. President McKay taught, “It is the most attention). A person may is not only the duty of a home teacher, one thing to stand on the shore and withdraw from Church participation a visiting teacher, or a priesthood or cry: ‘Young men, ahoy! There is dan- for a variety of reasons—many of auxiliary leader—teachers can help ger ahead!’ It is another thing to row them hard to detect. But Heavenly with this work as well. Teaching is into the stream and, if possible, get Father knows and loves His children, much more than presenting a lesson into the boat with the young men, and and if you do your part, He will help on Sunday. It involves ministering by companionship, by persuasion, . . . you know the best way to reach out to with love and helping others receive turn the boat from the rapids. . . . Let your class members who struggle with the blessings of the gospel, and this us get into their lives.” ®1 the gospel and invite them to return. help is often exactly what a less-active Questions to ponder. Who among Questions to ponder. Do I know the class member needs. We all need to those I teach seems to be struggling or names of all those I am assigned to work together to reach out to those is not attending class? What can I do teach? Do I pray for those who are who struggle, and as a teacher you to reach out to him or her? How could struggling? How can I become more may be in a unique position to help. other class members help? aware of their needs? President David O. McKay recalled Scriptural example. As I read about Scriptural example. What do I the story of a boat full of young ways the Savior reached out to people learn from John 10:14–15, 27–29 men ³oating down a river toward a (see, for example, Luke 8:43–48; John about how the Savior feels about dangerous waterfall. Noticing the dan- 4:6–30), what does the Spirit teach the people I teach? gerous situation, a man standing on me about how I can reach out to the the shore shouted at the young men SUPPORT FAMILIES people I teach? to turn around, but they could not see The people who have the most the waterfall and ignored him. Again SEEK INSPIRATION powerful in³uence on an individual— he shouted a warning, and again they As you seek inspiration about your for good or ill—are usually those in laughingly dismissed his warning. class members’ individual needs, his or her home. Because the home is Soon, however, they were in the midst remember those who are struggling the center of gospel living and learn- of the rapids. They tried desperately or who do not attend regularly (your ing, your eorts to strengthen a class FOR THE DISCUSSION LEADER Share and counsel together. Begin Learn together. Invite teachers to ways they have reached out to by inviting teachers to share recent discuss one or more of the ideas people who were not attending their teaching experiences and ask ques- in this section. Do not try to cover classes. tions related to teaching. everything in one meeting. Prepare. Decide together on a topic Practice. Invite teachers to share for the next meeting, and invite ideas with each other (in small teachers to prepare. groups or all together) about 8
member will be most eective when inviting them to class, or even you work together with a supportive providing transportation if needed. spouse, children, or extended fam- Questions to ponder. How have I ily members. When trying to help a been strengthened spiritually by an young person or a child, for example, invitation to serve others? Could talk to his or her parents; they can I help a member of my class grow help you understand their child’s spiri tually by asking him or her to needs and how to address them. serve in some way? Question to ponder. What can I do to Scriptural example. How did an invi- support the eorts of the families of tation to serve help change Amulek’s those I teach? commitment to the gospel? (see Alma Scriptural example. What do I learn 10:1–11). from Enos 1:1–3; Mosiah 27:14; and BE PATIENT AND PERSISTENT Alma 36:17 about how faithful family The shepherd in the Savior’s para- members can help those who are ble kept looking for the lost sheep struggling? “until he [found] it” (Luke 15:4). Not INVITE WITH LOVE everyone will respond immediately Sincere expressions of Christlike love to your eorts. But the Savior urged have great power to soften the hearts us to never give up: “Unto such shall Questions to ponder. How has the of class members who are struggling ye continue to minister; for ye know Savior shown patience with my with the gospel. Often these indi- not but what they will return . . . , weaknesses and struggles? How can I viduals simply need to know they and I shall heal them” (3 Nephi follow His example with those I teach? are needed and loved. As President 18:32). Trusting in the Lord’s timing, Scriptural example. What do I Thomas S. Monson has taught, “Ask- keep looking for appropriate ways to learn about patience and persistence ing them to serve in some capacity show those who do not attend that from Luke 15:8–10; Alma 37:7–8; may be just the incentive they need you love and miss them. You could and Doctrine and Covenants 64:33? to return to full activity.” It could be use personal visits, phone calls, text ®2 something as simple as asking them to messages, or other ways. You may be 1. David O. McKay, in Conference Report, participate in an upcoming lesson—to surprised at the long-term in³uence of Oct. 1968, 7–8. share an experience or feelings about your patient, persistent eorts to reach 2. Thomas S. Monson, “See Others as They May a scripture. You could ask other class out with love. Become,” Ensign or Liahona, Nov. 2012, 68. members to show their concern for these individuals by visiting them, VIDEO EXAMPLE For an inspiring example of a leader reaching out to a young man who was not attending quorum meetings, see the story of José de Souza Marques in the first few minutes of the video of Elder Mervyn B. Arnold’s general conference talk “Strengthen Thy Brethren” (LDS.org). (See also “Strengthen Thy Brethren,” Ensign or Liahona, May 2004, 46–48.) 9
PART 2: TEACH BY THE SPIRIT Teach by the Spirit (Handbook 2: Administering the Church [2010], 5.5.4) The Savior promised His disciples, “The Holy Ghost . . . shall teach you all things, and bring all things to your remem- brance, whatsoever I have said unto you” (John 14:26). Only through the Holy Ghost can we accomplish the ultimate goal of gospel teaching—to build faith in Jesus Christ and help others become more like Him. The Holy Ghost bears witness of the truth, He testi¤es of Christ, and He changes hearts. No mortal teacher, no matter how skilled or experienced, can replace the Spirit. But we can be instruments in God’s hands to help His children learn by the Spirit. To do this, we invite the in³uence of the Spirit into our lives and encourage those we teach to do the same. INVITE THE SPIRIT INTO Scriptural example. What do I learn “Improving as a Christlike Teacher” in YOUR TEACHING about the Holy Ghost from John 14:26; this resource. The ultimate purpose of everything a Helaman 5:29–30; and Doctrine and Scriptural example. What does the gospel teacher does—every question, Covenants 11:12–13? How could this Spirit teach me as I read about how every scripture, every activity—is to principle help me teach more like the Alma and the sons of Mosiah became invite the Spirit to build faith and to Savior? “instruments in the hands of God”? invite all to come unto Christ. Do all BE A HUMBLE INSTRUMENT (Mosiah 27:32–37; Alma 17:1–12; 26; 29). you can to invite the in³uence of the OF THE SPIRIT Holy Ghost. The Lord has promised, BE FLEXIBLE Sometimes teachers may be tempted “The Spirit shall be given unto you Often the best teaching moments to think that it is their knowledge or by the prayer of faith” (D&C 42:14). are unexpected—for example, when methods or personality that inspires In addition, sacred music, the scrip- someone shares an experience or asks those they teach. This attitude pre- tures, words of latter-day prophets, a question that leads to a meaningful vents them from inviting the Holy expressions of love and testimony, and discussion. Allow time for such Ghost to teach class members and moments of quiet contemplation can moments. Listen for promptings— change their hearts. Your purpose as a all invite the presence of the Spirit. both as you plan and as you teach— teacher is not to make an impressive For example, you might arrange to and be willing to change your plans presentation but rather to help others have soft prelude music playing as if necessary to follow the promptings receive the in³uence of the Holy class begins. you receive. If you are spiritually Ghost, who is the true teacher. prepared, the Lord can give you “in Questions to ponder. What brings the Question to ponder. What changes the very moment, what ye shall say” Spirit into my life? into my home? into should I make so that I can have the (D&C 100:6). Remember that it is more my class? What drives Him away? Holy Ghost with me more fully as I important to follow the impressions How can I help class members invite teach? (see, for example, D&C 112:10). of the Spirit than to cover a certain the Spirit into their gospel learning? For a personal evaluation exercise, see amount of material. Questions to ponder. When have I felt the Spirit guiding me as a teacher? What can I do to receive His guidance INVITE LEARNERS TO ACT more often? Scriptural example. As I read 3 Nephi 17:1–9, what do I learn from the Sav- True conversion involves more the Spirit, help them act on the ior’s example as He responded to the than just feeling the Spirit confirm- promptings they receive. To learn needs of those He taught? ing truth to our souls; we must also more about inviting learners to act, act on those truths. In addition to see “Invite Learners to Act” in this helping learners feel and recognize resource. 10
BEAR YOUR TESTIMONY OFTEN INVITE OTHERS TO BEAR HELP OTHERS RECOGNIZE Your simple, sincere witness of spiri- TESTIMONY THE SPIRIT’S INFLUENCE tual truth can have a powerful in³u- To invite the Spirit into your teach- One of the most important things you ence on those you teach. A testimony ing, encourage others to share their can do as a teacher is to help those is most powerful when it is direct and personal witness of the truth you are you teach recognize the in³uence of heartfelt. It need not be eloquent or discussing. Simply ask class members the Holy Ghost. This is especially true lengthy and need not begin with “I’d to share their feelings or experiences when teaching children, youth, and like to bear my testimony.” Bear testi- about a gospel principle. For exam- new members—you are preparing mony often of the speci¤c principles ple, you could ask, “How do you feel them to receive personal revelation, you are teaching. President Joseph F. about the Book of Mormon?” or avoid deception, and develop spiritual Smith taught that “such a testimony is “How has following the prophet self-reliance. As prompted by the as a seal attesting the genuineness” of blessed your family?” Even small Holy Ghost, ask learners what the principle. 1 children can bear testimony when they are feeling and what they feel prompted in this way. prompted to do. Help them associate Questions to ponder. What opportu- their spiritual feelings with the nities do I have to bear my testimony Question to ponder. As I think in³uence of the Holy Ghost. while teaching—both in my class and about those I teach, whom do I feel in my home? How can I better use prompted to invite to bear testimony? Question to ponder. How do I know these opportunities? when the Spirit is present as I teach? Scriptural example. As recorded in Scriptural example. What do I learn Matthew 16:15–17 and John 11:20–27, Scriptural example. How can I use from the way Alma bore his testimony, how did the Savior invite Peter and Galatians 5:22–23; Moroni 7:13; and as recorded in Alma 5:45–48; 36:3–4? Martha to bear their testimonies? Doctrine and Covenants 8:2–3 to help class members recognize the in³uence See also the video “A Man without See also the videos “Thou Art the of the Holy Ghost? Eloquence” (LDS.org). Christ” and “Invite Us to Testify” (LDS.org). 1. Gospel Doctrine, 5th ed. (1939), 206. FOR THE DISCUSSION LEADER Share and counsel together. Begin Practice. As appropriate, ask Prepare. Decide together on a topic by inviting teachers to share recent teachers to share any spiritual for the next meeting, and invite teaching experiences and ask ques- impressions they received during teachers to prepare. tions related to teaching. this discussion. What will they do Learn together. Invite teachers to to be guided by the Spirit the next discuss one or more of the ideas time they teach? In the next teacher in this section. Do not try to cover council meeting, invite them to everything in one meeting. share their experiences. 11
