Category: Lesson Preparation

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Doctrine, Principles, Procedures

Definitions

Understanding the difference between doctrines, principles, and procedures is a critical part of gospel understanding. Let me define these terms for the purposes of this post.

Doctrines are unchangeable gospel truths. A doctrine of the gospel reads like a statement of fact. An example of a doctrine is, “God created the heavens and the earth.”

Principles are one step further than doctrines. There is some type of instruction on how to live or think. Principles often can be expressed as an “if…then” statement. Some examples include, “If we pray in faith, God will hear us,” or “If we have faith in Christ and repent, we can be forgiven of our sins.” There is usually some overlap between doctrine and principles, as in the statement, “we are commanded to feed the hungry.” It’s a statement of fact (doctrine), but also includes some directive to obey (principle).

Procedures are even a step further than doctrine. Procedures are changeable. They are the way in which we live principles; the way it looks in action. Procedures are often expressed in “do’s and dont’s.” We are commanded to feed the hungry, but there are several ways to do this. One way, through fast offerings, is a procedure. It is not the only way, historically or currently, to feed the hungry.

Relationship Between Doctrines, Principles, And Procedures

 

Good procedures should be based upon solid principles which, in turn, are founded upon true doctrines. Let’s look at this relationship with a few examples, and hopefully you can make this connection with other doctrines, principles, and procedures.

Taking the Word of Wisdom as an example, let’s examine the doctrines, principles, and procedures associated with it. God has given us two important gifts: our physical bodies and agency. These are unchanging gospel truths. There are some principles associated with these facts. One, as we treat our bodies as sacred gifts from God, our bodies will be better suited instruments to help us fulfill our purposes. Also, as we use our agency wisely, we grow in light and truth, progressing to become more like our perfect Father. Now, there are some substances that hurt our physical bodies, as well as limit our agency through dependency or addiction. God, in His wisdom, has given guidelines that allow us to have healthier physical bodies, and prevent dependency and addiction. These principles guide the procedures. The procedures come in the form of do’s, dont’s, and general guidelines. For more detail, read section 89 of the Doctrine and Covenants.

Let’s consider another example, the Sabbath day. One underlying doctrine is that mankind is quick to forget the Lord. Another is that we are to worship Him only. Some principles regarding the Sabbath include: God has commanded us to rest from our labors on the seventh day, and we are to offer up our sacraments on this day. Procedurally, we can come up with guidelines of what we do and don’t do on the sabbath. As with most doctrines, procedures can vary from person to person, or from time to time. I hope this doesn’t give you anxiety. It shouldn’t. The purpose of the Sabbath day is to help us remember our Father, and to worship Him. It is not designed to be used as a measuring stick by which we determine who is righteous or not.

I believe that having a solid understanding of the relationship between doctrines, principles, and procedures will greatly improve your ability to teach the gospel. So will the habit of looking for these relationships in your own personal study.

Feel free to comment and share any doctrines, principles, and procedures so we can all learn from each other.

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There Is Such A Thing As A Bad Question

This is a continuation of a previous post. More specifically, it is the other side of the coin. I discussed some of the elements that make up a good question. Here, we will discuss some aspects of a bad question. Let me clarify something first. I am not talking about questions asked by those in the class. The old adage regarding no bad questions holds true here (don’t trust Dwight on this one).

Questions asked by you, the teacher, however, can be bad. Here are some question types that are bad or, at the very least, less effective.

 

A “Guess What I’m Thinking” Question Is A Bad Question

Have you ever been in a class where the teacher asked a question, and it was obvious that she was looking for a specific answer? It usually doesn’t go over well. I was in a class where the teacher asked, “Which temple is the most important one?” After shooting down such answers as Nauvoo, Salt Lake City, Jerusalem, the teacher claimed that “the Kirkland Temple is the most important, because the keys to perform temple ordinances were restored there.” This was probably not the best question he could have asked.

A Question That Only Has One Answer Is A Bad Question

This rule doesn’t always apply, but usually does. Remember, the purpose of teaching is to create an environment where students can open their hearts to the voice of the Holy Ghost. Factual, trivia type questions usually aren’t very effective at bringing in the Spirit. In fact, it tends to separate the class into those who know the answer, and those who don’t. And, honestly, it is probably an answer that isn’t very relevant. Knowing the names of the twelve tribes of Israel didn’t cause much of a mighty change of heart for me.

A Yes/No Question Is A Bad(-ish) Question

This also isn’t a hard, fast rule, but is something to be aware of and to limit. The typical yes/no question doesn’t cause much thought, or tapping into past experiences. For example, “Was it raining when Noah built the ark?” is not a good question. Sometimes, a good yes/no question can be used to set up a better, open-ended question. You could follow up the previous Noah question with, “what insights do we gain from the fact that it wasn’t raining when Noah built the ark?” Another way to use a yes/no question is to ask a question that will be answered by the scripture passage you just read, to get the class to read more critically.

