Teaching No Greater Call Part B: Lesson 32 & 35

32: Creating lessons from conference talks and other resources & 35: Church resources for teaching the gospel

This was my last Sunday teaching the teaching no greater call Sunday school class!  I will be teaching old testament gospel doctrine starting in January, for which I am nervous and excited to gain a stronger testimony of the old testament.

I was lucky enough to be able to teach on the Sunday before Christmas, so I was able to incorporate a Christmas theme into our lesson this week.  Because the lessons this week were about creating lessons with church resources, I chose a talk from the 2013 Christmas Devotional by Russell M. Nelson (Jesus Christ - Our Prince of Peace) and showed how I could incorporate and use those teaching techniques from the lesson on a church resource.  This lesson I felt could have used more class participation - maybe my questions that I brainstormed were not very discussion oriented.  I still thought the lesson went well, I just usually get a lot more comments than I did during this lesson. HERE and HERE are the links to these lessons on lds.org.

Intro:

• I  brought in a tub of Vaseline and talked about how my husband and I use this on our dry hands in the winter as a soothing balm.  Introduced the message of the lesson today of Christ as our soothing balm of Gilead.  
• Why is the gospel message sometimes referred to as the “Good news of the gospel”?
• When we wish others “peace on earth, goodwill to men” this Christmas seasons, what are we referring to? What do we define as peace?  Be thinking the rest of this lesson “How has the Savior granted you peace in your life?”

Creating Lessons from Talks and Other Resources 

• Read your resource. Mention Lesson 35 Church Resources for Teaching the gospel
• Decide what should happen in the lives of those you teach as a result of the lesson.
• Today, I want my class to understand and gain a stronger testimony on how the Savior can bring them and their families peace this Christmas season, despite the trials and challenges of life.  Learning objective.
• Decide on the main principle or principles you will teach, along with any supporting ideas.
• Finding peace through Christmas, & giving our hearts to the Savior.  Becoming purified through the atonement.  
• Consider how you want to teach the main ideas and the supporting ideas you have selected.
• I mentioned the last couple lessons we have had.  I then mentioned the ways that I decided to teach this lesson: quotes, discussion questions, personal stories, additional church resources, object lesson, visual aids, chalkboard for list and emphasis.

Jesus Christ - Our Prince of Peace

• When we study Jesus' responsibilities that he had when he came to earth, how can that bring us peace?
• Peace by teaching our children how to turn to the Savior.  
• How can we find peace in our families by teaching our Children about the Savior?
• Peace during war - I shared some personal stories.
• Peace in times of Illness - mental, physical, emotional.  I shared some personal stories.
• Peace in times of sorrow - I shared some personal stories.
• Peace in times of mourning - Has anyone experience the peace the Savior can bring in times of mourning?
• Peace to all who seek him
• How has the Savior granted you peace in your life?

Teaching No Greater Call Part B: Lesson 30 & 31

30: Taking time to prepare & 31: Preparing Lessons

What a great lesson this turned out to be - solely due to the wonderful spirit I felt during the class and the insightful comments by class members.  I am all about preparation, to a fault almost, so I really enjoyed the topic of this lesson.  I am only teaching the TNGC class one more time (next Sunday) and then I will be switching to teaching the gospel doctrine class on the old testament.  I am certain that the skills I have learned and taught from the TNGC class with help me become a better gospel teacher.  The links the lessons on lds.org are HERE and HERE.

Intro:

• Show video of the 10 virgins - Matthew 25:1-14
• Hold discussion about video and ask representation questions
• Quote #1 by Spencer W Kimball - how does this relate to lesson preparation?
• How can we prepare?  How can we be like the 5 that brought extra oil? What can we do?
• Read manual - Taking Time for Personal Prep

Taking Time to Prepare

• Beginning Lesson Prep Early
• Luke 10:38-42 - Why was Martha chastised?  Why did the Lord not say “Mary get up and help Martha?” 
• In his counsel, “but one thing is needful,” could the Lord have been referring to one thing lacking in Martha’s preparation? Probably. (source)
• What does this teach us about what we/Martha should be doing?
• Quote #2 from manual
•  Finding Joy in Preparation
• How can we find joy in preparing lessons?  How can we overcome the stress of one more thing we have to do in our lives?
• Quote #3 - L. Tom Perry quote 
• This quote actually led us into a discussion that I had not planned for the entire rest of the lesson.  We talked about how fear is the opposite of faith and that when we have faith, we don't need to be afraid.  I asked "How can we have faith instead of fear?" and asked class members to share experiences where they were strengthen by their faith and not afraid. 