PART 2: TEACH BY THE SPIRIT Prepare Yourself Spiritually In preparation for His earthly ministry, the Savior was “led up of the Spirit” to fast, to pray, and “to be with God” (Joseph Smith Translation, Matthew 4:1 [in Matthew 4:1, footnote b]). Powerful gospel teaching means not just preparing a lesson but preparing ourselves. Because the Spirit is the real teacher and the true source of conversion, eective gospel teachers— before they think about ¤lling class time—focus on ¤lling their hearts with the Holy Ghost. “TREASURE UP . . . SEEK REVELATION DAILY and refer to them later. You might THE WORDS OF LIFE” Revelation often comes “line upon carry a notebook, small cards, or an Prayerfully studying the word of God line” (2 Nephi 28:30), not all at once. electronic device so that you can puts us in tune with the Holy Ghost. So it is best to begin preparing to record impressions right away, while He can then inspire us to draw upon teach at least a week in advance. “yet in the Spirit” (D&C 76:80, 113). what we have studied as we teach and As you ponder how the gospel When you record spiritual impres- lift others. For this reason, it is best principles you are teaching will sions, you show the Lord that you to diligently study the scriptures and bless your class members, ideas and value His direction, and He will bless the words of the prophets before going impressions will come throughout you with more frequent revelation. to supplementary materials to plan a your daily life—as you travel to work, Encourage those you teach to write lesson. The Lord promises that if we do household chores, or interact with down their impressions as well. “treasure up in [our] minds contin- family and friends. Don’t think of Young children could be encouraged ually the words of life, . . . it shall be spiritual preparation as something you to share their insights and experi- given [us] in the very hour” what we make time for but as something you ences with their parents or siblings. should say and how we should teach are always doing. Elder Richard G. Scott has promised: (D&C 84:85). Question to ponder. What can I do “Knowledge carefully recorded is Questions to ponder. What does it to be more receptive to spiritual knowledge available in time of need. mean to “treasure up” the scriptures guidance each day? . . . [Recording spiritual direction] in my mind? When have I felt that a enhances the likelihood of your Scriptural example. What gospel scripture was a treasure to me? receiving further light.” ®1 lessons did the Savior ¤nd in everyday Scriptural example. When Hyrum activities? (see, for example, Matthew Question to ponder. What methods Smith wanted to know how he 13:1–23; John 4:6–14). for recording spiritual impressions could participate in the work of the work best for me? See also David A. Bednar, “Quick to Restoration, the Lord responded with Observe,” Ensign, Dec. 2006, 30–36. Scriptural example. When the Savior the revelation recorded in Doctrine visited the Nephites, He asked to see and Covenants 11 (see also D&C 23:3). RECORD IMPRESSIONS their records. What do I learn from What counsel do I ¤nd there that When insights and impressions about His words in 3 Nephi 23:7–14 about applies to me as a teacher? a lesson come, ¤nd a way to record the importance of recording the them so that you can remember them inspiration I receive? 1. Richard G. Scott, “Acquiring Spiritual FOR THE DISCUSSION LEADER Knowledge,” Ensign, Nov. 1993, 88. Share and counsel together. Begin invite them to share any impressions families. In the next teacher council by inviting teachers to share recent they received as they studied the meeting, ask them to share with teaching experiences and ask ques- scriptural examples. each other what they recorded, as tions related to teaching. Invite. Invite teachers to record appropriate. Learn together. Invite teachers to spiritual impressions they receive as Prepare. Decide together on a topic discuss one or more of the ideas in they prepare for their next teaching for the next meeting, and invite this section. For example, you could opportunity—including opportuni- teachers to prepare. ties in their homes and with their 12
PART 2: TEACH BY THE SPIRIT Live the Gospel of Jesus Christ The Savior, the Master Teacher, is the perfect example of obedience to His Father. To be a Christlike teacher, perhaps the most important thing you can do is to follow the Savior’s example of obedience and live the gospel with all your heart—at home, at Church, and everywhere else. This is the principal way to qualify for the companionship of the Holy Ghost. You don’t have to be perfect, just diligently trying—and seeking forgiveness through the Savior’s Atonement whenever you stumble. President Boyd K. Packer taught, “Power comes when a teacher has done all that he can to prepare, not just the individual lesson, but in keeping his life in tune with the Spirit.” ®1 EMULATE THE SAVIOR’S LIFE BE A LIVING TESTIMONY particular truth in a particular lesson. It is helpful to study the ways the “You teach what you are,” Elder This is as it should be, for if our ®2 Savior taught—the methods He used Neal A. Maxwell taught. “Your traits discipleship is serious, it will show.” and the things He said. But the Savior’s will be more remembered . . . than a When you want to teach about power to teach and lift others came from the way He lived and the kind of person He was. The more diligently you strive to live like Jesus Christ, the more you will be able to teach like Him. Questions to ponder. As I think about in³uential teachers in my life, what Christlike qualities do I notice in them? What Christlike qualities do I feel I should develop more fully? (For a self-evaluation activity, see “Improving as a Christlike Teacher” in this resource.) Scriptural example: Doctrine and Covenants 4:5–6 lists attributes that qualify us for service in the Lord’s work. How did the Savior exemplify these attributes? How can I develop them? FOR THE DISCUSSION LEADER Share and counsel together. Begin this section. For example, you might telling them they should do to live by inviting teachers to share recent ask, “What do you feel it means to the gospel of Jesus Christ more fully. teaching experiences and ask ques- be a living testimony?” Encourage them to record and act tions related to teaching. Invite. Ask teachers to pay attention on those promptings. Learn together. Invite teachers to to the spiritual impressions they Prepare. Decide together on a topic discuss one or more of the ideas in receive during this discussion. Ask for the next meeting, and invite them to consider what the Spirit is teachers to prepare. 13
forgiveness, make a special eort to who among them was the greatest and the Savior each day. After all, this forgive those who have oended you. (see Luke 22:14, 24–27). How did is the very thing you are trying to When you want to teach about prayer, the Savior teach them about true inspire your class members to do. make sure that your own prayers greatness? (see John 13:1–17). Question to ponder. As I examine are consistent and meaningful. Your See also the video “Living the my life, what changes does the Spirit personal experience will enable you to Gospel Brings Power” (LDS.org). prompt me to make in order to be bear powerful witness of the princi- more like Jesus Christ? ples you teach. Because you are living REPENT them, the Holy Ghost can witness that In your eorts to live and teach more Scriptural example. What do I learn what you are teaching is true. And the like the Savior, you will inevitably about the connection between repen- people you teach will see in your life fall short at times. Do not become tance and teaching from Ammon’s the blessings of living the gospel. discouraged; rather, let your mistakes words in Alma 26:21–22? and weaknesses turn you to Heavenly Questions to ponder. What gospel 1. Boyd K. Packer, Teach Ye Diligently (1975), 306. Father and the Savior. Draw strength principles will I be teaching in the 2. Neal A. Maxwell, “But a Few Days” (address to from Christ’s Atonement. Remember next few weeks? What could I do to Church Educational System religious educators, that repentance is not only for correct- Sept. 10, 1982), 2, si.lds.org. live those principles more fully? ing major sins. It is the process Scriptural example. During the Last of making the changes necessary to Supper, the disciples argued about become more like Heavenly Father 14
PART 2: TEACH BY THE SPIRIT Create an Environment That Invites the Spirit Think about some of the places where the Savior taught—the Sea of Galilee, the Mount of Trans¤guration, the temples at Jerusalem and Bountiful. What made these settings appropriate for the teaching that the Savior did there? As a teacher of Sunday classes or quorum meetings, you may feel that you have little control over the setting in which you teach. But there are many things you can do—both with the physical setting and the spiritual atmosphere—to invite the Spirit into your classroom. PREPARE THE PHYSICAL auxiliary leader to help you make the gospel. Help your class members SURROUNDINGS such arrangements in your classroom. understand that each of them aects Though the Spirit can teach us no This can allow you to focus your the spirit of the class. Encourage them matter where we are, our surround- attention on class members. to help you establish an open, loving, ings can profoundly aect our ability and respectful environment so that After you have done all you can to to learn and feel truth. Pay attention everyone feels safe sharing their expe- create the right environment for to the way you feel when you walk riences, questions, and testimonies. teaching, remember that teaching into your classroom. Is it neat and pure doctrine can make any physical Your example has a powerful in³u- clean? Does the seating arrangement environment into a place of powerful ence on the attitudes of the learners, allow learners to interact easily with spiritual learning. especially if you are teaching youth you and with each other? Is everyone and children. Greet class members able to hear you and the other class Questions to ponder. Which fea- with a genuine smile and handshake members? Are there any distractions tures of my classroom help create an as they arrive. With your words and in the room that may make it more environment where the Spirit can be your actions, show them that you love dicult for learners to feel the Spirit? present? What changes might I need the gospel and that you care about to make in my classroom? In addition to removing potential their spiritual growth. distractions, consider what you might Scriptural example. How might the Questions to ponder. What can add to the room to invite the Spirit. Lord’s instructions to establish “a members of my class do to make sure For example, prelude music (includ- house of learning” and “a house of that everyone feels welcome and ing recorded hymns or other reverent order” (see D&C 88:119–20) apply to comfortable in our learning environ- music) can encourage a reverent atti- my calling as a teacher? ment? Is there anything I need to do tude as class members arrive. Pictures NURTURE A LOVING to be a better example? and visual displays—besides being ATMOSPHERE eective teaching aids—can create a Scriptural example. What did the Some factors that invite the Spirit friendly, welcoming atmosphere. Savior do to help His disciples learn to are less tangible—the attitudes of “love one another”? (John 13:34). You may want to ask a member of the the learners, the way they treat each Sunday School presidency or another other, and the way they feel about FOR THE DISCUSSION LEADER Share and counsel together. Begin Practice. Invite teachers to apply Prepare. Decide together on a topic by inviting teachers to share recent ideas such as those in this section to for the next meeting, and invite teaching experiences and ask ques- create a warm, inviting atmosphere teachers to prepare. tions related to teaching. in the room where you are meeting. Learn together. Invite teachers to You might assign one teacher to be discuss one or more of the ideas in in charge of preparing the room for this section. the next teacher council meeting. 15