A Too Easy Question Is A Bad Question

“How do you think Nephi felt when his brothers tied him up?” This question will probably be met with blank stares. Don’t insult the intelligence of the class. You may be tempted to ask an easy question, thinking that it will get the class warmed up. It won’t. It will probably get them to check their fantasy football scores.

A Too Hard Question Is A Bad Question

On the other end of the spectrum, we have questions that are too hard. Again, you don’t want to isolate part of the class. Like the Savior, a good teacher will craft questions that will apply to all, regardless of their level of gospel scholarship.

 

While not exhaustive, this should provide some good direction as we strive to ask better questions. I believe that asking better questions is the most important skill we can develop as gospel teachers. It is also one of the easiest skills to develop. So, go forward, asking better questions. Don’t beat yourself up for previous mistakes, but commit to improve from this point onward. You got this!

 

 

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Ways To Start A Lesson

First impressions are important. Here are some quick hit ways to start a lesson:

Tell a story

Ask a question

Use a statistic

Tell a joke

Take a poll

Use a quote

Share an experience

Pose a “what if” scenario

 

Do you have a favorite way to start a lesson? Are there any other ways that you like to start out a lesson? Comment below!

 

 

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4 Tips For Teaching General Conference Lessons

New Curriculum

Starting in January 2018, the curriculum for Priesthood and Relief Society will change. One of the changes involves teaching from General Conference talks. Instead of once a month, and selected by Stake leaders, we will have Gen Con lessons twice a month, and they are selected by the general Church leadership.

I have had some good lessons, and some bad ones, that are based on General Conference talks. There are a few concepts that I hope can help you teach these lessons.

Identify The Underlying Doctrine or Principle

General Conference talks are almost always centered around a specific gospel topic. I think it is important to identify and understand which doctrine or principle is being taught. This allows you to complement the general conference talk, rather than follow the over-used technique of “read, discuss, repeat.” Knowing what the underlying doctrine is also allows you to put a personal touch on the lesson without going off topic.

Identify The Concern Or Issue Addressed

Many General Conference talks come about as a result of current issues that the church faces. Church leaders are actively involved in current, real-time concerns. They travel around the world and meet with local members. Through these meetings, local concerns are discussed, contemplated, and addressed. This provides the leadership with a ground level perspective, and added experience. In addition to traveling, General Church leaders serve on committees. This gives a unique, large-scale perspective on the challenges that we face today. So, when General Conference talks are prepared, they do not spontaneously form out of thin air, but from a wealth of experience and tailored to current needs. As President Ezra Taft Benson taught, “The living prophet has the power of TNT. By that I mean ‘Today’s News Today.’ God’s revelations to Adam did not instruct Noah how to build the ark.”

Action Items

Most conference talks include invitations to act. When teaching from a conference talk, it’s a good idea to extend that same invitation. If the talk is about missionary work, for example, and the speaker extends the invitation to pray for missionary opportunities, it may be appropriate to also extend that invitation. For a talk that has several action items, listing them on the chalkboard is usually an effective teaching method.

Quotable Quotes

Perhaps more so than any other time, we live in a world of quick information. We want more information in a shorter amount of characters. General conference is full of powerful quotes. Here are just a few from the April 2017 conference:

Elder Dale G. Renlund taught, “We must guard against bigotry that raises its ugly voice toward those who hold different opinions.”

Elder Neil L. Andersen observed, “Overcoming the world is being less concerned with our online connections and more concerned with our heavenly connection to God.”

Quotes can be used in many ways. Digging into quotes, by discussion or by using supporting scriptures, can be a great way to teach from General Conference. A whole lesson could be built around the Elder Renlund quote above. Making typed up handouts is another way to use quotes. You can even put a curled ribbon in the corner.

My hope is that these tips will help you as you teach from General Conference addresses and that these types of lessons are edifying, for yourself as well as those you teach.

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Emergency Advice For The Unprepared Teacher

 

If you have 30 minutes until a lesson, and you have not prepared, put everything aside and read this post. Here are a few ideas you can implement instantly.

Speak From The Heart

Take a minute and do this mental exercise. Pretend you are out to lunch with a friend, and they ask how you feel about _________ (insert the topic for the lesson). What would you say to them? Are there any scriptures that have influenced you regarding the topic? Any personal experiences that have shaped your beliefs? This should give you some substance for the bulk of the lesson.

Another mental exercise: What gospel principle do you hold dearest? Is it the beauty of the plan of salvation? Maybe it’s the peace of the repentance process? Next, find a connection between this principle and the lesson. I’m confident that if you think for a minute, you will find a connection.