Teaching No Greater Call Part B: Lesson 26 & 27

Choosing appropriate methods & Choosing effective methods

Today we held a combined lesson on appropriate and effective teaching methods  (links HERE and HERE).  We also reviewed last week's lesson on teaching with variety and referenced the list of ideas that lesson has to offer during our discussions about appropriate and effective lessons.  I printed that list and handed it out during the lesson.  I also printed out each question that the lesson asked and taped it to the board as we moved through the lesson.

The lesson actually went really well, even though at first I had thought it would be a hard(er) topic to discuss since it is so straight forward.  We had some great discussion thanks to great comments by class members and the spirit was present.

Intro

• I drew a picture of a cake on the board.  Tell cake story (p 222 of TNGC manual).  Ask 2 questions at the end of the story.  
• Pass out methods chart. Review and talk about teaching with variety.
• Read D&C 63:64 and manual intro paragraph.  
• What is the difference between "appropriate" and "effective" teaching methods?  Can you have one without the other?

Appropriate Methods

• Will this method invite the spirit? 
• Read D&C 42:14.  Look at your list - can you think of a time a teacher chose a method to teach a concept where you felt the spirit during the lesson? I talked about the hidden wedges talk that President Monson gave back in 2002.  
• Does the method match the sacredness of the principles I am teaching? 
• Will the method edify and strengthen those I teach? 
• What are some lesson topics that you teach your family for family night?  What are some effective ways that you have taught these concepts?  
• Is the material Church-approved? What happens if we don’t use material that is not church approved?
• Have I followed correct procedures in preparation to use the method?

Effective Methods

• Will the method help learners better understand the principles I am teaching? What are some effective methods from this list that you have used in your teaching?
• Will the method make wise use of time?
• Will the method meet the needs of those I teach? What are the “needs of those you teach” - what does that mean?  
• Do I use the same method too often? 

End

• Read Boyd K Packer quote from effective teaching lesson. 
• Methods are important, but not the focus.  They are tools to help those we teach focus on the saving doctrines of the gospel and apply them in our lives.

Teaching No Greater Call Part B: Lesson 23 & 24

Reverence and Helping Those Who Become Disruptive

We had a combined Teaching No Greater Call lesson today with lesson 23 and 24 - reverence and helping those who become disruptive.  The two topics go hand in hand.  We had a lot of great discussion and ideas today about how to help our children and class members feel more reverent in attitude and behavior.  HERE and HERE are the links to the lessons on lds.org.

Intro - (have prelude music playing)

• What is reverence? Read quotes #1-4 and write main ideas on board.  
• Listen to Reverence is Love and talk about it. What does that mean "reverence is love"?
• What's the difference between reverent behavior and a reverent attitude? (“Serve God Acceptably with Reverence and Godly Fear” L. Tom Perry)

Teaching Reverent Conduct

• What are some ways that we can teach/encourage others to be reverent? What are some things we can do as teachers and parents? (write on board) For kids? For adults? 
• What has helped you as a family or as a teacher teach your children about reverence?
• How can we instill a sense of reverence in our classes?

Disruption

• Read story in the manual - what are some ways that we can help those become disruptive in our lessons?
• Read quote from Pres Hinckley (manual) - the discipline of love
• Read D&C 121:41-44 - reproving with sharpness, then show increased love. Manual has definitions of “betimes” and “sharpness”

Teaching No Greater Call Part B: Lesson 19

Helping Others Live What They Learn

I am filled with a love towards my class.  They enlighten me and teach me and add so much each Sunday to the lessons.  I hope that I can do everything in my power as a teacher to make all class members feel comfortable and invited and help the spirit to inspire those that are present.

The lesson this week was so uplifting - helping others (and ourselves) live what they learn.  We had some amazing discussion about the process of this.  The lesson link to this lesson on lds.org is HERE. I thought this lesson could not have gone better thanks to the spirit that was present and class member participation.

I started by writing on board 3 columns “understand, testimony, & go and do” and title “Live what you learn.”

Intro

• Bring a mirror and read James 1:22-25.  Talk about mirror.  What does it mean to be a doer/hearer of the word? 
• What does “law of liberty” mean? two contradictory terms—“law” and “liberty” - Display pictures of Christ.
• As a teacher, what are some ways we can help our students become doers and not hearers only?