PART 2: TEACH BY THE SPIRIT Take Advantage of Spontaneous Teaching Moments Most of the Savior’s teaching did not happen in a synagogue but in informal, everyday settings—while eating a meal with His disciples, drawing water from a well, or walking past a ¤g tree. Even if your only opportunities to interact with class members come on Sunday, watch for signs that they are ready to learn—even if they are ready to learn something you had not planned to teach. BE READY ALWAYS outside of a planned lesson? What can and scribes that led Him to teach Informal teaching moments pass I do to ensure that I am always ready them the parables in Luke 15? quickly, so it is important to take ad- to take advantage of such moments? (see verses 1–2). vantage of them when they arise. For BE AVAILABLE AND ACCESSIBLE Scriptural example. How do Alma’s example, a class member’s comment words about standing as a witness “at Some of the best teaching moments about a new movie with a harmful all times” and “in all places” (Mosiah start as a question or concern in the message could be an opportunity, as 18:9) apply to me as a teacher? (see heart of a class member. However, if the Spirit directs, to contrast the Lord’s also D&C 84:85). you seem too busy, too judgmental, or standards with the world’s ways. A BE OBSERVANT too focused on covering your prepared rainstorm could be a chance to talk material, those you teach may not feel about how the gospel shelters us from As you pay attention to what is comfortable sharing their questions many of life’s storms. These conver- happening in your class members’ or concerns with you. Be willing to sations are most eective at the time lives, you will ¤nd excellent teaching set aside what you have planned, as the opportunity arises, not the next opportunities. For example, a teenager prompted by the Spirit, and listen to time the topic comes up in a manual. with a dicult decision to make class members’ concerns. Let them Because such moments are unex- may be ready to learn about how to know through your words and actions pected, you can’t prepare for them receive personal revelation, or a that you are eager to hear them. as you would prepare for a lesson. child facing fears may be ready to However, you can prepare yourself by learn about the Holy Ghost as the Questions to ponder. Do those I teach being “ready always” (1 Peter 3:15) Comforter. Comments that learners know that I am interested in their and sensitive to the Spirit. The Savior make or questions they ask can also questions? How can I better communi- did not see teaching as a role He lead to teaching moments. cate my interest? took on once a week; instead, being Question to ponder. When have I Scriptural example. What do I learn a teacher was part of who He was. If been blessed by a family member or from Mark 5:22–34; 6:30–44; and you see yourself as a gospel teacher at teacher who noticed that I was ready 3 Nephi 17 about the Savior’s willing- all times, you can turn any moment to learn something? ness to teach and bless people when into a teaching moment. they needed His help? Scriptural example. What did the Questions to ponder. What opportu- Savior observe about the Pharisees nities do I have to teach that may be FOR THE DISCUSSION LEADER Share and counsel together. Learn together. Invite teachers to watching a movie or sporting event, Begin by inviting teachers to share discuss one or more of the ideas in or going grocery shopping). Invite recent teaching experiences and this section. them to discuss how these activi- ask questions related to teaching. Practice. Ask teachers to make a ties could be used as teaching Some of the best teaching moments list of commonplace activities they opportunities. may come during this part of the did during the past week (such as Prepare. Decide together on a topic meeting. completing household chores, play- for the next meeting, and invite ing a game with family members, teachers to prepare. 16
PART 2: TEACH BY THE SPIRIT Make a Plan The Lord commanded, “Organize yourselves; prepare every needful thing” (D&C 88:119). Organizing a teaching plan before you teach can help you identify the gospel principles you feel will best meet your learners’ needs and identify resources to support those principles. It can also allow the Spirit to direct you in an unhurried environment. Having done this work in advance, you will be able to focus on your learners while you are teaching, rather than on what you will say next. You will also be better prepared to respond to spiritual promptings to adapt your plans if needed. FOCUS ON PRINCIPLES THAT share with them this promise in Isaiah Corianton. What needs did Alma WILL BLESS YOUR LEARNERS 1:18: “Though your sins be as scarlet, perceive in his son? What principles The central focus of your teaching they shall be as white as snow.” did he feel impressed to teach? What plan should be the needs of the people can I learn from Alma’s example? Let the Spirit guide your planning. you are teaching and the gospel FIND RESOURCES THAT He can lead you to scripture passages, principles that will meet those needs. SUPPORT THE PRINCIPLES prophetic teachings, and ideas in the As you prayerfully study the scripture lesson manual that will be meaningful As you make your teaching plan, look passages and prophetic teachings to class members in ways that you for ways to help learners understand that you are assigned to teach, ask may not have anticipated. the gospel principles you plan to yourself, “What do I ¤nd here that discuss. The scriptures and the words will be especially meaningful to my Questions to ponder. What princi- of living prophets are your primary class members?” For example, if you ples will I be teaching in upcoming resources—read them before going to are teaching about the Atonement of lessons? Which of these principles do supplementary material. What scrip- Jesus Christ, you may feel that some I feel could best meet the needs of my tures help teach the principle? Was class members have trouble forgiv- class members? the principle addressed in a recent ing themselves even after they have Scriptural example: Alma 39–42 general conference talk? What ques- repented. You may feel prompted to contains Alma’s counsel to his son tions could you ask that would help 17
learners ponder and apply the prin- planned or to address a concern Class members could: ciple? Are there any other resources that is not part of your lesson plan. ■ Make a list of principles or truths that could help support the princi- they ¤nd in a scripture passage. What Remember that the spiritual growth ple—stories, object lessons, pictures, words, phrases, and examples in the of the individuals you are teaching videos, hymns, or children’s songs? verses help them understand these is more important than presenting Many such resources are suggested principles? everything you have planned. And in Church curriculum materials, in much of that spiritual growth will ■ Look for answers to questions Church magazines, or on LDS.org. happen outside the classroom. Plan in a scripture passage or general For each principle you will teach, questions that encourage learners conference talk. list a few questions and supporting to share what they are learning on resources you could use. It may not be ■ Share how they would teach a their own and in their families. The necessary—or possible—to use all of principle to their family or friends. more diligently you have studied in them, but it is good to be prepared to How would they teach the principle to advance, the more prepared you will use them just in case. a child? To someone of another faith? be to adapt to and support the needs of Questions to ponder. What resources individuals. ■ Compare two or more scripture have I seen other teachers use to eec- stories or scripture passages. What Question to ponder. What can I do to tively teach a gospel principle? What insights do they gain from this make sure I heed the Spirit’s prompt- resources could I use? comparison? ings as I am teaching? Scriptural example. What impresses ■ Find and sing hymns about a Scriptural example. What do I learn me about the way the Savior clari¤ed gospel principle. from Doctrine and Covenants 11:21 a principle in Luke 10:25–37? about the role of the Spirit in teaching? ■ Summarize a scripture passage in See also the section “Use Music, IDEAS FOR TEACHING their own words. Stories, and Art to Teach Doctrine” As you make your plan, consider what ■ Match verses to related pictures. in this resource. you will invite class members to do How do these pictures help them bet- BE WILLING TO ADAPT to help them learn from the scriptures ter understand the scripture passage? Prayerful preparation and organized and the words of latter-day prophets. ■ Role-play a situation related to a lesson plans can greatly bless your Below are some ideas that you can gospel principle. students, but you should be willing apply to almost any scripture or topic. to adapt your lesson plan during Other ideas can be found in Church ■ View Church-produced media class time as the Spirit instructs. Pay curriculum materials. The best ideas, related to the principle, such as DVDs careful attention to the comments and however, will often come to you by or video clips found on LDS.org. questions of those you teach; the Spirit the Spirit as you consider the needs of ■ Explain how a picture or object may prompt you to spend more time those you teach. relates to a gospel principle. on a certain principle than you had 18
SAMPLE TEACHING PLAN There are many ways to organize a teaching plan. Use what works best for you and the individuals you are teaching. Below is one possible approach. Invite sharing: You could begin by encouraging class members to share thoughts and experiences with each other. They might share insights they have had while reading the scriptures, experiences they have had with applying principles taught in the scriptures, or questions they have about this week’s topic. Teach the doctrine: Think of ways you can help class members discover the truths of the gospel for themselves. It will help to organize your thoughts and materials in advance. For example, if your topic was the restoration of the priesthood, you could approach it as follows: Principles Supporting scriptures Questions Teaching aids When He established His Matthew 10:1; Acts What do these scriptures Picture of Christ ordaining Church, Jesus Christ gave 2:37–47; Hebrews 5:4 teach you about the His Twelve Apostles priesthood authority to importance of priesthood His Apostles. authority? Because of widespread Amos 8:11–12; Matthew What evidences of the Analogy: Suppose you are wickedness, including 24:9–11; Acts 20:29–30; Apostasy have you seen in in a room that is illumi- the killing of many of the 2 Thessalonians 2:1–4; the world? nated by 12 lights and Apostles, the Lord took Mormon 1:13–14 the lights are turned off priesthood authority from one at a time. How does the earth. this relate to the Apostles and the loss of priesthood authority? The priesthood was D&C 13:1; 27:12–13; 110; As you have studied the Video: “Restoration of the restored to Joseph Smith Joseph Smith—History restoration of the priest- Priesthood” (LDS.org) by those who held it 1:68–72 hood, what has the Spirit anciently. taught you? Today the blessings of the D&C 1:20; 84:19–20 How has the priesthood “Hark, All Ye Nations!” priesthood are available blessed you and your Hymns, no. 264 to all. family? Encourage application: At some point during the lesson, encourage class members to reflect on the spiritual feelings they have had during class and what they feel inspired to do because of what they have learned. Encourage further learning: It is often helpful to let class members know what they will be discussing the following week and invite them to prepare in advance at home. FOR THE DISCUSSION LEADER Share and counsel together. Begin Practice. As a group, work together plan for their next lesson and bring by inviting teachers to share recent to prepare a sample plan for an it to the next teacher council meet- teaching experiences and ask ques- upcoming lesson, referring to the ing to receive feedback from the tions related to teaching. relevant teaching manual as appro- other teachers. Learn together. Invite teachers to priate. You could use the sample Prepare. Decide together on a topic discuss one or more of the ideas in plan in this section or another plan. for the next meeting, and invite this section. Invite teachers to make a lesson teachers to prepare. 19
PART 3: TEACH THE DOCTRINEART 3: TEACH THE DOCTRINE P Teach the Doctrine (Handbook 2: Administering the Church [2010], 5.5.4) The Savior said, “My doctrine is not mine, but his that sent me” (John 7:16). The Father’s doctrine consists of eternal truths that, when consistently applied, lead to exaltation. Central among these truths is the Savior’s Atonement and its essential role in the plan of salvation. The Savior has commanded us to “teach one another the doctrine of the kingdom” (D&C 88:77). As we do, the Holy Ghost bears witness of the truthfulness of the doctrine and inspires people to live it. Doctrine does not change—rather, it changes us, and it changes those we teach. CENTER YOUR TEACHING ON Questions to ponder. How will those THE DOCTRINE OF CHRIST I teach be blessed as they live the doc- President Boyd K. Packer taught, trine of Christ? (see 3 Nephi 27:16–21). “True doctrine, understood, changes What will be the eternal consequences ®1 attitudes and behavior.” As a gospel if they do not live the doctrine of teacher, you can trust that “the virtue Christ? of the word of God” has a “more Scriptural example. According to powerful eect upon the minds of Mosiah 5:2–5, what caused King the people than . . . anything else” Benjamin’s people to change? What (Alma 31:5). If you focus on simply did King Benjamin teach them? (see entertaining learners or keeping Mosiah 2–5). How do the things that them occupied, you may miss out King Benjamin taught relate to the on teaching eternal truths that will doctrine of Christ? help learners make meaningful TEACH WITHIN THE CONTEXT OF changes in their lives. THE PLAN OF SALVATION to become like Heavenly Father has One way to ensure that you are teach- Sometimes learners—especially reasons to obey the law of chastity ing true doctrine is to consider how youth—wonder how gospel principles that are more powerful than the what you are teaching relates to the relate to them or why they should desire to avoid unwanted pregnancy doctrine of Christ, which is sum- obey certain commandments. How- or diseases. marized in 2 Nephi 31 and 3 Nephi ever, if they understand Heavenly 27:16–21 and found throughout the Questions to ponder. What principles Father’s eternal plan for the happi- scriptures. Continually ask yourself, will I be teaching in upcoming les- ness of His children, the reasons for “How will what I am teaching help sons? How can I help class members gospel principles and commandments my class members build faith in understand those principles in the become clearer and the motivation to Christ, repent, make and keep context of the plan of salvation? obey increases. For example, someone covenants with God, and receive who understands the doctrine Scriptural example. Alma taught that the Holy Ghost?” of eternal marriage and our potential God gave His people commandments SUPPORT GOSPEL LEARNING IN THE HOME If the people you teach learn gospel thing you can do to help learners and in their families. For ideas, see doctrines only in your class, they will build their faith and become more “Support Gospel Learning in the not have the spiritual nourishment Christlike is inspire them to learn Home” in this resource. they need. The most important from the scriptures on their own 20