Start With Something You Are Passionate About

This is related to the first tip. Begin the lesson with some passion. What aspect of the lesson can you really get fired up about? Start with that, and pump some lifeblood into the classroom. It doesn’t need to be controversial, or some far out idea. It needs to be something that you could sell door to door if need be. And don’t think that a testimony is only for the end of the lesson. Starting with a sincere testimony can set the tone for the rest of the lesson.

Take a few minutes and plan out a solid introduction. Pretend the opening prayer for the class just ended, and you walk up to the front of the class. What are the first words out of your mouth? A story? A quote? A question? Picture delivering your introduction with some vigor. Picture yourself like Samuel the Lamanite on the wall. You have a message that you believe in, and are ready to deliver!

Know Your Audience

Take another few moments to think about your class. Are there any people that will most likely be there? What are they like? How will you be able to get them involved in the learning process? What time of day is the class? How tired/hungry is everyone going to be? What are your possible competitions for attention? Political events, sports, or the Batchelor season finale can all be competing for attention. You are going to have to give the class something to pay attention to. If you have been teaching this class for some time, think back on what has been successful in the past. Some wards love a good discussion, where some won’t talk unless there is a candy reward. Instead of going against the grain, work with what your class gives you. I’m not saying to resort to this every week, but if you are 10 minutes from game-time, you need to take what low hanging fruit you can.

If you are the kind of blog reader that didn’t do the above exercises when I told you to, but just read straight through, you should still have about 20 minutes to go. Do the exercises and then read on…. Really…

In Closing

Now that you have considered your personal feelings on the topic, have prepared a passionate introduction, and have considered what will work for those in your class, you should be prepared enough to give a passionate, testimony filled lesson. Now take the last 5 minutes and relax. Take some slow, deep breaths. Say a quick prayer of thanks for the blessings you have. The fact that you can read this post on an electronic device says something. Be in the moment, and go change the world for the better!

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Keep It Simple Smartypants

Simplicity Is A Good Thing

 

For a beginner, simplicity is a great way to reduce the fear of public speaking, and the anxiety of preparing a lesson. It also helps prevent the lesson from going off the rails.

To the experienced teacher, simplicity can create an environment where the Spirit can guide the lesson. Elaborate lessons may not allow flexibility or can stifle the influence of the Holy Ghost.

Here are a few ways to keep it simple:

Simple Doctrine

 

At it’s most basic, the gospel is simple. Mankind, although created in the image of God, is fallen. We have a tendency to do things that are contrary to the nature and will of God, things that hurt others and ourselves. We also live in a physical world that tends to fall apart, our bodies included.

The Atonement of Jesus Christ overcomes these things.  The hurt that we have caused, as well as the guilt and emotional suffering that accompanies it can be healed. Our physical bodies, in addition, will be made whole through resurrection. The way we access the Atonement is through faith, repentance, baptism, and the Gift of the Holy Ghost. God has also given guidelines to help us interact with others, and protect us. As we learn and adopt these guidelines, or commandments, we learn to live the way that God lives. This is called Eternal Life.

That is the simple message of the gospel.

Simple Lesson Outlines

 

The basic lesson format is:  an introduction, 3 main points, and a conclusion.

The introduction is designed to get the class’ attention, and introduce the topic. There are a few simple ways to do this.  An object lesson can be used easily.  Or a story.  Or a thought provoking question

For each main point, there should be supporting scriptures and quotes. The lesson manual often includes scriptures, quotes, and good questions to initiate a discussion. Most teacher manuals already break the lesson up into main points, along with scriptures and quotes.

There are several good ways to conclude a lesson. Summarizing, emphasizing the main idea, testimony, or extending an invitation are just a few simple ways to close the lesson.

Simple Teaching

 

A simple pattern for teaching is to teach a principle from the scriptures, use a story from your own life or from church history, ask questions that will elicit thoughts and feelings from the class, and bear testimony to the truth of the principle. This pattern is effective at bringing in the spirit, and usually has a good balance of rational and emotional substance. It also lends itself to increased participation.

 

Maybe now is a good time to simplify, and get back to the basics. May the Lord bless you with an increased measure of the Spirit as you do so.

 

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My Aha! Moment

If, by the title of the post, you are hoping I will tell you about the first time I heard Take On Me, you are going to be disappointed.

If you are hoping to hear about the most pivotal moment in my gospel teaching journey, then please read on.

Allow me to set the stage. I’m a nineteen year old missionary, around  9 months into it, knocking doors. I’m with my zone leader, basically an experienced missionary responsible for the training and coaching of a dozen or so other missionaries. We knocked on a door in an apartment complex, and were greeted by a woman- probably in her mid thirties. She let us in and allowed us to share a message with her. At the time, we had a guideline to not spend more than 30 minutes teaching a single female. So, we shared a few things, had a prayer, and unsuccessfully attempted to schedule a return appointment. Pretty typical for a missionary afternoon.