The rest of the lesson was divided into 3 separate parts. During each discussion, I wrote the ideas from each discussion under each column on the board.

Ensure that learners understand the principles you teach

• What are some ways that we can help learners better understand gospel principles?

Help others learn by the spirit

• When students gain a testimony of principles taught in a lesson, they are more willing to live these principles.  Has this ever happened to you?
• What are some ways that we can invite the spirit to be present in our lesson as we teach?

Encourage learners to “go and do...likewise”

• Parable of the Good Samaritan.  Open up and read Luke 10:25-29. You can watch the bible videos clip, read the verses or have someone summarize. Then read 10:37.
•  Luke 10:37 says “Go, and do thou likewise.”  How can we encourage our students to take what they learn and “go and do thou likewise?” What does that look like?
• What are some examples of invitations we can ask of our learners?  
• How can extending invitations to students to apply the principles they learn in their own life be the most successful? (follow up on invitations, plan invitations ahead of time, giving ideas for application of principle in own life, be specific in invitation)

Teaching No Greater Call Part B: Lesson 17

Helping Learners Be Attentive

I was super nervous to teach this lesson.  Who knows why?  The spirit helped me as I taught and really inspired the class members and we had a wonderful discussion on how to help our learners stay more attentive.  I encouraged the class to give themselves a grade in their head a few times throughout the lesson on how engaged and attentive they were as I tried to model some of the ideas from the lesson.  Lesson link on lds.org HERE.

Since conference is coming up next week, we spent the first 10-15 minutes of the lesson discussing the following questions:

• Why is it sometimes hard to pay attention in conference?
• How have you been able to help your children be more attentive during conference?
• What are some ways that you can help yourself be more attentive at conference?
• The summary of the discussions was really motivation for our kids as well as motivation for us and planning ahead = success.

I then told a personal story, similar to the one in the manual about how the teacher lost certain students along the way but related it to something that had happened to me a few weeks ago.  I thought this would help engage the class (it did) and I encouraged the class to score themselves in their head on their level of attentiveness.  I also brought a prop from this to give them something to look at.  

I then asked the class the question from the manual "How can teachers help learners to remain attentive?" and then as the class answered I wrote the answers on the board and talked about the ones that the manual featured.  I tried to model the ones that I could. Here are some follow up questions you can ask with each of these answers:

• Relevancy - What are some ways that you could help your students see how the lesson material applies to them in their lives?
• Vary your voice - How can you use your voice to influence the attention of those that you teach?
• Eye Contact - Why would making eye contact with your students help them become more attentive? 
• Movement - how can movement help learners become more attentive? 
• Pace of the Lesson - Does anyone have an example of where the pace of the lesson influenced the people they were teaching - for the better or maybe not so good?
• Variety of Teaching Methods - many ways to serve potatoes. What are some teaching methods that you remember from a particular lesson? Why was it effective for you?

To wrap up the discussion I asked these questions:

•  How did Jesus help his learners to remain attentive?
• Anything else? How can you help make the lesson principles memorable, so that students retain the information after the class in their day to day lives? For me, sometimes it’s less about what they teach and more about the fact that I know the teacher loves me, cares about me and has a testimony.  That’s what I remember years later.  

Individual’s Responsibility to Participate

• In the end, we can't always get everyone to engage or participate.  What does this scripture teach us about how to help those that choose sometimes not to participate? D&C 121:41

Teaching No Greater Call Videos

As I was working on preparing my lesson for this upcoming Sunday, I stumbled upon the Mormon Channel on youtube with a playlist of a series of videos put together by Brother Osguthorpe and Elder Bednar of the first presidency.  The videos are a series of discussion questions from the Teaching No Greater Call manual and I think they would be great to include in future lessons!  Topics include: inviting learners to act, honoring people's agency, motivating learners, helping learners understand, inviting diligent learning, the holy ghost is the true teacher and more!  Check it out:

https://www.youtube.com/playlist?list=PLD13183059E0F4E80

Teaching No Greater Call Part B: Lesson 15

Listening

This lesson I thought was hard to prepare.  I kept sitting down all week to work on it and would get stressed and not be able to.  Saturday as I sat down (during nap time for my toddler) and prayed to feel the spirit as I prepared I was able to put together a lesson that I thought went very well.  Because I had the spirit with me as I taught this lesson, I was able to teach by the spirit and feel the spirit testify to me of the truthfulness of what I was teaching about.  HERE is the link to the lesson on lds.org.