after teaching them the “plan of re- and learning” (1 Nephi 19:23). The demption” (see Alma 12:32). How can same gospel truths that inspired and I apply this pattern as I teach? sustained Abraham, Esther, Lehi, and USE THE SCRIPTURES AND Joseph Smith can help those you teach THE WORDS OF LATTER-DAY face modern challenges. To help learn- PROPHETS ers liken scriptures to themselves, invite them to insert their names into The Lord has commanded us to a verse or ponder how an account in “teach one another the doctrine of the the scriptures relates to their lives. kingdom” (D&C 88:77) and to use the scriptures to “teach the principles of Question to ponder. What scripture [His] gospel” (D&C 42:12). The scrip- passages have given me insight into a tures and words of latter-day prophets struggle I have faced? and apostles are the source of the Scriptural example. How did the Sav- truths we teach. At every opportunity, See also the video “Searching the ior liken the scriptures to the people inspire those you teach to turn to the Scriptures” (LDS.org). He taught? (see, for example, Luke word of God for guidance, answers 4:24–32). TESTIFY OF TRUE DOCTRINE to questions, and support. If learners will “feast upon the words of Christ,” HELP LEARNERS FIND The Savior taught “as one having the doctrine they ¤nd there will “tell SCRIPTURAL TRUTHS authority, and not as the scribes” (Matthew 7:29). The Savior’s personal [them] all things what [they] should Before learners read a scripture pas- testimony gave authority to His words do” (2 Nephi 32:3). sage in class, consider asking them to and helped those He taught recognize look for speci¤c truths taught in the Questions to ponder. How can I in- that He was teaching eternal truths. passage. Sometimes such truths are spire those I teach to “feast upon” the As you bear testimony of true doc- stated clearly, and sometimes they are word of God? How can I help them trine, the Spirit will con¤rm the truth implied. For example, you could say, use footnotes, the Topical Guide, and of the doctrine in the hearts of those “As you read Doctrine and Covenants other study aids to better understand you teach. 11:12–14, look for truths you learn the scriptures? about the Holy Ghost.” Question to ponder. How has my tes- Scriptural example. What examples timony been strengthened by another Question to ponder. What can I do to can I ¤nd of the Savior using the scrip- person’s powerful witness? help class members learn how to ¤nd tures to teach and testify of gospel gospel truths in the scriptures? Scriptural example. What do I learn truths? (see, for example, Matthew from Alma’s example of bearing testi- 12:1–8 and Luke 4:16–21). Scriptural example. Why did the mony of truth? (see Alma 5:43–48). HELP LEARNERS LIKEN THE Savior want the Nephites to search the SCRIPTURES TO THEMSELVES scriptures and read the words of the 1. Boyd K. Packer, “Do Not Fear,” Ensign or prophets? (see 3 Nephi 23:1–5). Liahona, May 2004, 79. Nephi said, “I did liken all scriptures unto us, that it might be for our pro¤t FOR THE DISCUSSION LEADER Share and counsel together. Begin Learn together. Invite teachers to Discuss various ways in which each by inviting teachers to share recent discuss one or more of the ideas scripture could be likened to the teaching experiences and ask ques- in this section. Do not try to cover lives of learners. tions related to teaching. everything in one meeting. Prepare. Decide together on a topic Practice. Invite teachers to share for the next meeting, and invite a few of their favorite scriptures. teachers to prepare. 21
PART 3: TEACH THE DOCTRINE Use Music, Stories, and Art to Teach Doctrine When God created the earth, He ¤lled it with a variety of animals, plants, and landscapes to give our lives richness and beauty. Look for ways you can add variety to your eorts to teach the gospel. Doing so will add richness and beauty to the experience of learners, and it will also help you reach learners with varying needs. Consider how using music, stories, pictures, and other forms of art can invite the Spirit, clarify gospel principles in memorable ways, and help learners relate the gospel to their everyday lives. Remember that such resources should not be the focus of the lesson, but only tools to help you teach the doctrines of the gospel more eectively. USE MUSIC TO INVITE THE SPIRIT USE STORIES AND EXAMPLES TO USE ART TO ENGAGE LEARNERS AND TEACH DOCTRINE TEACH GOSPEL PRINCIPLES Art, including pictures, videos, and The First Presidency has said, “Music The Savior often told stories and dramatizations, can help engage has boundless powers for moving [us] parables to help His listeners under- learners—especially visual learners— toward greater spirituality and devo- stand how gospel principles applied and make scriptural accounts more ®1 tion to the gospel.” Listening to or to their everyday lives. His teachings memorable. The art you use should singing a hymn can create a reverent are rich with references to ¤sh, seeds, be more than decoration; it should feeling and invite the Spirit. Hymns keys, cups, and many other everyday help learners understand gospel can also teach gospel principles. For objects. As you prepare to teach, think doctrines. The Gospel Art Book and example, “I Believe in Christ” (Hymns, of examples and stories from your the LDS Media Library on LDS.org no. 134) or the Hallelujah Chorus by own life and from the everyday lives contain many images and videos that George Frideric Handel could inspire of your class members that can make can help learners visualize concepts or a discussion of the Savior’s divine gospel principles come alive. You events. The painting The Second Coming roles and titles. Consider how you can might discuss, for example, how the by Harry Anderson, for example, can make music part of your lessons; for Holy Ghost is like a compass, a ³ash- help learners ponder how they will feel example, you could play a recording light, or a warm blanket. Uplifting when the Savior returns. Dramatizing of a hymn or invite a family or some quotations from wholesome literature the parable of the prodigal son can help Primary children to sing in your class. can also enrich a lesson. As often as learners understand what it means to possible, invite learners to share their forgive someone who has strayed. Questions to ponder. How has sacred own stories and experiences. music aected my testimony? How Question to ponder. How can I use art might it bless those I teach? Questions to ponder. What experi- to enhance the learning experience for ences from my life have helped me to class members in upcoming lessons? Scriptural example. What are some understand gospel principles? How possible reasons Jesus and His disci- Scriptural example. How did the can I encourage learners to share ples sang a hymn before they departed Savior use visual images as He taught? their experiences? for Gethsemane? (see Matthew 26:30; (see, for example, Matthew 6:28–30; see also Colossians 3:16; D&C 25:12). Scriptural example. Why did the 22:16–21; Mark 12:41–44). Savior use parables such as those 1. “First Presidency Preface,” Hymns, x. found in Matthew 13:44–48? FOR THE DISCUSSION LEADER Share and counsel together. Begin Practice. To model the principles teachers have shared, ask them to by inviting teachers to share recent taught in this section, look for ways discuss how what they have shared teaching experiences and ask ques- to include music, stories, and art might support the principle they are tions related to teaching. in your discussion. For example, teaching and enhance the learning Learn together. Invite teachers to before the meeting, you could experience for those they teach. discuss one or more of the ideas in invite teachers to come prepared Prepare. Decide together on a topic this section. to share music, stories, or artwork for the next meeting, and invite that they have used or could use to teachers to prepare. teach a gospel principle. After the 22
PART 3: TEACH THE DOCTRINE Respond to Difficult Questions with Faith A good teacher encourages learners to ask questions, but sometimes a question may arise that is dicult to answer. The Lord has commanded, “Treasure up in your minds continually the words of life,” and “declare whatsoever thing ye de- clare . . . in the spirit of meekness.” His promise is that when you do these things, you will receive “in the very moment, what ye shall say” (D&C 84:85; 100:6–7). PREPARE IN ADVANCE As you prepare to teach, pray for help to identify questions that might arise in the minds of class members. Search the scriptures and other Church re- sources, and consider how you might respond. Remember that the best preparation comes from seeking the Lord’s help. Questions to ponder. As I think about my next teaching opportunity, what dicult questions might learners have? What can I do to prepare? Scriptural example. How does the promise in 2 Nephi 32:3 relate to me as a teacher? REFER TO OFFICIAL CHURCH RESOURCES The best sources for answers to dif- ¤cult gospel questions are the scrip- tures, the words of living prophets, and other ocial Church publications. For example, the Church has pub- lished Gospel Topics essays to help an- swer questions about Church history and controversial issues (see lds. org/ topics). Become familiar with ocial Church resources, and encourage FOR THE DISCUSSION LEADER Share and counsel together. Begin Learn together. Invite teachers to those they teach. As a group, discuss by inviting teachers to share recent discuss one or more of the ideas in appropriate ways to respond to teaching experiences and ask this section. these questions. questions related to teaching. Strive Practice. Before the meeting, invite Prepare. Decide together on a topic to create an environment where teachers to bring difficult gospel for the next meeting, and invite teachers feel comfortable and safe questions they have heard from teachers to prepare. when asking questions. 23
those who have questions to study Question to ponder. Who in my class gospel truths that we do know, such them as well. could provide helpful insights if a as the Savior’s Atonement, the plan dicult question arose? of salvation, and priesthood power. Questions to ponder. What questions Bear your testimony of the essential have my class members asked in the Scriptural example. How can I follow principles of the gospel. Help learners past? What Church resources can the pattern in Doctrine and Covenants understand Elder Jerey R. Holland’s help them? 88:122 as I help learners ¤nd answers declaration, “In this Church, what we to questions? Scriptural example. How can I know will always trump what we do follow the counsel in Doctrine and See also the video “Answering a not know.” ®1 Covenants 88:118? Class Member’s Question” (LDS.org). Question to ponder. What can I do INVITE LEARNERS TO HELP ADMIT WHEN YOU DO to build faith in those who have ANSWER QUESTIONS NOT KNOW unanswered gospel questions? In many cases, it may be appropriate It should not surprise you that there Scriptural example. What do I learn to invite learners to help each other are some unanswered gospel ques- from the following scriptures about ¤nd answers to their questions. When tions; the answers to some dicult unanswered gospel questions? Isaiah prompted by the Spirit, you may questions have yet to be revealed. 55:8–9; John 16:12; 2 Corinthians 5:7; decide to do this even if you feel that While it is natural to want to answer 1 Nephi 11:16–17; Doctrine and Cov- you know the answer. When you ask every question, in some situations it enants 101:32–33; Moses 5:6; Articles learners to search the scriptures and is appropriate to simply say, “I don’t of Faith 1:9. other Church resources for answers know. Let’s study that question on our to gospel questions, you provide them own this week, and we can discuss it 1. Jeffrey R. Holland, “Lord, I Believe,” Ensign or with excellent learning opportunities. next time.” In such situations, point Liahona, May 2013, 94. learners back to the more important 24