For some reason, I was thinking back on the lesson when- AHA! It dawned on me. During that lesson, I was fully engaged and constantly trying to see things from this lady’s perspective. When my zone leader was teaching, I was prayerfully searching her face to see how she was responding to the lesson. I was trying to understand where she was at in life, and what I could possibly say that would help her. I was filled with compassion for her, and a pure desire to say and do what was in her best interest. I was not at all thinking about my presentation of the lesson, but upon the reception of the message. Like a flash, I realized that I had actually been doing this for quite some time, I just hadn’t noticed it happening. I had shifted my focus away from myself, and to those I was trying to serve.

I have reflected often upon this moment, and have concluded that this is the most important aspect of teaching. And by far the most powerful lesson that I have learned. At some point, you must change your focus. It’s not about you. It’s not about your delivery, your tone, your body language. Yes, I believe these things are important. But, they are nowhere near as important as the person or people you are teaching. It is all about how the message is received. The great news is that as you focus on the listener, your delivery, tone, and body language become much more natural.

In his epistle to the Philippians, Paul counseled, “Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves,  not looking to your own interests but each of you to the interests of the others.”

I figure that this matter of empathic teaching, like so many other gospel topics, is a lesser law-higher law kind of thing. We probably need to start out by focusing on our delivery of the message before we can “graduate” to focusing on the receiving of the message. The trick is to be able to make this transition relatively quickly. As I have pondered this, I think there are a few practices that, if done consistently, will speed up this process.

First, praying for charity. This well-proven method, as advised by Moroni, really works. “Wherefore, my beloved brethren, pray unto the Father with all the energy of heart, that ye may be filled with this love, which he hath bestowed upon all who are true followers of his Son, Jesus Christ.” As our love for others increases, we naturally become less self-centered and more other-centered. This applies to everything, including teaching.

Second, thinking about those you teach while you prepare. Make it a common practice to consider the needs of those in your class. If you regularly are teaching the same group, try to really understand where they are at in life. Praying for class members by name is a great practice to implement if you want to be a more empathic teacher.

Third, get constructive feedback from someone that you trust. Have them attend a class that you teach, and let you know how they experienced it as a learner.  You may be surprised that your experience as a teacher and their experience as a learner didn’t quite match up. This will help you realize what works and what doesn’t.

Lastly, master some basic public speaking skills, and practice them until they are instinctive. Skills such as hand gestures, voice inflection, pacing, and eye contact can become stored as a muscle memory. As this occurs, you no longer need to focus on these things, and your attention can be spent on those you are teaching.

My teaching ability, and the satisfaction I receive from teaching, increased in proportion to the degree that I looked outside of myself, and towards others. I implore you to have this Aha! moment yourself, to your benefit and, most important, to the benefit of those whom you serve.

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My Ideal 1 Week Lesson Prep (pt 2)

In part 1, I explained my ideal 1 week lesson prep. Let me switch gears a little and put it into the real world a little more. I’ll present a hypothetical week of preparing a lesson as if it were in journal form. The kind of journal that I write in constantly throughout the day. Like a pioneer version of Snapchat.

Sunday 11:01 AM

I just finished a lesson in Sunday School. Lesson #13 in the New Testament manual. There was some good discussion regarding priesthood keys, and the “rock of revelation” that the Church is built upon. We finished with a discussion about the Kirtland Temple and the keys being restored then. Brother Jackson came up to me after the lesson and mentioned that the old “threefold mission of the Church” started at that point when priesthood keys were given to Joseph and Oliver to Proclaim the Gospel, Perfect the Saints, Redeem the Dead. I thought that was interesting and regret not having left enough time to flesh out that idea more in class.

Sunday 12:15 PM

Church is now over. I successfully tracked down the kids and waited patiently in the van while my wife Chatty Cathy’ed her way from the Relief Society room, down the hall, and finally out of the building. The drive home consisted of the kids explaining what they learned about in church… they couldn’t remember. I asked my wife how she felt the Sunday School lesson went. She liked how the class discussion brought out the importance of knowing that Jesus is the Christ by the Holy Ghost. She also mentioned that the part where I asked about all the times that the Father bore witness to the Son wasn’t a great question. “The Father testifies of the Son 4 times in scripture, can you name the other 3?” She’s right. It’s an either you know it or you don’t question that doesn’t edify, but just gives an opportunity to show that they know some facts. Point taken.

If I could go back in time to before the lesson, what would I do differently? I would have not asked the question about what other times the Father spoke from heaven to testify of His Son. I just would have mentioned the other three times. That also would have given enough time to allow Brother Jackson to share his insights into the threefold mission of the Church.

If I could go back in time a week ago, what would I do differently? I had toyed around with the idea of buying some Swedish Fish and looking up a magic trick to make it seem like I made many fish come from a few, and hand them out to the class. In hindsight, I wish I would have done it. Not only to mix things up, but to create the feeling of amazement that surely was present during the feeding of the 5,000.