Intro

• What matters most in our efforts to teach the gospel? (list on board) Think about these things today as we learn about how to become better listeners.  
• How does listening to another person show love and respect for him? (It lets him know that we want to know what he thinks—that we value his opinion.) (FHE Resource Manual)

How listening can help those you teach - 2 ideas

• Read manual paragraph - how does applying these things allow us to meet what matters most in our efforts to teach the gospel? 
• “Look for” and “Listen for” Approaches (TNGC teaching from the scriptures) Help those you teach become better listeners.  (put up list and share)

How listening can help you as a teacher

•  Read manual - Listen for things will help you improve as a teacher!
•  How? How can we become more effective listeners? How can we increase our ability and willingness to hear the voice of the Lord?

Becoming a more effective listener

• Russell M. Nelson “Learning to Listen” clip 10:35 - 12:05 
• As we watch this clip, listen for statements, commandments, and counsel in regards to listening.  What stood out to you from this clip? (put up quote)
• This also makes me think of listening to the prophet.  “Come, Listen to a Prophet’s Voice” Virginia U. Jensen RS General Presidency Oct 1998
• What are some things teachers AND learners can do to help everyone be attentive and listen to one another?
• D&C 88:122-23, 25 - The revelation was given after high priests at a conference prayed “separately and vocally to the Lord to reveal his will unto us concerning the upbuilding of Zion.”
• Does anyone have any personal insights or experiences where their testimony was strengthened because they listened? To a teacher, to the spirit, to the prophet? 

LDS Youth Teaching Videos

As I was preparing my lesson for this week, I stumbled upon an excellent resource for teachers and for this class!  The new LDS youth curriculum is very discussion-oriented and the church has produced a lot of videos to help train teachers to use different teaching methods and learning activities.

Check it out! There are 23 different videos demonstrating different teaching concepts, like discussing questions, teaching with a conference talk, using visual aids, etc.

https://www.lds.org/youth/learn/learning-teaching-ideas/method-videos?lang=eng

Teaching No Greater Call Part B: Lesson 12

Teaching From the Scriptures

I was really happy to have the opportunity to teach this lesson because I have a testimony of the spiritual power that can come from reading and teaching from the scriptures.  One goal I have had with this class has been to use the scriptures more while teaching from this manual.  I think today's lesson went really well; I think the reason for this was because I had the spirit with me while I taught.  Our discussion on the scriptures went so well that I decided not to do the group activity that I had planned and instead asked some backup questions that I had found at the last second.  HERE is the link to the lesson on lds.org.  I got some ideas for some discussion questions from THIS priesthood lesson.

Intro

• Show what the scriptures mean to me video
• What do the scriptures mean to you?  What is their role in your life? (This question was the majority of the time in the lesson.  I shared a personal story of how the scriptures have affected me in my life.)
• What are some ways that you utilize the scriptures in teaching in your home or in the church?
• Providing Context
• Likening - 1 Nephi 19:23.  What does “likening” mean?
• How can we overcome obstacles to scripture study?
• Read Doctrine and Covenants 68:2–4. The inspired teachings of modern-day Apostles and Prophets is scripture. How have you been blessed as you have treated their counsel as scripture?

End

• Moroni 10:3-5 What does Moroni tell us about reading the scriptures? Bear testimony of this promise.

Here are some things that I planned but decided not to do since the discussion was going so well. 

• “Look for” and “Listen for” Approaches
• What are some specific things you can encourage learners to look for or listen for when you teach from the scriptures?
• Study Helps in the Scriptures - Split class into 4 groups.  We are going to learn about how we can utilize these study helps more while teaching.  Each group will receive a scriptural study help, an example and a question.  Study your example and question and then have a group discussion.  In 5 minutes we’ll regroup and talk about what each group learned from their discussion.  
• Group 1 - Bible Dictionary
• Group 2 - Footnotes & Cross References
• Group 3 - Topical Guide
• Group 4 - Headings & Introductory Pages

Teaching No Greater Call Part B: Lesson 11

Keeping the Doctrine Pure

This week I was able to teach a lesson on the importance of teaching pure doctrine.  I thought this topic was easy and hard at the same time.  Easy because I loved the first half of the lesson where it discussed what teachers should be doing, hard because the second half discussed what teachers should not be doing and sometimes I find it hard to "come down on" the members of my class like they are doing something wrong.  Luckily, I have given enough lessons about the importance of following the manual that I just follow the manual and know that God will lead and inspire me and the class members in what direction the lesson should go.  HERE is the link to the lesson on lds.org.  I found some of the questions I used in this lesson on the youth lesson questions on pure doctrine HERE.