PART 3: TEACH THE DOCTRINE Teach the Children When the resurrected Savior visited the Nephites, “he did teach and minister unto the children . . . , and he did loose their tongues, and they did speak unto their fathers great and marvelous things, even greater than he had revealed unto the people” (3 Nephi 26:14). The Savior’s actions set an example for you as you teach, care for, and in³uence the faith and conversion of children (see 3 Nephi 17:23). SUPPORT PARENTS eorts to teach children will be most Question to ponder. What stories, Parents are the most important gospel eective as you use a variety of teach- objects, or songs can I use to make a teachers for their children—they have ing methods, such as the following: gospel principle easier for a child to both the main responsibility and the ■ Stories. Gospel principles are easier understand? greatest power to in³uence their chil- for children to understand when the Scriptural example. What do I learn dren (see Deuteronomy 6:6–7). As you principles are taught using a story. about the Savior’s way of teaching in teach children at church, prayerfully Stories help children see how the Matthew 18:1–5? seek ways to support their parents gospel applies to everyday life. The in their essential role. For example, stories in the scriptures, in particular, See also the video “Primary Music you could talk to parents about the teach doctrine powerfully—you could Leader” (LDS.org). needs and interests of their children, use Joseph Smith’s account of his First GIVE THE CHILDREN you could share with them what their Vision, for example, to teach about OPPORTUNITIES TO EXPRESS children are learning in your class, prayer, revelation, overcoming oppo- THEIR CREATIVITY and you could ¤nd out how you might sition, and the nature of the Godhead. As sons and daughters of God, chil- support parents’ eorts as you teach. You could use stories from your own dren are born to create. When you life or from Church magazines. When Question to ponder. In my eorts to invite children to create something teaching young children, plan ways to teach children at church, how could related to a gospel principle, you help involve them in the story; for exam- I build on the experiences they are them better understand the princi- ple, they could hold pictures, repeat having at home? ple, and you give them a tangible phrases, or act out parts. reminder of what they have learned. Scriptural example. What does the ■ Visual aids. Visuals such as pictures, They can also use their creation to Spirit teach me as I consider the exam- videos, and objects can help children share what they learned with others. ples of faithful parents in the Book of better understand and remember As you teach children, allow them to Mormon? (see, for example, 1 Nephi scripture stories and the principles build, draw, color, write, and create. 1:1; Enos 1:1–3; Alma 56:45–48). they teach. Many pictures and videos These things are more than fun activ- USE A VARIETY OF can be found in the LDS Media Li- ities—they are essential to learning. TEACHING METHODS brary on LDS.org. Each issue of the Liahona or Friend Not all children are alike, and each magazine includes creative activities ■ Music. Hymns and songs can help child is developing rapidly. Your for children. children feel God’s love, feel the Spirit, and learn gospel truths. The melo- Question to ponder. How could I USING ALL THE SENSES dies, rhythms, and simple rhymes include creative activities as I teach? can help children remember gospel ENCOURAGE CHILDREN truths for years to come. As you sing TO ASK QUESTIONS Most children (and adults) with children, help them discover Children are naturally curious, and learn best when multiple and understand the principles taught they have many questions. Strive to senses are involved. Find ways in the songs. Most of the songs in the see their questions as opportunities, to help the children use their Children’s Songbook and the Church not as distractions or impediments to hymnbook include scripture refer- senses of sight, hearing, and ences that you can use to connect the your lesson. Children’s questions are touch as they learn. In some song to doctrine taught in an indication that they are ready to situations, you may even find the scriptures. learn. Such questions give you valu- ways to include their senses of able insights into what the children smell and taste! are thinking, what concerns they 25
have, and how they are responding feelings, and experiences related to the If a child continues to be disruptive, to the things they are learning. Help principles you are teaching. You will it may be helpful to speak to him or them see that the answers to their ¤nd that they have insights that are her privately. In a spirit of love and questions can be found in the scrip- simple, pure, and powerful. patience, explain your expectations tures and the words of living prophets. and your con¤dence that he or she can Question to ponder. What gospel meet them. You might want to invite Question to ponder. How can I show truths have I learned from a child? the child’s parents or a member of the the children in my class that I value Scriptural example. What do I learn Primary presidency to join you in this their questions and curiosity? from the Savior’s example in 3 Nephi conversation. Scriptural example. How was young 26:14? If the child causing disruptions has Joseph Smith blessed by an invitation ADDRESS DISRUPTIONS special needs, talk to the ward or stake to ask questions? (see Joseph Smith— WITH LOVE disability specialist or visit disabilities History 1:10–20). Sometimes a child acts in ways that . lds. org to ¤nd out how you can better INVITE CHILDREN TO SHARE disrupt the learning of others in the meet those needs. WHAT THEY KNOW class. When this happens, be patient, Question to ponder. Are there any When children learn something new, loving, and understanding about the changes I could make to my teaching they naturally want to share it with challenges the child may be facing. approach that might help a disruptive others. Encourage this desire by giving He or she may just need more oppor- child feel loved? children opportunities to teach gospel tunities to participate in the lesson principles to each other, their family in positive ways—holding a picture, Scriptural example. What do Proverbs members, and their friends. Also ask drawing something on the board, or 15:1; Doctrine and Covenants 18:10; them to share with you their thoughts, reading a scripture. and 121:41–44 teach me about address- ing disruptions? FOR THE DISCUSSION LEADER Share and counsel together. Begin in this section. Do not try to cover Primary children into the meeting to by inviting teachers to share recent everything in one meeting. be taught. Afterward, give teachers teaching experiences and ask ques- Practice. Invite teachers to role-play time to share feedback. tions related to teaching. teaching a gospel principle to a child, Prepare. Decide together on a topic Learn together. Invite teachers to using the suggestions in this section. for the next meeting, and invite discuss one or more of the ideas You might consider inviting some teachers to prepare. 26
PART 3: TEACH THE DOCTRINE Teach the Youth Many experiences recorded in the scriptures make clear that God has con¤dence in the spiritual abilities of young people. Samuel was just a boy when he heard the Lord’s voice in the temple. Mormon was only 10 years old when he demon- strated the spiritual gifts that quali¤ed him for his sacred mission. Joseph Smith was 14 when he was trusted with the revelation that initiated the Restoration. And the Savior Himself was 12 when He was found in the temple, teaching and engaging in His Father’s work. If you are a teacher of youth, you have the opportunity to help them ful¤ll the great work that Heavenly Father has prepared them to do. SUPPORT PARENTS The Lord has given parents the pri- mary responsibility for teaching their children. Therefore, as you strive to teach youth in the Savior’s way, your eorts should support the eorts of parents. Share with parents of youth what you are teaching. Counsel with them to learn about the needs of the young people in your class and the best ways to help meet those needs. You could communicate with parents through regular emails or text mes- sages, or you may want to meet with Scriptural example. What impressions gospel and may feel less comfortable them from time to time. do I have concerning the youth I teach making comments in class. They may as I read about Helaman’s 2,000 young have short attention spans and require Do what you can to strengthen the soldiers? (see Alma 53:17–21; 56:47; a greater variety of teaching meth- relationships between youth and their 57:21). ods, such as object lessons, real-life parents. Young people may sometimes stories, and visual aids. Some youth feel most comfortable coming to you See also the teaching demonstra- are still learning what is acceptable in when they need advice, but as much tion in the video “Strengthen Our class and may try to push the limits as possible, encourage them to also Families” (LDS.org). of good behavior. Sometimes they are seek counsel from the most important SET HIGH EXPECTATIONS, AND unsure of their beliefs and unsure of teachers in their lives—their parents. PATIENTLY HELP THE YOUTH themselves. FULFILL THEM Question to ponder. What are some However, youth also have the poten- appropriate ways in which I could In some ways, teaching youth is tial to do remarkable things in the work together with the parents of the dierent from teaching adults. Youth Lord’s service. Elder David A. Bednar youth I teach? often have less experience with the said: “I believe this generation of FOR THE DISCUSSION LEADER Share and counsel together. Begin in this section. Do not try to cover find truth without giving them all the by inviting teachers to share recent everything in one meeting. answers? What counsel or advice teaching experiences and ask ques- Practice. Invite teachers to role-play can teachers give each other? tions related to teaching. helping young people discover truth Prepare. Decide together on a topic Learn together. Invite teachers to for themselves in the scriptures. for the next meeting, and invite discuss one or more of the ideas How would they inspire the youth to teachers to prepare. 27
youth is more immersed in the scrip- GIVE YOUTH OPPORTUNITIES TO tures, more deeply acquainted with TEACH EACH OTHER the words of the prophets, and more Youth teach each other all the time— prone to turn to the revelations for they share experiences, help a friend answers than any previous genera- understand a gospel principle, or set tion.” And President J. Reuben Clark an example through their actions. ®1 Jr. shared similar con¤dence in the Give them many opportunities to youth: “The youth of the Church are teach each other in class, for they hungry for things of the Spirit; they often learn best from each other and are eager to learn the gospel, and they from the experience of teaching. When need their own reserves of faith and want it straight, undiluted.” ®2 you invite youth to teach, take the testimony. They will need to know how to ¤nd strength during their trials time to help them prepare appropri- If the youth sense that you trust them, and answers to their questions. They ately. Share with them some of the their con¤dence in their divine poten- will not be able to rely on you or principles in this resource, and explain tial will grow, and they will surprise their parents. what you do to prepare to teach. Con- you with what they can accomplish. sider this pattern: explain a principle As you teach, rather than simply Lovingly communicate that you know that you want them to understand, imparting information, help the youth they can be responsible for their own demonstrate how to apply it, let them discover gospel truths for themselves learning and committed to keeping practice it, evaluate their eorts, and in the scriptures and the words of the the Lord’s standards. Help them see give them a chance to practice again. prophets. When they have questions, a vision of what Heavenly Father knows they can become. In this way you will be helping the sometimes it is better to teach them how to ¤nd answers themselves, youth not just for one lesson but for a Of course, youth still have a lot to rather than answering the questions lifetime of teaching the gospel in the learn—just as we all do. Follow the right away. For example, you could Savior’s way. Savior’s example by continuing to show them how to use the study love and encourage them, patiently Question to ponder. Who in my class aids in the scriptures or the Gospel working with them, and never giving would bene¤t from an opportunity to Topics section of LDS.org. You could up on them. teach? How can I help him or her to also share how you have sought and have a positive experience? received personal revelation. Encour- Questions to ponder. What expecta- tions do I have for the youth I teach? Scriptural example. As I read Luke age them to develop a habit of daily How do I express my con¤dence in 2:40–52, what does the Spirit teach me prayer and meaningful scripture them? about the youth in my class? study. Through your words and example, teach them about the pure Scriptural example. What scriptures See also the video “Let Us Teach” joy that comes from learning and teach me about the Savior’s expec- (LDS.org). living the gospel. tations for His disciples? (see, for HELP YOUTH DEVELOP example, Matthew 5:48; John 13:34–35; SPIRITUAL SELF-RELIANCE Questions to ponder. Do the youth 14:12). I teach know what to do when they To survive spiritually in these perilous have questions or concerns about the See also “Love Those You Teach” in times and to ful¤ll the Lord’s mission gospel? How can I help them be more this resource. for them, the youth you teach will spiritually self-reliant? Scriptural example. What does it mean to “build your foundation” on MAKE GOOD USE OF TECHNOLOGY Jesus Christ? (Helaman 5:12). How can I help the youth do this? If the youth you teach have their own electronic devices, remember that 1. David A. Bednar, “A Reservoir of Living Water” these devices don’t have to be a distraction—they can actually be tools to (Church Educational System fireside for young enhance learning. Encourage the youth to look up scriptures and other adults, Feb. 4, 2007), 2, LDS.org. Church resources on these devices in order to answer questions. You can 2. J. Reuben Clark Jr., The Charted Course of the Church in Education, rev. ed. (1994), 3; see also also send messages and links to the youth during the week to help them lds. org/ bc/ content/ ldsorg/ manual/ seminary/ prepare for upcoming lessons. 32709_000. pdf, p. 3. 28