Sunday 1:15 PM

I just finished up a plate of microwave nachos. My favorite after church snack. The dilemma that I face every Sunday is whether to change out of my clothes before making the nachos, or getting the nachos in the microwave and try to get changed before the 1 minute timer ends. I usually choose the latter, because time management.

I’m now at my desk, lesson manual up on the laptop in front of me, scriptures to my left, scratch paper and pen to my right. My trusty headphones are on blasting the Legends of the Fall soundtrack. My game face is on. I pull up lesson 14: “Who Is My Neighbor?” The stated purpose of the lesson is to help class members humble themselves, forgive others, and show charity for one another. I like that. That’s my kind of lesson. I immediately note that I believe that there is a connection between these objectives; part of being humble is recognizing our weaknesses. As we do that, we have more mercy towards others weaknesses. Our compassion for others leads to have and show charity for others.

As I survey the scriptures for the lesson: I see a lot of verses from Matthew 18, a chunk of Luke 10, Mark 9, and some King Benjamin found in Mosiah 2 and 3. Love King Benjamin. I plan to read Matthew 18 on Monday, Luke 10 on Tuesday, Mark 9 and Mosiah 2-3 on Wednesday, and scribble that plan down on the scratch paper.

Looking further down the lesson, I notice some things along the right side of the screen. There are a few pictures, 3 bible videos, and 2 clips from General Conference. I plan on looking at them throughout the week and see if I want to bring in the projector for some movie time.

There is a suggested attention activity. It involves bringing a child to class and having the parent describe some of the child’s admirable qualities. Not a bad idea when discussing becoming as a little child. I’ll keep this in my back pocket unless if I need it.

I scan the bullet points and see that the first major topic deals with children. The subtopics are that we need to become as little children, and to not offend little children. The admonition to become as a child is in response to the question “who is the greatest in the Kingdom of Heaven”? I’d like to explore that in more detail, the relationship between the question and the answer. The next topic is forgiveness. The scripture passage is the parable of the unmerciful servant. The final topic is the parable of the Good Samaritan. Is this the Superman of parables? The best among so many greats? I am reminded of a seminary lesson I had many years ago. The teacher retold the parable in modern terms. I think it had to do with a car out of gas and something about high school rivalries. Maybe I can come up with something like that. Like a Chicago Bears fan coming across a Green Bay Packers fan broken down on the side of the road on the way to the big game.

There are some additional teaching ideas at the bottom of the page. Pretty solid ones, too. I feel pretty confident that I will have more than enough material. The best lessons, in my opinion, are the ones where you have to trim down significantly, and it hurts to take some things out. The worst lessons are the ones where you are trying to find anything else to plug in to make it longer. Kind of like why the Lord of the Rings trilogy is far superior to the Hobbit trilogy, but I digress.

I notice that I have only been at the desk for 10 minutes, so I decide to jump into the scripture reading, starting with Matthew chapter 18. I only make it to verse 3 before I have to stop. I struggle with the concept of becoming as a little child to “enter into into the kingdom of heaven.” The majority of my day is spent telling my kids to start acting like adults. I do see a caveat that I hadn’t noticed before; except ye be converted, and become as little children…. So, is there a connection between conversion and becoming as a child? Maybe the answer lies in the next verse: “Whosoever therefore shall humble himself as this little child, the same is greatest in the kingdom of heaven.” Different wording a little bit. For one, it says greatest in the kingdom of heaven as opposed to enter into the kingdom of heaven. Is there a difference?

This goes on for a for about 20 more minutes, and I scribble down my thoughts on the scratch paper. Then it’s back to Sunday life, which usually consists of some type of board game. Today it’s Apples to Apples. Of course we let the youngest win so as to prevent a complete meltdown. Which makes me ponder the idea of becoming like a little child to enter the Kingdom of Heaven. I can picture it now: “Come on St Peter, if you don’t let me in I will hate you forever!”

Monday 7:32 AM

I’m all dressed up and ready for work, but I don’t have to leave for about 30 minutes. I plan to take about 10 minutes to prepare some more for the lesson. I start with a prayer, asking for better understanding with the becoming as a little child dilemma. I notice the footnote in Matthew 18:3 cross references to Mosiah 3:19. Of course it does! Why didn’t I think of that yesterday? “becometh as a child, submissive, meek, humble, patient, full of love, willing to submit to all things which the Lord seeth fit to inflict upon him, even as a child doth submit to his father.” Okay, that helps a little bit. I’m sure there is a conference talk or two that discuss this idea. I do a search for “becometh as a child” in the search bar on the conference page, and voila, there are a whole bunch of them. I’ll listen to one of them on the way to work today, courtesy of the handy dandy Gospel Library app.