Intro

• I decided to start the class with a discussion about the sacrifices that have been made to bring the pure doctrine to us. What is or has been the cost of the book of mormon coming forth? The doctrine and covenants?  What are some of the prices that have been paid?  Here are some ideas I had and the class contributed a lot more:
• Mormon/Moroni living to literally record to dictate and annotate
• 1 N 6:6 “commandment unto my seed, that they should not occupy these plates with things which are not of worth unto the children of men.”
• Gold plates were a valuable resource and Nephi’s family spent their gold on the scriptures. (also other plates on other valuable metals)
• Laban gave his life so that we could have the BoM. God saw fit that he could die so that we could have them. “It is better that one man should perish than an entire nation should dwindle and perish in unbelief.” 1 N 4:13
• Martyrs: Abinadi, Joseph Smith, Laban, David W. Patton (apostle), Hyrum Smith, etc.
• What do you think it means to “keep the doctrine of the church pure”?  
• Why is this so important?  What are some of the potential outcomes - good or bad?

Your Responsibilities as a Teacher

• I used THIS talk as a resource.  I printed out each topic and taped it up on the board as we talked about it, read scriptures, quotes about each, etc. 
• What are some specific things you can do to keep the doctrine pure? or how do you, as a teacher, make sure you are teaching pure doctrine? Is feeling good about it enough?
• I believe this was the thesis to this lesson: What is the difference between “teaching so plain that students understand” and “teaching so plainly that no one can misunderstand”?

Cautions for Gospel Teachers

• What can you do as a teacher if a comment is speculative, a private interpretation or not doctrinal (& not hurt feelings or make things awkward)?
• Speculation: What should you do if you don’t know the answer?
• Gospel Hobbies - Quote by Elder Cook 2003, Additional insight by Dallin H Oaks
• Sensational Stories - Hunter Quote from Lesson 9
• Reshaping Church History - Pres Benson’s talk
• Private interpretations: How is this different from a regular comment in sunday school or your opinion on the scriptures?

End

• When have you felt the power that comes with teaching pure doctrine?

Teaching No Greater Call Part B: Lesson 9

Recognizing and Following the Spirit in Your Teaching

It's been a while since my last blog post!  I was out of town for three Sundays in a row so I got a little break from teaching.  I'm back now and should be teaching every other week now that summer is almost over.

This week I loved the topic for the lesson - recognizing and following the spirit while teaching.  This has been a concept I have been working on as I teach - letting the spirit guide me and the discussion in class.  I really loved the prep for this lesson because the manual had a lot of great insight and resources and I didn't really have to go find other resources really to supplement.  We didn't even get through the whole lesson because of a great discussion on following the spirit and recognizing spiritual promptings. HERE is the link to this lesson in the manual.

Intro

• Have any of you ever taught a lesson that went poorly or just not great?  What happened? Sometimes, a lesson in church can go poorly if we fail to recognize and follow the spirit in our teaching. 

Recognizing the Spirit 

• Terms “still small voice” or “whisperings of the spirit” or “burning in bosom” - these are different  manifestation of the spirit
• 1 Kings 19:12; 1 Nephi 17:45; D&C 85:6 - what do we learn from these scriptures about how the Lord communicates?
• D&C 9:8 and D&C 6:22-23 - what is the Lord referring when he tells Oliver of the burning in his bosom? What is the relation of this burning to the peace discussed earlier, a peace that came in answer to his prayers? (resource for these questions here)
• How has the Lord communicated in these methods to you?  Important to share how we each individual recognize the spirit and what that looks like for each of us. 

The Spirit Can Guide You as You Prepare to Teach 

• In what ways can the spirit guide you as you prepare to teach lessons?  Have any of these experiences ever happened to you while preparing lessons?  What was the outcome?

The Spirit Can Guide You While You Teach 

• Read D&C 100:5-6
• How can we fulfill this promise and teach by the spirit during our lessons?

You Can Help Others Recognize the Spirit 

• What are some ways that we can teach those that don’t yet know how to recognize the spirit?

Teaching No Greater Call Part B: Lesson 5

Teaching Those With Disabilities

This week our lesson went into depth on the topic "reaching out to the one" into how to specifically help those with disabilities.  HERE is the link to the lesson in the manual.  I totally overplanned on this one, I only ended up having 30 minutes to teach and we barely got through almost half of the planned lesson.  Luckily, the discussion was so great that I think the lesson went in the perfect direction.  I will still include all of my planned resources here.