PART 4: INVITE DILIGENT LEARNING Invite Diligent Learning (Handbook 2: Administering the Church [2010], 5.5.4) A true gospel teacher is not satis¤ed when learners simply listen to what he or she has to say. Learning the gospel is not meant to be a passive experience. It is an act of faith and diligent eort. When you prepare to teach, instead of thinking, “What will I do to teach?” ask yourself, “What will my class members do to learn? How will I help them discover the gos- pel for themselves? How will I inspire them to act?” Elder David A. Bednar of the Quorum of the Twelve Apostles shared the familiar saying, “Giving a man a ¤sh feeds him for one meal. Teaching a man to ¤sh feeds him for a lifetime.” He then taught, “As parents and gospel instructors, you and I are not in the business of distributing ¤sh; rather, our work is to help [those we teach] learn ‘to ¤sh’ and to become spiritually steadfast.” ®1 ENCOURAGE LEARNING recognize the promptings of the Spirit, what they are learning. You may ¤nd OUTSIDE OF CLASS you will ¤nd valuable insights in that the questions and insights that in- Gospel study once a week is not Doctrine and Covenants 8–9. I invite vite the Spirit come just as often from enough to fortify class members you to read these sections before our a diligent learner as from the teacher. against the temptations and decep- next class.” Question to ponder. What are some tions of the adversary. Gospel learning Question to ponder. How might I use things I can do to help my class mem- must be centered in daily eorts at class time dierently because I see the bers take responsibility for their own home, including personal and family home as the center of gospel learning? learning? study. The things you say and do as a teacher can reinforce this principle. Scriptural example. When Jesus Scriptural example. How did the Give learners speci¤c invitations to taught the Nephites after His Res- Savior encourage His followers to take study the gospel outside of class, and urrection, why do you think He responsibility for their own learning? regularly ask them to share what they instructed them to return home to (see, for example, Luke 10:25–28; Ether are learning. For instance, you might ponder and pray about His words? 2:22–25). invite all class members to come to (see 3 Nephi 17:2–3). EXPRESS CONFIDENCE THROUGH class prepared to share a meaningful HIGH EXPECTATIONS See also “Support Gospel Learning in passage from an assigned reading. Or the Home” in this resource. Some learners are not con¤dent in you could invite one class member to their ability to learn the gospel on prepare to teach a portion of the les- PUT RESPONSIBILITY their own. Elder Bruce R. McConkie son. Even young children can be given ON LEARNERS taught, “Each [person] has access to invitations to learn, with support of While a teacher’s role is important, the same scriptures and is entitled parents, outside of class. learners are ultimately responsible to the guidance of the same Holy for their own learning. Consider how An encouragement to learn at home Spirit.” When you express con¤dence ®2 you can help learners accept and ful¤ll should be more than just a reminder in your class members and testify that this responsibility. For example, when about a reading assignment. It the Holy Ghost will teach them, you a scripture is read in class, before should be motivating and inspiring. help them rise to the high expectations sharing your insights, you could ask For example, you might say, “If you that the Lord has for gospel learners. class members what they learn from would like to improve your ability to Many of them will never know what the passage. Let them know that you they can achieve unless they receive aren’t looking for a speci¤c answer invitations and encouragement from but that you are sincerely interested in SCRIPTURE STUDY HELPS you to stretch themselves. Share with them this inspiring invitation from President Dieter F. Uchtdorf: “I invite The scripture footnotes, Topical Guide, and Bible Dictionary are valuable you to . . . become experts in the doc- resources for helping us understand the scriptures. Consider this doc- trines of the gospel.” ®3 trinal insight from the entry on prayer in the Bible Dictionary: “The object Question to ponder. What have others of prayer is not to change the will of God but to secure for ourselves and done to help me feel con¤dent in my for others blessings that God is already willing to grant but that are made ability to learn the gospel? conditional on our asking for them” (Bible Dictionary, “Prayer”). 29
Scriptural example. The Savior expressed His con¤dence in His disciples by giving them challenging but attainable invitations (see, for example, Luke 5:1–11). What can I do to follow His example? ENCOURAGE SHARING When learners share what they are learning, they not only feel the Spirit and strengthen their own testimo- nies, but they also encourage other class members to discover truths for themselves. In addition to sharing what you have learned from your study, encourage learners to share. dependent upon a teacher for spiritual that are never spoken aloud. Elder You might ask questions like “What strength. As you teach, ask questions Richard G. Scott taught, “Write down truths stand out to you in these that require learners to ¤nd answers in in a secure place the important things verses?” or “What do you learn about the scriptures. Even better, help them you learn from the Spirit. You will rescuing those who are lost as you learn how to ask their own questions. ¤nd that as you write down precious read President Monson’s story?” Help them see that even though the impressions, often more will come. Small children can share by drawing scriptures were written many years Also, the knowledge you gain will be pictures or telling stories. Reserve ago, they contain the Lord’s answers available throughout your life.” ®4 time for student sharing in every to questions and problems we all face. Question to ponder. When have I lesson—in some cases, you may ¤nd Question to ponder. What counsel been blessed by recording a spiritual that these discussions are the lesson. could I give class members to help impression? Question to ponder. How can I them have better experiences with Scriptural example. The Savior asked encourage my class members to share ¤nding answers in the scriptures? the Nephites to write down the things what they are learning? Scriptural example. What do I learn they were taught (see 3 Nephi 16:4; Scriptural example: Luke 10:1–9 from Nephi’s example in 1 Nephi 23:4, 11; 27:23). What blessings have records that the Savior sent His dis- 19:22–24 and 2 Nephi 25:1–4? come from that commandment? ciples to share what they had learned INVITE LEARNERS TO RECORD 1. David A. Bednar, “Watching with All Persever- from Him. How did this experience IMPRESSIONS ance,” Ensign or Liahona, May 2010, 42–43. bless them? (see verses 17–24). 2. Bruce R. McConkie, “Finding Answers to Gospel Encourage learners to record the im- TEACH LEARNERS TO FIND pressions they receive from the Holy Questions,” in Charge to Religious Educators, 3rd ed. (1994), 80; see also lds. org/ manual/ teach- ANSWERS IN THE SCRIPTURES Ghost as they study the gospel. For ing -seminary -preservice -readings -religion-370 A person who knows how to draw young children this may mean draw- -471 -and -475. meaning out of the scriptures and turns ing a picture or sharing their thoughts 3. Dieter F. Uchtdorf, “Your Potential, Your to them daily will be able to access with their parents. Teach learners Privilege,” Ensign or Liahona, May 2011, 59. divine guidance to overcome any that sometimes the Spirit will teach 4. Richard G. Scott, “To Acquire Knowledge and the Strength to Use It Wisely,” Ensign, June challenge. Such a person will not be them things during a class discussion 2002, 32. FOR THE DISCUSSION LEADER Share and counsel together. Begin Learn together. Invite teachers to How is this approach different from by inviting teachers to share recent discuss one or more of the ideas in simply teaching others about the teaching experiences and ask ques- this section. principle? How will it bless learners? tions. This could be an opportunity Practice. Before the meeting, assign Prepare. Decide together on a topic to model ways to invite diligent each teacher to learn about a gospel for the next meeting, and invite learning. principle and come to the meeting teachers to prepare. prepared to inspire the other teach- ers to learn about the principle. 30
PART 4: INVITE DILIGENT LEARNING Ask Inspired Questions The Savior asked questions that invited learners to think and feel deeply about the truths He taught. Our questions can similarly inspire learners to ponder gospel truths and ¤nd ways to apply them in their lives. An inspired question is an invitation to learners to discover gospel truths on their own and to evaluate their understanding of and commitment to those truths. Inspired questions can make learning the gospel a more engaging and personally meaningful experience. ASK QUESTIONS THAT HELP members need to understand in an are our lives blessed by the Savior’s LEARNERS GAIN BASIC upcoming lesson? What questions suering in the garden?” KNOWLEDGE OF ETERNAL TRUTHS could I ask to help them gain a basic Question to ponder. How might ques- Before class members can discuss a understanding from the scriptures? tions like those above inspire learners scripture story or gospel principle, Scriptural example. What do I learn to make changes in their lives? they need to understand it. Some of from the questions the Savior asked in your questions should encourage Scriptural example. When did the Luke 10:25–28? learners to search the scriptures to Savior or others in the scriptures ask gain a basic knowledge of a story or ASK QUESTIONS THAT TOUCH questions that inspired heartfelt pon- principle. Such questions often have THE HEART AND MIND dering? (see, for example, Matthew speci¤c answers, but it is usually best Once learners have basic knowl- 16:13–15; John 1:37–38). to let the learners discover the an- edge about a story or principle, ask See also the video “Ask Us swers for themselves. For example, if questions that help them ponder its Questions” (LDS.org). you were studying Matthew 26:36–46, meaning so that the story or principle you could ask, “What details do you can touch their hearts and minds. You ASK QUESTIONS THAT INVITE ¤nd in these verses that describe the might ask learners to share how they LEARNERS TO ACT Savior’s experience in the Garden of feel about a scripture passage, how the Some questions prompt learners to Gethsemane? What did He do for us people in the scriptures may have felt, apply what they have learned and there?” Or, if you are teaching young or how the truths in the passage relate commit themselves to live the gospel children, you could describe the to our lives. Because responses to these more fully. In most cases, these ques- Savior’s experience in Gethsemane in questions often rely on the feelings tions should invite learners to listen your own words and then ask the chil- and experiences of the learners, the to promptings from the Spirit about dren to tell you what Jesus did there. questions usually do not have just one what they should do. For example, correct answer. Often these questions you might ask, “As we have discussed These discussions should go beyond begin with phrases like “in your the Savior’s suering in Gethsemane, just the details of the story, as impor- opinion” or “how do you feel.” For what spiritual impressions have you tant as they are. Ask questions that example, you could ask, “How do you received?” or “What will you do dif- help your class members discover think the Apostles might have felt as ferently because of what you learned gospel principles—the eternal, life- they walked to the Garden of Gethse- today?” These are usually not discus- changing truths in the scriptures. mane with the Savior? How do you sion questions; they are for personal Questions to ponder. What scrip- feel about what Jesus did there? How re³ection. Learners should share their ture stories or principles do my class answers only if they feel comfortable doing so. DON’T BE AFRAID OF SILENCE Question to ponder. How have questions asked by inspired teachers deepened my commitment to Jesus Good questions take time to answer. They require pondering, searching, Christ? and inspiration. The time you spend waiting for answers to a question Scriptural example. What do I learn can be a sacred time of pondering. Avoid the temptation to end this from the way Alma invited his people time too soon by answering your own question or moving on to to be baptized? (see Mosiah 18:7–12). something else. Tell learners that you will give them time to ponder before they answer. See also “Invite Learners to Act” in this resource. 31