Monday 5:32 PM

I just got out of work, and am on the drive home. I listened to a conference talk by Henry B. Eyring. One part stuck out to me: “We are safe on the rock which is the Savior when we have yielded in faith in Him, have responded to the Holy Spirit’s direction to keep the commandments long enough and faithfully enough that the power of the Atonement has changed our hearts. When we have, by that experience, become as a child in our capacity to love and obey, we are on the sure foundation.” I love the connection between humility and the Atonement. The change of heart that we experience, which comes through the Atonement, makes us fit for the kingdom of heaven. I’m pretty sure I’m using this quote on Sunday.

Tuesday 8:45 PM

It’s been a long day, and the kids have just been put to bed. Now, it’s time to put the dishes to bed. While loading the dishwasher, I have a minute to ponder some things. I read Luke 10 this morning, and a few things are ruminating. So, it’s the story of the good Samaritan. I hadn’t realized earlier that the parable came about as a series of questions by a “certain lawyer” trying to pick a fight. The first question is “what shall I do to inherit eternal life?” I’m starting to see a theme here. Being humble, and being a good neighbor are relating to eternal life. Not only does it make good sense in being a decent person here and now, but these characteristics prepare us for heaven. Or, is it that heaven is any place where the inhabitants have these characteristics?

This parable is so dense! A whole lesson could easily be dedicated solely to this passage. Being kind to those different than you. Taking care of the needy. Church position is less important than being Christlike. As with most of the Savior’s parables, there are deeper layers of meaning as well. I went on an online search this morning, and found a plethora of theories regarding this parable. The recurring theme was that the wounded man represents mankind, and the Samaritan represents Christ. The innkeeper is the Church, with the divine request to take care of mankind until the Lord returns. I’ll jot some of these thoughts down before bed tonight.

Wednesday 12:37 PM

Sometimes at work, I have a longer lunch break. Today is one of those days. I use ten minutes or so to read. Matthew 18:6 states: “But whoso shall offend one of these little ones which believe in me, it were better for him that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.” The footnote indicates that offend can be taken to mean “cause to stumble”. Here is something to consider. How can we cause children to stumble? As a parent, my guilt meter rises slightly with this one. I am often aware of the great responsibility that it is to be a parent. Judging by the harshness of this verse, I guess Jesus is also.

Friday 8:25 PM

As my wife and I dig our spoons into a molten lava cake, I decide to take a breather and tell her some of my ideas for the lesson. I mention the fact that the parable of the good Samaritan has some symbols that relate it to the fall and redemption of mankind. I test out a question on her: “Do you think Christlike characteristics qualify us for heaven, or do you think that heaven exists because a group of people have Christlike characteristics?” She thinks for a minute and counters with a scripture: “For intelligence cleaveth unto intelligence; wisdom receiveth wisdom; truth embraceth truth; virtue loveth virtue; light cleaveth unto light; mercy hath compassion on mercy and claimeth her own.”

Touché.

Saturday 9:19 AM

It’s time to map out the lesson. After a week of search, ponder, pray, repeat, I have versus, quotes, and thoughts scrawled across 4 sheets of scratch paper. I take out a new blank sheet. In the center of this paper, I write humility, forgiveness, and charity, and a circle around them. From the word humility I draw a line towards the upper left of the page, and write the phrase become as a child. Under this I add some scripture references and also write Eyring quote. From forgiveness I draw a line to the upper right, and write Matt 18:15- go to the person, not behind their back, and under that Parable of the unmerciful servant. From charity I draw a line to the lower left, and write The Good Samaritan, and then What is the question asked? as well as Hunter Quote, Eternal Life, and Deeper Symbolism. There is now a blank space at the lower right quadrant of the paper. I plan to fill this with the extra ideas to supplement the 3 main concepts of humility, forgiveness and charity. I make a list with Offend little ones (cause to stumble), Mary and Martha- the good part, Lost Sheep- ninety and nine, Seventy- Luke 10:1, DC 107:25,34,38.

Along the bottom of the paper I write Atonement > Grace > Holy Ghost > Conversion/Repentance > Eternal Life. I feel good about ending the lesson with this concept of how the atonement relates to our sanctification and obtaining eternal life. I’ll plan to use up the last 5-7 minutes to hit this home.

Now, I need to start deciding upon teaching methods. I get out a red pen, and start writing different methods next to the principles that I have listed. I want to do a contrast between childish and childlike. I hope that this will force the class to focus on children, and extract those characteristics that we tend to lose as we grow up. I also can use this train of thought to dovetail into a conversation regarding how the Lord views little children. If we are doing well with time, I’ll explain how offend means to cause to stumble, and discuss how the Lord feels about those who offend children. I will finish up the children thought with the Eyring quote, testifying of the power of the Atonement as appropriate.