The manual had ideas for how to accommodate specific situations with disabilities (ie hearing loss, visual impairment, etc).   I thought this was good information but possibly not as applicable to the teachers in our ward since "hidden" disabilities seem to be much more prevalent.  Instead, we talked about how the Savior interacted with those with disabilities, how to increase our awareness and understanding, and how to meet special needs.

Intro

• First Presidency statement on disabilities

Following the Savior's example

• What did the savior do to reach and teach those with disabilities? How can we apply those to the ways that we teach? 
• Bible videos - Jesus forgives sins and heals a man stricken with palsy
• 3 Nephi 17:6–9 - Jesus heals the afflicted among the Nephites
• Luke 14:12-14 - Jesus teaching about the afflicted
• Luke 19:1–7 - Zacchaeus; he knew his name
• Bible videos - Woman taken in adultery
• LDS Leadership and Teacher Training Resources: “During His mortal ministry, the Savior showed great compassion to people who had imperfections of body and mind. He offered them hope, understanding, and love. As you teach such people, you should follow His example. Try not to feel uncomfortable about their disabilities. With love and sensitivity, you can help class members with disabilities participate in lessons. You may need to work with others you teach to help them understand and accept those with disabilities.”

Increasing awareness and understanding 

• How can you teach those in your class to be sensitive to the needs of those with disabilities or special circumstances?  This can be difficult while maintaining their privacy and not singling them out.
• LDS Leadership and Teacher Training Resources: “Many of the special ones are superior in many ways. They, too, are in a life of progression, and new things unfold for them each day as with us all. They can be extraordinary in their faith and spirit. Some are able, through their prayers, to communicate with the infinite in a most remarkable way. Many have a pure faith in others and a powerful belief in God. They can give their spiritual strength to others around them.” James E. Faust, “The Works of God,” Oct. 1984 general conference

Meeting special needs

• What are some specific experiences that you have had in teaching unique individuals that have required special preparation or consideration and what did you do?
• Embracing Ethan, Accepting Autism Jan 2013 Ensign - story of including Ethan in being ordained to a Deacon in the ward.  Read ideas for how to include members with disabilities at end of story.

Closing

• John 13:34-35 - love one another as I have loved you
• "Come, follow me," the Savior said. Then let us in his footsteps tread, For thus alone can we be one With God's own loved, begotten Son. - Hymn #116

Learning and Teaching in the Church

I found some videos posted on lds.org about Learning and Teaching in the Church and wanted to post the link here so I could use these videos in a future lesson.

The videos cover the following topics:

• We Are All Learners and Teachers
• Improving Teaching
• Using Councils to Improve Learning and Teaching
• Supporting Those Who Are Called to Teach

I also found 4 video clips that directly support the teaching no greater call manual:

• Oatmeal and Sunday School
• Teaching Helps Save Lives
• Love Those You Teach
• Una Historia de la vida de Ann Madsen

Teaching No Greater Call Part B: Lesson 4

Helping New Members and Less-active Members

I originally thought this lesson would be a tough topic to cover but as I researched and found resources and planned this lesson, I found I had too much good stuff to cover!  I really enjoyed teaching this lesson.  Class member comments were insightful and personal.  I thought my questions this week facilitated better discussion than some that I have had in the past.

I originally wanted to invite 2-3 less active and/or new converts to share their experiences with teachers in the church.  I asked my husband to share and another member that I knew had been less active in the past but he wasn't able to come to class, so it ended up being just my husband.  This is a personal topic that some may not feel comfortable sharing about but I thought the unique perspective was perfect for my class.  Other class members that had previously been new converts or less active members organically began to share.

HERE is the link to the lesson.  Below is the outline I followed for the lesson, including the video clip I showed (which was a bonus because it was 6 minutes long and very insightful).