ASK QUESTIONS THAT INVITE LEARNERS TO BEAR TESTIMONY Asking questions that encourage learners to bear testimony of the prin- ciples being taught can be a powerful way to invite the Spirit. As learners ponder these questions, they will recognize times when they have seen the Lord’s hand in their lives. Their testimonies—and the testimonies of others in the class—will grow as the Spirit bears witness of the truth. To invite testimonies, you might ask questions such as “How have you come to know that Jesus Christ atoned for your sins?” or “How have you come to appreciate what the Savior did for us in Gethsemane?” or, if you are teaching young children, “How do you feel about Jesus?” learners to evaluate their behavior ASK QUESTIONS THAT ASSESS Questions to ponder. What has and commitment to the gospel—for UNDERSTANDING prompted members of my class to bear example, “Do you have the faith to To determine whether class members their testimonies? How can I encour- pay tithing?” or “Do you tell your understand a principle, try asking a age them to testify? family that you love them?” Tell learn- question like “What have you learned ers not to answer these questions out about the Atonement of Jesus Christ?” Scriptural example. What eect did loud; the purpose of such questions A question that invites learners to state King Benjamin’s question in Mosiah is to help learners privately evaluate a gospel principle in their own words— 5:1 have on his people? (see also verses their own behavior and commitment especially if asked at the beginning of 2–5). How can I apply this example as to the gospel. class—can help you assess how much I teach? time you need to spend studying that ASK QUESTIONS THAT Question to ponder. When has an principle in class. ENCOURAGE SELF-EVALUATION inspired question helped me evaluate my spiritual progress and commit- Question to ponder. What are some When Alma preached to the people ment? What questions could I ask other ways I can assess what class of Zarahemla, he asked introspec- to encourage self-evaluation in the members understand? tive questions like these: “Have ye people I teach? spiritually been born of God? . . . Have Scriptural example. How did Ammon ye experienced this mighty change in Scriptural example. As I read John assess King Lamoni’s understanding? your hearts?” (Alma 5:14). You might 21:15–17, what stands out to me about (see Alma 18:24–36). ask similar questions to encourage the questions Jesus Christ asked Peter? FOR THE DISCUSSION LEADER Share and counsel together. Begin Practice. Ask teachers (individually can come prepared.) Invite teachers by inviting teachers to share recent or in small groups) to follow the to share their questions with each teaching experiences and ask ques- guidelines in this section and write a other and provide feedback. tions related to teaching. few questions that they think could Prepare. Decide together on a topic Learn together. Invite teachers to benefit class members during an for the next meeting, and invite discuss one or more of the ideas upcoming lesson. (It may be helpful teachers to prepare. in this section. Do not try to cover to give teachers this invitation a few everything in one meeting. days before the meeting so they 32
PART 4: INVITE DILIGENT LEARNING Lead Inspired Discussions When the Savior taught, He did more than just share information. He gave His disciples opportunities to ask questions and share their testimonies. His pattern for teaching and learning invites us to “teach one another the doctrine of the kingdom” so that “all may be edi¤ed of all, and that every man may have an equal privilege” (D&C 88:77, 122). As a teacher, you can encourage uplifting discussions enriched by learners’ experiences and testimonies. Even small children often have much to contribute. A robust discussion is not your primary goal as a teacher, but it can support that goal— to help learners increase their faith in Jesus Christ and become more like Him. CREATE AN ENVIRONMENT THAT ASK QUESTIONS THAT ALLOW EVERYONE TO TAKE PART ENCOURAGES DISCUSSION ENCOURAGE PONDERING Everyone has something to contribute, Church classes and meetings provide A good discussion often begins with a but sometimes not everyone gets a Latter-day Saints with opportunities good question—one that invites people chance. Christlike teachers are inter- to strengthen each other by sharing to think deeply about the gospel. For ested in the learning of each person, thoughts, experiences, and testimo- example, you might ask, “What doctri- not just the outspoken ones. Look for nies. The environment you create in a nal truths are taught in Joseph Smith’s ways to increase the number of class classroom can help to encourage these account of the First Vision?” or “How members who can share their testimo- kinds of interactions. Your words, has Joseph Smith’s First Vision made a nies. For example: your actions—even the setup of the dierence in your life?” ■ You could divide learners into pairs room, including the lighting and or small discussion groups, or even When asking this type of question, arrangement of the chairs—can help into smaller classes, as approved by give learners time to ponder their establish a spirit of mutual respect and the bishopric. responses. Sometimes writing a active learning. question on the board in advance can ■ You could invite class members to Question to ponder. What can I encourage pondering. You could even write their thoughts or feelings and change about the environment in my let learners know that you want them ask a few to share what they wrote. classroom to encourage more edifying to take a little time to think before ■ You could say “Let’s hear from discussions? answering. Invite them to silently someone who hasn’t shared yet” or ask Heavenly Father to inspire them Scriptural example. As recorded in “That’s an interesting comment. What as they ponder the question. In these John 21:8–12, what did Jesus do to do the rest of you think?” moments of quiet contemplation, the prepare an environment in which He Spirit can touch hearts. ■ If you are teaching children, you could eectively teach His disciples? could think of a simple game that How can I follow His example? Question to ponder. What questions involves everyone. could I ask in my next lesson to inspire See also the video “We Share” pondering and discussion? You may feel inspired to invite a (LDS.org). speci¤c person to share—perhaps Scriptural example. What do I learn because he or she has a perspective from questions the Savior asked? (see, that others could bene¤t from hear- for example, Matthew 16:13–17; Luke ing. Consider asking questions that 10:25–26). draw upon a person’s experiences and strengths, such as “What has your ASK INSPIRED QUESTIONS experience as a mother taught you about Christlike love?” The right questions can make the difference between an inspired Don’t become so absorbed with discussion that builds faith and testimony and one that is merely the lesson that you forget to thank interesting or even unproductive. For more information about asking learners for their contributions. They inspired questions, see “Ask Inspired Questions” in this resource. need to know that you appreciate their willingness to share their insights and testimonies. 33
Question to ponder. Besides making ASK FOLLOW-UP QUESTIONS LISTEN comments or sharing experiences, When someone shares a doctri- Listening is an act of love. It requires what are some other ways in which nal insight or spiritual experience, that we care more about what is in class members can participate? you might sense that he or she—or another person’s heart than what is someone else in the class—has more next on our agenda or outline. Ask Scriptural example. How did the to share. Follow-up questions can Heavenly Father to help you under- Savior include those who were often prompt additional comments and stand what your class members say. As overlooked? (see Mark 10:13–16; John lead to deeper insights. For example, you pay careful attention to their spo- 4:3–42). you might ask, “Why is this principle ken and unspoken messages, you will LET THE SPIRIT GUIDE important to you?” or “What other come to better understand their needs, As you lead discussions, let the Holy scripture passages teach this truth?” their concerns, and their desires. The Ghost guide you. Make sure that Spirit will help you know how to teach Question to ponder. How could I discussions are always positive and them, what follow-up questions to ask, encourage those I teach to think more uplifting. Do not end an inspiring and how to help meet their needs. deeply about the principles they are discussion too soon in order to cover discussing? Questions to ponder. How do I know all the lesson material, especially if when someone is listening to me? you perceive that the discussion is Scriptural example. How did the How can I show class members that I meaningful to those you are teaching. Savior inspire His disciples to think am sincerely listening to them? more deeply about His teachings? Questions to ponder. How can I tell (see, for example, Luke 24:13–32; John Scriptural example. What did Alma when a discussion is being guided by 21:15–18). learn by listening to the poor Zoram- the Spirit? How can I know when to ites? (see Alma 32:4–8). How did what end a discussion and move on? See also the video “Asking he learned aect his teaching? Follow-Up Questions” (LDS.org). Scriptural example. What do I learn See also Preach My Gospel (2004), from Doctrine and Covenants 50:21–22 185–86. about following the Spirit as I teach? FOR THE DISCUSSION LEADER Share and counsel together. Begin Practice. Invite a teacher to practice videos may be helpful). Afterward, by inviting teachers to share recent leading the group in a brief discus- teachers could talk about what went teaching experiences and ask ques- sion about a gospel principle that well and what could be improved. tions related to teaching. he or she will be teaching soon. Prepare. Decide together on a topic Learn together. Invite teachers to Encourage the teacher to apply the for the next meeting, and invite discuss one or more of the ideas ideas in this section (the suggested teachers to prepare. in this section. Do not try to cover everything in one meeting. 34
PART 4: INVITE DILIGENT LEARNING Invite Learners to Act The Savior taught in order to change lives. He wanted His disciples to do more than just hear His words, so He invited them to act on His teachings with faith. He knew that as His followers lived the doctrine He taught, they would come to know that it came from God (see John 7:17). His teachings would be a protection to them in times of turmoil, confusion, and adversity (see Matthew 7:24–27). Remember that building faith and becoming more Christlike does not happen in one brief class period. As you invite those you teach to act on true doctrine, you help them extend the learning experience into their homes and daily lives (see D&C 43:8–10). EXTEND INVITATIONS THAT TESTIFY OF PROMISED their commitment and allows them RESPECT AGENCY BLESSINGS to support one another in living the People are more likely to make mean- When the Lord gives a command- gospel. There are many ways to follow ingful changes in their lives when ment, He often promises blessings for up on invitations. For instance, you those changes come from their own keeping that commandment. When might provide time at the beginning exercise of agency. When you extend you extend an invitation to live a cer- of class for learners to share what they invitations to act, be sure to respect tain principle, help learners discover have done to act on an invitation. Or the agency of those you teach. For the blessings that God has promised you could follow up by sending class example, rather than always extending to those who live that principle. You members a text message or email. invitations to do something speci¤c, might also bear testimony of the bless- If you share a teaching assignment consider inviting learners to think of ings that you have received by living with another teacher and teach on their own ways to apply what they the principle. alternate weeks, it may be necessary have learned. You could say, “How Question to ponder. When have I to coordinate your eorts to follow up. could you strengthen your relation- been inspired to live