To teach the parable of the unmerciful servant, I’ve been thinking that I will give the class five minutes to read the parable individually, looking for symbols in the parable. I’ll do some chalkboard work to list out what the class comes up with. Hopefully, this will lead to a good 5-10 minute discussion. I feel it is important to read verse 15, which talks about going directly to those who have trespassed against you. I plan to do that after discussing the parable. I love how the parable ties into the mercy that we are seeking from the Lord. I’ll definitely emphasize that point.

By now, we will probably be past halfway into the lesson. If so, I’ll go directly into the Good Samaritan. If not, I’ll get into one of the supplemental ideas. I think the calling of the seventy has some benefit, by showing similarities between the New Testament Church and the Latter-Day Church.

As far as the teaching method, I’ll probably dig into the scriptures and ask some questions. What does the calling of the seventy teach us about the Church? Answers could include: that the Lord expects us to be involved in the work, that the Church is a missionary Church, that there is order in the Church.

This brings us to what I hope to be the meat of the lesson. I feel that it is important to leave plenty of time to cover the parable of the Good Samaritan. I’ll start with a Joseph Smith quote: “I have a key by which I understand the scripture. I inquire, what was the question which drew out the answers?” I’ll have someone read the 2 questions asked by the lawyer: What shall I do to inherit eternal life? and Who is my neighbor? I hope to do something cool with the parable. First, use the parable to answer the second question. I feel like this is the most superficial explanation of the symbolism in the parable. I’ll include discussion regarding priests, Levites, and Samaritans. I’ll have the class extract some application for us today. Then, I’ll switch gears and address the first question, the eternal life question. This is where the class may crash and burn. Hopefully the class will have walked down the path with me and see the symbolism regarding how the Savior is the Samaritan, and we mankind is the wounded man. That the rules of the law will not save us, nor our priesthood leaders; but only Christ.

I’ll finish up some board work. I’ll draw out a chain that looks like this: Atonement, Grace, Holy Ghost, Conversion/Repentance, Eternal Life. I am banking on the hope that by this point in the lesson, I’ll have taken the class through the experience that I went through this week, which is hard to put into words. However, through the Spirit, I have a deeper understanding and appreciation for the doctrine of our hearts being changed through the Atonement, which prepared us for Eternal Life.

I feel pretty good about the closing, and the timing of the different topics seems right. I now need to decide upon a solid opening. A potentially crazy thought pops into my mind. How about inviting a Primary class to sing “I’m Trying To Be Like Jesus” at the start of the lesson. I figure the 7-8 year olds are ideal; old enough to know the words, but younger than the age of accountability. Maybe that has some symbolic significance as well. I feel good about it and decide to go with it.

I type up the lesson in outline form, with a running time estimation on the side to help me maintain the sequence of the lesson. Now it’s pretty much wrapped up. I’ll pray on it tonight and tomorrow, and welcome any inspiration to alter it as needed.

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Expounding Scripture

One of the most fundamental, perhaps the most fundamental teaching skill, is expounding scripture.

Expounding scripture is, simply put, the ability to explain a passage of scripture. Great gospel teachers do this regularly and powerfully. The good news is that anyone can learn how to do it. The great news is that it will pay dividends in your life and in your teaching.

The first step to expounding scriptures is to learn how to study the scriptures.  Here are three tips to help you study:

  1.  Ask questions of the scriptures. In any given verse, you should be able to construct several questions that start with what, when, why, who, where or how.
  2. Look for “If… then” phrases. These are like mullets– after you see one, you see a million. These statements are low hanging fruit for gospel principles. Another way to view it is that these are all sub-covenants, or components of the New and Everlasting Covenant.
  3. Cross-reference. “Let scripture interpret scripture.” If you are new to the whole scripture study thing, use the cross references provided in the scriptures. As your gospel knowledge increases, you will make connections with other passages that you have studied.

The second step to expounding scriptures is to plan to expound the scriptures. In your preparation of the lesson, pick a passage that illustrates the doctrine you are trying to teach. If you are unsure where to start, give the topical guide a try. After you study the passage, prayerfully design questions that will cause your students to ponder the passage. A good generic question to ask is “what principle can we learn from this passage?” Another part of the plan is to decide which other passages you can use to cross-reference. Also, plan what method you will use to cross-reference. There are many ways to do this. You can write them out on the board and have the class take turns reading. You can hand out little papers with the reference written on them.  You can go through each cross-reference as a whole class together.

The third step to expounding scriptures is to do it. Now that you have extracted the doctrine through your personal study, and have taken the time to plan it out, you are ready to expound the scriptures in your lesson. Instead of just asking someone to read and comment on the passage, set the class up to extract principles. Let’s look at an example. Let’s say you are teaching from Mosiah 3:4:  “For the Lord hath heard thy prayers, and hath judged of thy righteousness, and hath sent me to declare unto thee that thou mayest rejoice; and that thou mayest declare unto thy people, that they may also be filled with joy.” One way to set it up is to prime the class with the question before having someone read it. You could ask, “As Brother Smith reads this verse, look for the purpose of the message that the angel delivered to King Benjamin.” After Brother Smith reads it, ask, “What is the purpose of the angelic message?” Answers would probably include something about joy. There are a handful of cross-references you could use that illustrate the joy of the gospel. Another question you could ask about this verse is, “What do you think ‘judging of our righteousness’ looks like?” A possible cross-reference is 2 Ne 9:18:  “But, behold, the righteous, the saints of the Holy One of Israel, they who have believed in the Holy One of Israel, they who have endured the crosses of the world, and despised the shame of it, they shall inherit the kingdom of God, which was prepared for them from the foundation of the world, and their joy shall be full forever.” You could also ask the class if they can think of any “if… then” statements in this verse, like “if we pray for it, and are righteous, the Lord will send messages that will cause us to rejoice.”

Hopefully, you can see that the gospel truly is inexhaustible. There is an endless supply of questions and cross-references at your disposal to expound scriptures in your lessons. By following these simple steps, you can develop this priceless skill and use it to the benefit of those you teach.

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5 Prayers For Teachers

Prayer is one of the greatest tools for the gospel teacher. Here are 5 different ways in which prayer can help you fulfill your call to teach:

1. To Understand The Gospel During Personal Study

The Holy Ghost is essential to learn the gospel, and you can’t teach what you don’t know. As the Apostle Paul taught, “Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him. But God hath revealed them unto us by his Spirit: for the Spirit searcheth all things, yea, the deep things of God. For what man knoweth the things of a man, save the spirit of man which is in him? even so the things of God knoweth no man, but the Spirit of God. Now we have received, not the spirit of the world, but the spirit which is of God; that we might know the things that are freely given to us of God. Which things also we speak, not in the words which man’s wisdom teacheth, but which the Holy Ghost teacheth; comparing spiritual things with spiritual.” Great teachers depend upon prayerful study to first learn the gospel. The Lord’s counsel to Hyrum Smith applies to all gospel teachers, “Seek not to declare my word, but first seek to obtain my word, and then shall your tongue be loosed; then, if you desire, you shall have my Spirit and my word, yea, the power of God unto the convincing of men.”

2. To Know What To Teach, And How To Teach It

Prayer should be an integral part of preparing lessons. We are taught in Teaching in the Savior’s Way, “As you prayerfully study the scripture passages and prophetic teachings that you are assigned to teach, ask yourself, ‘What do I find here that will be especially meaningful to my class members?’… Let the Spirit guide your planning. He can lead you to scripture passages, prophetic teachings, and ideas in the lesson manual that will be meaningful to class members in ways that you may not have anticipated.”

3. For Individuals In The Class

If you do not regularly pray for class members by name, I highly recommend giving it a try. I have found this to revolutionize (maybe a little too strong of a word) my lessons; as I picture in my mind people who likely will be in my class, people that I consider friends, and pray for them by name. I think of their personalities, their struggles, previous gospel conversations that I have had with them. This guides my lessons, making them much more personal and, therefore, more powerful. Again, from Teaching in The Savior’s Way, “Following the Savior’s example, pray by name for the people you teach who have the greatest needs. Pray to know and understand their specific needs, and ask Heavenly Father to “prepare their hearts” (Alma 16:16) to learn the things that will help meet those needs.”

4. For Confirmation Of The Lesson

After preparing the lesson, it’s appropriate to take the matter to the Lord, in prayer, and get confirmation for what you have prepared. We can apply a principle from Church history, when Oliver Cowdery attempted to translate the Book of Mormon. The Lord explained why Oliver had difficulty in the translation process: “But, behold, I say unto you, that you must study it out in your mind; then you must ask me if it be right, and if it is right I will cause that your bosom shall burn within you; therefore, you shall feel that it is right.” This process works with preparing lessons as well.
Nephi taught, “But behold, I say unto you that ye must pray always, and not faint; that ye must not perform any thing unto the Lord save in the first place ye shall pray unto the Father in the name of Christ, that he will consecrate thy performance unto thee, that thy performance may be for the welfare of thy soul.”

5. Right Before The Lesson, For Clarity Of Thought, And To Get In Tune With The Spirit

I have made it a habit to set aside some time for prayer and meditation prior to teaching. During the administration of the Sacrament is a great time for this; I can go over the main points in my mind, and ensure that the lesson is Christ centered. I can picture myself in front of the class, and visualize the flow of the lesson. During this prayer, I actively seek for the Holy Ghost to guide my thoughts and words. I find that this prayer quiets my mind, which previously has been very active during the preparation of the lesson.

 

I hope these prayers are helpful for you. They are different prayers for different situations, but are serving the same purpose: to invite the Spirit into your teaching. This Spirit will carry the gospel truths deep into the hearts of those you teach, resulting in increased faith in Jesus Christ, which is the first step towards the end goal of Eternal Life.