Intro

• I told a story of how I went to a teaching conference by myself and put myself out there.  A few other people invited me out with them and were extremely welcoming and helped me feel comfortable.  I related this to new or less active members of the church.
• Show video clip from talk "Feed My Sheep" which has a great story and statistics about less active members - 0:00 - 6:19
• What stands out to you from this video?  What surprises you?  What did the spirit speak to you from this clip?
• Gordon B. Hinckley quote from manual

A Friend

• How can we extend the hand of fellowship to new or less active members?  What does this look like?  What if your class members are much younger than you?
• We read this quote from the church handbook about less active members:
• “Less-active members usually still believe in the gospel, but they may be experiencing difficult trials that make them feel uncomfortable attending church. They also tend to have fewer friendships in the Church, so they are less likely to feel they are among friends when they go to ward meetings. Those who return to activity often do so when they see that something is missing from their lives. As a result, they realize that they need to make changes in the way they live. At such times, they need the love and friendship of caring, active Church members who accept them as they are and show genuine personal interest in them.”
• Have ward member(s) share about how teachers affected them during the time that they were less active or a new convert 

A Responsibility

• I printed and cut up the 5 ideas from this section and had 5 class members read them while I wrote a summary of each idea on the board.
• Does anyone have any other ideas on responsibilities we can give new members and/or less actives to help them grow stronger in their understanding of the gospel and testimony?

Nurturing the Good Word of God

• 3 Nephi 18:32 - continue to minister to those sheep, for you know not when they will return
• D&C 18:10–15 - worth of souls/how great shall be your joy
• Has anyone here ever been a home/visiting teacher to a less active or new member?  Does anyone have any experiences they could share about ways that this has impacted them?

Teaching No Greater Call Part B: Lesson 2

Understanding Those You Teach

This lesson was another difficult lesson to prepare for me.  I made a goal to try and incorporate more scriptures into my lessons to help bring the spirit.  I do feel that teaching is sacred, consecrated and spiritual, but sometimes the nature of these lessons leans towards the secular instead of the spiritual.  I was also intimidated in this lesson because the stake president came to my lesson; it turned out being great though because he commented a lot and had a lot of insights that I thought really brought the spirit to the class.

Some of my questions towards the beginning of the lesson didn't generate as good of a discussion as I have had in previous weeks.  Maybe my questions were too simple?  I thought the lesson really started going well towards the second half when we looked at teachers from the scriptures.  HERE is the link to this lesson in the manual.  I followed the outline of the manual pretty exactly for this lesson.

Intro

• What does “understanding those you teach” mean? 
• How does understanding those you teach affect the way you prepare lessons?

Learn the common characteristics and experiences of those that we teach

• What are some things that all class members have in common? What are some characteristics that a lot of us here today have in common?
• How can we use the “common characteristics” of those in our classes to help guide our lessons? How can identifying similarities between class members help us customize and improve our approach to teaching?
• Examples of teachers from the scriptures/prophets.  Let's explore how the teacher uses the experiences of the student. 
• Alma 18: 24-28 - Teaching concepts and relating them to what people already know
• Luke 15: 8-10 Parables taught by Christ to help relate complex concepts simply
• Abraham 3:15/Facsimile #3 - The Lord taught Abraham about astronomy and the creation of the world.  Abraham used these truths to teach the Egyptians the gospel. (I had someone read the summary paragraph that I found at the beginning of the old testament seminary student study guide.) 
• Missionary work story at the beginning of the Teachings of George Albert Smith manual chapter #14 - look for the good and build upon it

Getting to know each person you teach

• Why does getting to know each person you teach help you in preparing lessons? 
• Does anyone have any experiences where they were able to help uplift someone (or someone was able to help them) because they got to know them better?

Goal of Gospel Teaching

I decided that I am going to reference this quote during most if not all of my teaching: no greater call lessons:

“The goal of gospel teaching … is not to ‘pour information’ into the minds of class members. … The aim is to inspire the individual to think about, feel about, and then do something about living gospel principles.”

(Thomas S. Monson, in Conference Report, Oct. 1970, 107)

Teaching No Greater Call Part A: Lesson 12

Obtaining Support From Your Leaders

This lesson was tough to prepare.  I felt inspired to stay strictly with the manual (after a while of searching for resources to "spice it up").  My lesson ended up going very well thanks to the spirit guiding me and the inspired class member discussion.

We had a lot of discussion during this lesson.  I used a story and quotes from the "Improving Gospel Teaching: A Leader's Guide" which seemed to be this lesson just, elongated a little bit.  I would have loved to work in more scriptures and testimony, which is my goal for next time.  HERE is the link to this lesson in the manual.

I felt the lesson (which was quite short) was divided up into the following two sections:

What leaders should be doing to help gospel teachers:

• Orientations for Teachers
• What should that orientation look like?  What should we teach our newly called teachers? Why?  What do you wish you might have been shown or taught when you first were called (Write ideas on chalkboard)
• How can a leader help new teachers understand the importance of the call to teach?
• How can you as a leader give support and encouragement to those that you teach?
• How can a leader break the barrier of feeling like they are uncomfortable or inadequate in counseling the teachers they are over? 
• Classroom Visits
• What are some ways that a leader could help you as the teacher while they were visiting or attending your class? (Write ideas on chalkboard)

How teachers should collaborate and counsel with leaders:

• Gordon B. Hinckley encouragement story from the "Improving Gospel Teaching: A Leader's Guide"
• How have your leaders been or how can they be a support to you in your teaching callings?  (Write ideas on chalkboard (4 ideas on page 3 in talk: offer suggestions, help teachers improve, help those who feel inadequate, expressing appreciation))
• How can we better give our leaders opportunities to serve us as teachers?

Teaching No Greater Call Part A: Lesson 11

Making a Plan to Improve Your Teaching

I loved the topic of this lesson because improving my teaching is something I am very passionate about.  I am a high school teacher during the week.  I think I am a good teacher not because I am naturally gifted at teaching, but because I can identify areas that I am weak and then I constantly work to improve them.

I used and referenced 2 conference talks this week as I prepared this lesson.  As we had a lot of discussion this week, I wrote all strengths and all weaknesses discussed on the board.  HERE is the link to this lesson in the manual.

Assessing Strengths

1. Think back to a lesson you may have taught.  What makes a lesson for you go really well? 
1. Sunday school general president Russell Osguthorpe's talk "Teaching Helps Saves Lives" gave me some good ideas and quotes for this part of the lesson.
2. What are some strengths you have as a teacher?  OR What makes you or someone you know an effective teacher in the church? (List strengths on the board)
3. Who are some examples of good teachers from the scriptures?  What makes them a good teacher? (List these strengths on the board as well)

Assessing Weakness

1. Be vulnerable. Think back to a lesson you may have taught.  What makes a lesson go not as well (List opposites of strengths on weaknesses column or add some new ones.)
2. Invite class to pick an area or two to work on improving.

Making a Plan for Improvement

1. What can I do now to improve as a teacher?
2. William D. Oswald (2nd counselor sunday school presidency) in his talk "Gospel Teaching - Our Most Important Calling" talked about 3 principles of good teaching by observing the way Moroni taught Joseph Smith.
3. The manual referenced 4 questions about essential qualities of teaching.  How we can do each of these?

Teaching No Greater Call Part A: Lesson 9

Called, Set Apart, and Magnified

I loved teaching this lesson and thought it went very well.  HERE is the link to this lesson in the lesson manual. Here are some discussion questions that I asked that really encouraged a lot of class discussion, as well as a link to a conference talk by President Hinckley.

Called

1. How can a calling influence the way that we live, governing our decisions and motivating us to be faithful and wise servants?
2. How has God qualified you in a calling that you have felt unprepared or incapable for?

Set Apart

1. “Set apart” - what does this really mean?
2. Have you had any experiences where you were blessed by being set apart?

Magnified

1. What does “magnify” or to “be magnified” mean? 
2. I brought in my macro lens from my camera and demonstrated what President Hinckley was talking about in his story in his talk called “Magnify Your Calling.” (instead of the binoculars)
3. (referring back to Jacob and Joseph from manual intro) What does it mean to magnify [their] office unto the Lord?
4. (if answers are different than questions above) Do you have any experiences where the Lord magnified you beyond your own talents and abilities in a calling?
5. HOW do we do this? How do we enlarge the power of our callings with which we have been called? (refer to Hinckley talk)

Intro

Hi - I'm a newly called LDS gospel doctrine teacher.  I've been assigned to teach every other week in the "Teaching: No Greater Call" sunday school class in my ward.  I have taught gospel doctrine before and have found wonderful church-approved resources and teaching guides online.  I have not found as many resources online for the "Teaching: No Greater Call" manual, so I decided to start this blog.  Here I will post my resources that I used to prepare my lesson and some discussion questions that I felt really lent themselves to the spirit for that particular lesson.  I know that we need to teach by the manual; however, some lessons are a short one page.  Classes need to be heavily discussion-based.  I like to think of myself as a "gospel moderator" using the lesson manual as my guide for the discussion that day.  Hopefully my efforts will help other gospel doctrine teachers in the future. 

Please feel free to share your resources and ideas with me as well.  Thanks for visiting!

- Ashley