a gospel principle For example, you might oer to begin ships with your siblings?” or “Write by hearing a testimony of promised your lesson by following up on any down one spiritual impression you blessings? invitations the other teacher extended received and how you will act on it.” on the previous week, and you could Scriptural example. How did the Question to ponder. When has an ask the other teacher to do the same. Savior use promises to inspire His invitation from a teacher helped me Or it may be more appropriate for an disciples? (see Luke 12:22–31). exercise my agency? auxiliary, quorum, or class presidency FOLLOW UP ON member to extend and follow up on Scriptural example. After telling the INVITATIONS TO ACT invitations. parable of the good Samaritan, the When you follow up on an invita- Savior said, “Go, and do thou like- Question to ponder. Why is it impor- tion to act, you show learners that wise” (Luke 10:37). What do I learn tant to follow up on invitations to act? you care about them and how the from this invitation and others the Scriptural example. The Savior gospel is blessing their lives. You Savior extended? gathered with His Apostles so they also give them opportunities to share could tell Him what they had done their experiences, which strengthens and taught (see Mark 6:30). How can I FOR THE DISCUSSION LEADER follow up on invitations to act? Share and counsel together. Begin this section. Consider watching and they could extend. Encourage them by inviting teachers to share recent discussing the video “Invite Us to to share with each other what they teaching experiences and ask ques- Act” (LDS.org). wrote and give each other feedback. tions related to teaching. Practice. Invite teachers to think Prepare. Decide together on a topic Learn together. Invite teachers to about their upcoming teaching for the next meeting, and invite discuss one or more of the ideas in opportunities and write down teachers to prepare. possible age-appropriate invitations 35
PART 4: INVITE DILIGENT LEARNING Support Gospel Learning in the Home One of your goals as a teacher should be to encourage those you teach to have their own experiences in the scriptures— both individually and with their families. As eective as your class time may be, it cannot make up for individual and family scripture study—times when the Spirit can teach people personally. In many ways, your success as a teacher depends on how eectively you help and encourage class members to learn on their own. ENCOURAGE PERSONAL AND dierence. I de¤nitely read the scrip- comfortable sharing helpful ideas and FAMILY GOSPEL STUDY tures with more purpose now.” experiences. While your Sunday class should not Another way to encourage personal In one Gospel Doctrine class that be the main setting in which class and family scripture study is to invite was studying the Old Testament, an members learn the gospel, it should class members to share something elderly brother expressed frustration be a place where they receive encour- they learned in class with their family with trying to understand the book agement and inspiration to study members or friends. of Isaiah. The teacher thanked him the gospel on their own and with for his honest comment and asked their families. Questions to ponder. What can I do to the rest of the class what advice they encourage learners to study the gospel There are many ways you can en- might give. Several class members on their own? How can I do this if I courage personal and family study at shared scripture study strategies and teach young children? home. One Gospel Doctrine teacher inspiring experiences they had with decided that she would reserve the Scriptural example. What impresses studying the words of Isaiah. A class ¤rst few minutes of every lesson for me about Nephi’s words in 1 Nephi member recalled, “We all rallied class members to share anything that 15:23–25? How can I follow his exam- around this brother. There was an inspired them from their personal ple in my teaching? amazing spirit of unity in the room. or family scripture reading. At ¤rst HELP LEARNERS SUPPORT We truly felt like we were all in it only a few were willing to share. But EACH OTHER together.” as their teacher continued with this Some people do not study the scrip- Question to ponder. What could I pattern, more and more class mem- tures at home because they think that do to inspire my class to share ideas bers began sharing. One class mem- scripture study is too dicult. Others about how to have meaningful experi- ber observed, “Our teacher wasn’t may not clearly understand the bless- ences with the scriptures? inviting us to read so her lesson would ings that come from gospel learning at go better; she was inviting us to read Scriptural example. What does it home. You can help to overcome both because she knew it would bless our mean for “all [to] be edi¤ed of all”? of these obstacles by creating a class lives. Then, once we saw that what (D&C 88:122). How can I encourage environment where learners support God had taught us from the scriptures learners to desire to edify one another and encourage each other and feel was important to her, it made a huge during class discussions? FOR THE DISCUSSION LEADER Share and counsel together. Begin Invite. Invite teachers to dedicate other advice about how to support by inviting teachers to share recent some time during several upcoming learners in their efforts to learn the teaching experiences and ask ques- lessons for class members to share gospel at home. tions related to teaching. what they have learned at home. In Prepare. Decide together on a topic Learn together. Invite teachers to a future teacher council meeting, for the next meeting, and invite discuss one or more of the ideas in ask these teachers to share their teachers to prepare. this section. experiences. Invite them to share 36
APPENDIX Improving as a Christlike Teacher: A Personal Evaluation The Apostle Paul encouraged the Saints in his day to “examine yourselves, whether ye be in the faith; prove your own selves” (2 Corinthians 13:5). As teachers, we too should evaluate our strengths and weaknesses so that we can always be improving in our ability to help learners build faith in Jesus Christ and become more like Him. As you seek to improve, remember the Lord’s promise: “Because thou hast seen thy weakness thou shalt be made strong” (Ether 12:37). Be patient with yourself, and seek the Savior’s strengthening power to become the kind of teacher He knows you can be. The following activity can help you than trying to cover everything I ___ As appropriate, I use stories, apply principles of Christlike teach- have prepared. music, artwork, and other appro- ing. Read each statement below, and priate resources to help those I ___ I reach out to those who are not consider how well it describes you as teach understand doctrines. attending class. a teacher. Choose the most appropriate ___ When dicult questions arise, I response for each: TEACH BY THE SPIRIT respond in ways that build faith. ___ I pray for the guidance of the 1 = rarely 2 = sometimes
INVITE DILIGENT LEARNING Spirit in my life and in my eorts 3 = often
4 = almost always as a teacher. ___ I help those I teach become re- Then, as guided by the Spirit, prayer- sponsible for their own learning. ___ I strive to live worthy of the com- fully select a few things you would panionship of the Holy Ghost. ___ I ask questions that encourage like to improve. Set some goals, and pondering. use the sections of this resource to ___ I listen for spiritual promptings help you improve. Return to this as I prepare and as I teach, and I ___ I invite learners to share their activity periodically to evaluate your have the faith to adjust my plans insights and testimonies and to progress. accordingly. strengthen one another. LOVE THOSE YOU TEACH ___ I bear my testimony to those I ___ I ask follow-up questions to ___ I pray for those I teach. teach. encourage learners to think more deeply about gospel principles. ___ I express my love to the ___ I help those I teach to recognize people I teach. the Spirit’s in³uence. ___ I help learners ¤nd answers to their questions, rather than ___ I understand the needs and experi- ___ I begin preparing at least one week answering all their questions for ences of those I teach. in advance, and I record spiritual them. impressions that I receive. ___ When I prepare to teach, I focus ___ I provide opportunities for more on the people I am teaching ___ The environment in my classroom all learners to participate in than on making a presentation. invites the Spirit. discussions. ___ As prompted by the Spirit, I alter TEACH THE DOCTRINE ___ I invite learners to act on what my plans in order to address learn- ___ My teaching is centered on the they learn, as guided by the Spirit. ers’ questions and needs rather scriptures and the words of latter-day prophets. ___ I follow up on invitations to act, and I ask learners to share their experiences. “And if men come unto me I will show unto them ___ I encourage learners to study the their weakness. I give unto men weakness that scriptures on their own and with they may be humble; and my grace is sufficient their families. 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). 37
APPENDIX Orienting New Teachers: A Responsibility of Priesthood and Auxiliary Leaders If you are a priesthood or auxiliary leader, you have the responsibility to “meet individually with newly called teachers in [your] organizations, preferably before each teacher’s ¤rst lesson” (Handbook 2: Administering the Church [2010], 5.5.3). These meetings are an opportunity to introduce new teachers to their sacred callings and inspire them with a vision of what it means to teach in the Savior’s way. As a leader, you can help new teachers prepare to serve by doing the following things: DISCUSS WHAT IT MEANS TO God to change hearts. Invite the new presidency has felt inspired to empha- TEACH IN THE SAVIOR’S WAY teacher to study the scriptures and size quorum unity, how could the quo- To help the new teacher understand the words of living prophets on the rum instructors support that goal? If how the Savior taught and what that assigned teaching topics before refer- the bishop has asked the ward council means for teachers, brie³y discuss ring to any supplemental material. to improve reverence in the ward, how the following principles with the new Encourage the teacher to record the could Primary teachers help? teacher: spiritual impressions that he or she As needed, tell the new teacher which receives while studying and to focus ■ Love those you teach. Help the new room to teach in and what lesson to on principles and resources that build teacher focus on the needs of the begin with, and provide any informa- faith and encourage Christlike living. people he or she is teaching. Invite the tion the teacher needs about the class new teacher to look for their strengths ■ Invite diligent learning. Help the and class members. and unique needs. If necessary, pro- new teacher understand that teach- OFFER ONGOING SUPPORT vide a list of class members. Remind ing means more than just making a the new teacher that he or she is presentation; it means encouraging Explain that you can help the new responsible to help those learners who people to become responsible for their teacher with his or her calling in do not attend class regularly. Encour- own gospel learning and to edify one any way and provide support in the age the teacher to prayerfully seek another as gospel learners (see D&C classroom if needed. You could even ways to reach out to these people. 88:122). oer to observe the new teacher’s class occasionally and provide feedback. ■ Teach by the Spirit. Discuss the DISCUSS YOUR SPECIFIC Give the teacher a copy of this resource importance of preparing spiritually ORGANIZATION and explain when the monthly teacher to teach. Because the promptings of In addition to discussing general council meetings are held. Explain the Holy Ghost come line upon line, principles of Christlike teaching, you the purposes of these meetings and encourage the new teacher to begin might take some time to share with the expectation that the new teacher preparing to teach at least one week the new teacher anything about your participate. in advance and to seek inspiration organization that would be help- throughout the week. Encourage the new teacher to visit the ful. Are there any needs you have My Calling section of LDS.org and ■ Teach the doctrine. Bear your tes- discussed as a presidency that you the Gospel Library app for more about timony of the power of the word of would like your teachers to be aware how to grow as a teacher. of? For example, if an elders quorum “Even the newest member of the Church spiritual eyes what it means to be called to can sense that a call to service should serve in the restored Church of Jesus Christ” be primarily a matter of the heart. It is by (Henry B. Eyring, “Rise to Your Call,” Ensign or giving our whole hearts to the Master and Liahona, Nov. 2002, 75). keeping His commandments that we come to know Him. . . . What [those who are called to serve] will need, even more than to be trained in their duties, is to see with 38
Search
Read the Text Version
- 1 - 44
Pages:
