TEACH ONE ANOTHER
D&C 88:119: “… seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith.”
Boyd K. Packer said, “It takes an extremely good meeting to beat no meeting at all!” Many would cheerfully agree. Teaching, including speaking, in the Church is a great calling, and it should be excellent. After the atonement, ordinances, and faith, teaching is probably the most important thing in the Church: The Doctrine and Covenants says the Church has been restored to “teach the Gospel and administer the ordinances thereof”. Everything else supports these.
J. Reuben Clark said he knew when he was teaching by the Spirit because he learned things he did not know. The most interesting, as well as most important, subject in the world is the Gospel of Jesus Christ—we should love to study it and to tell others about it. In teaching [and speaking], it would seem there are 3 things one must do for people: 1] They must learn something new, important, and useful, 2] They must be inspired and motivated to improve, 3] They must enjoy it! Otherwise it doesn’t “beat no meeting at all”.
TEACHING ISSUES
Teaching is a gift of the Spirit, and is one of the specific gifts enumerated in three places in the scriptures. Some seem to have a particular gift, while others excuse themselves for mediocrity or declining to teach by saying they do not have the gift. But two points are apropos: 1] Even if one does not have the gift it is well possible, by training, to do at least a good job and 2] these scriptures admonish us to “seek after the best gifts”. Since communication skills are so important, this is surely a gift to be sought for, and since teaching is one of the two first responsibilities of the Church it is a gift God undoubtedly desires that all develop. Teaching in the Church needs to be excellent.
In my own case, I failed college speech class. As I considered that, I realized communication skills are imperative—they are central to everything we do, as there is no association that does not depend on them, in every area of life. I committed to seek that gift in both speaking and writing, and have spent my life trying to develop it. The primary focus of this essay will be teaching, and it must be admitted that teaching is much easier than speaking. Almost all principles apply or are adaptable to both, however, so developing one gift also develops the other.
Teaching can—and should—be satisfying and enjoyable. Many, however, hate and even fear teaching and speaking. A number of issues are problematic, but there is a solution for each of them:
1. Preparation is unpleasant hard work, takes too long, and is not really effective.
Preparation should not be a burden. The key is to learn and use a simple, quick, effective system, such as the one we will describe. Preparation should ordinarily take a maximum of two to four hours. I have known people who spend 20 hours a week preparing their lesson for primary. They have little time for all their other responsibilities, and family life suffers and is fraught with conflict. The problem comes from trying to achieve absolute perfection, spending many hours preparing visual aids, or writing out every word of the lesson, which then becomes an undesirable lecture. This is, after all, just a lesson—not the State of the Union address! The lesson itself will be completely forgotten in a matter of days, or even hours, and the purpose is to help the class internalize a few points they will remember and live by. Paradoxically, the easy lesson will be perceived by the class as far better than the difficult lesson.
2. Nervousness about facing class members.
Some of them, of course, are more intimidating than others, but they will not bite! In fact, they are rooting for your success and, if you allow it, they will help you to succeed, by providing answers and encouragement and defending you. Nervousness is normal in any challenging activity, so it should be expected; but it should end once you get started, provided that you have developed confidence in your teaching skills, preparation, and the importance of the subject. If you have selected a theme you feel is vital to the needs of your class, as we will discuss, you will feel driven to share it and that will go far in alleviating nervousness.
3. Nervousness causes a tendency to read the lesson and to forget prepared material.
Do not prepare a lesson you can read! Instead, use an outline that lists major points. This will keep you on track, and assure no important points are forgotten. Many of the points you think of during preparation may, in fact, not be discussed, but other points will be thought of during the lesson.
4. Too little lesson for the time allotted.
This one is simple: Develop class discussion by asking good questions and encouraging the class to do most of the talking. Almost invariably the lesson will have to be concluded because time has expired. This has other benefits as well: People are far more interested and involved when they are listening to themselves, and more knowledgeable class members can be enlisted to help teach.
5. Lack adequate knowledge and information—fear of being boring.
Actually, you don’t need to know anything to teach! If you were teaching trigonometry you would have to be the expert, but in any Church class in which erudition is required the class, collectively, will have it. Let them be the experts and do most of the talking. A good discussion is never boring, and they will seek their own level of depth, need, and understanding. The teacher just needs to be the discussion leader. Church leaders encourage us to read the scriptures and study the Gospel each day. That will do it.
6. Keeping the lesson on track.
Class members sometimes do try to get off the subject, and their hobby horses can be annoying and pointless. Say, “That’s very interesting” [preferably try not to sound condescending!], and ask a question that is on track. It may be one asked already. If you have a good theme, as will be discussed, and continually reaffirm it during the lesson, it will keep the lesson on point. There is no need to force the lesson plan, however, if the class [not an individual] is going where they need to go. Sometimes you hear a teacher say, “That’s very interesting, but we need to finish this lesson”. It may be that that “very interesting” point is exactly what the class needs; it may be where the Spirit is leading. Of course it may be just a diversion, but the point is to remain flexible so the Spirit can lead.
7. Fear of controversy
A little controversy is good! It keeps people involved and gets them excited. Some teachers are more comfortable dealing with it than others [and some are more comfortable than is appropriate!], but it gets people thinking. President Monson said thinking is one of the most important things we do, and one of the most difficult. People shun the effort of thinking, and it is the teacher’s responsibility to encourage it. Controversy helps, in moderation, as long as it is not heated, argumentative, divisive, or absurd—it gets people involved! Point out that everyone is entitled to express an opinion, but others are entitled to believe as they choose, subject to the prophets’ words. Everyone needs to understand we are “reasoning together”, with mutual respect, toward a “unity of faith”. Truth is imperative, however, and when you suspect false doctrine ask, “Why do you believe that? What is your source? Do others feel uncomfortable with this?” Invite the perpetrator to research during the week, and you can as well, or check with an authority.
8. Fear of offending those with sensitive issues
When preparing the lesson, analyze the class with empathy and love, and consider their needs, sensitivities, and level of knowledge. Prepare the theme and the lesson specifically for them. But realize you are doing Lord’s work—so accept the responsibility and do it. Jesus, through the Spirit, told people what they needed to hear, though sometimes they were hurt or even offended. 1 Thes 2:3-12:
For our exhortation was not of deceit, nor of uncleanness, nor in guile: But as we were allowed of God to be put in trust with the gospel, even so we speak; not as pleasing men, but God, which trieth our hearts. For neither at any time used we flattering words, as ye know, nor a cloke of covetousness; God is witness: Nor of men sought we glory, neither of you, nor yet of others, when we might have been burdensome, as the apostles of Christ. But we were gentle among you, even as a nurse cherisheth her children: So being affectionately desirous of you, we were willing to have imparted unto you, not the gospel of God only, but also our own souls, because ye were dear unto us. For ye remember, brethren, our labour and travail: for labouring night and day, because we would not be chargeable unto any of you, we preached unto you the gospel of God. Ye are witnesses, and God also, how holily and justly and unblameably we behaved ourselves among you that believe: As ye know how we exhorted and comforted and charged every one of you, as a father doth his children, That ye would walk worthy of God, who hath called you unto his kingdom and glory.
9. Fear of not having the Spirit.
The scripture says “If ye have not the Spirit ye shall not teach”, and this is a serious issue. The Spirit wants to bless us in this effort, however, and can be expected if we have done our best. This includes: a] Prayer. Prayer should be done during preparation and prior to teaching. It also should be done, silently, during the lesson. Any time there is a difficulty or a really important point is being made pray for the Spirit to influence what is said and how it is received. b] Theme. Select a theme that you deeply feel is important to the class and focus on it till you know the Spirit concurs. c] Preparation. Good preparation gives knowledge and confidence, which allows the Spirit to flow. Having done your best to prepare, you can expect the Spirit to teach.
10. Lack of practice.
There are lots of opportunities. Every week for family home evening the tendency is to slight the family by offering them a poorly prepared lesson. They are, after all, our highest responsibility! Use our whole process to prepare and teach a lesson that really brings the Gospel home. “Teach a child in the way he should go, and when he is old he will not depart from it”. Also use Home and Visiting Teaching for continual practice. Too often, the lesson is either none at all or reading from the Ensign. Use the opportunity to practice doing it right. You may even need to prepare a different lesson for each family, based on age and needs. Your families will be blessed, and they will love you for it. By following our system, each lesson can be prepared quickly and effectively.
There is one other issue that determines the ability to be an effective teacher, and it underlies all other issues: Self esteem. Without reasonably good self esteem a person can hardly do anything well, and particularly if it involves performing in a spotlight. There is too much negativity, lack of confidence, and fear of others. If self esteem is a problem it must be resolved. Self esteem is not what is commonly referred to as “ego”, in fact they are opposite. The arrogance of ego is always proof of low self esteem. If you are the king or queen of England, and are arrogant, it is because you know that except for an accident of birth you would be a nobody. After much consideration, it would seem that self esteem can be defined by the acronym “CAST”: Conscience, Achievement, Service, and Tapes. Each of these needs to be developed, and there must be a balance including all of them. Although many attempt it, an excess of one will not compensate for lack of another:
C: Conscience. It can eat you alive! We know “all have sinned”, that isn’t the issue, but is repentance true and complete? Have all important issues been resolved with the Bishop? As Jesse Duplantis says, “Admit it, quit it, forget it”, and we need to feel, deep inside, that God has forgiven us, and our sacrifice is acceptable. “Though your sins be as scarlet they shall be white as snow”.
A: Achievement. This requires reasonable success at the things that really matter, such as educational, relational, and occupational responsibilities. How good are you? At least as good as the best you’ve ever done. With God, our limits are vast. But we need to measure ourselves by the proper yardstick, not the world’s. It requires goals, work, growth, and dealing with challenges and failure: As Churchill said, “Never, never give up!”
S: Service. The Dead Sea is dead because it takes in but won’t give out. Are you taking more than your give? Are you fulfilling your various service obligations to family, friends, Church, society, and others? The most important thing, probably, is to lift others and build their self esteem: Help them become their best, too.
T: Tapes. Negative mental tapes—most from childhood—go round and round in our heads. We need to replace the negative tapes with positive ones or else, like it says in Proverbs, the “dog returns to its vomit”. President McKay said, “Tell me what a man thinks about, and I’ll tell you what he is.” We must control our thoughts, and fight the negative tapes.
CAST: It determines self esteem and, therefore for our purposes, the ability to teach.
PREPARATION
You can’t teach a good lesson if you haven’t prepared a good lesson. But don’t work too hard! It really takes the joy out of it. Plan on spending two to four hours to prepare the lesson, and have a follow-the-dots system that allows you to prepare the lesson effectively in that amount of time.
Regular Gospel study is essential. I sometimes tell my classes they read the scriptures too much! Jesus never commanded us to read the scriptures, he said to search them. That takes effort. I know people who read them regularly—should I say religiously—and really don’t know them well at all. A passive effort will not get the job done: thinking, pondering, and comparing are necessary. When I want to understand a subject, I find all the scriptures and teachings of the prophets I can find, assemble them, ponder, and pray. It is the only way to develop a real understanding.
Read the lesson each Sunday for the following week, to begin thinking about it, and to consider the knowledge level and needs of your class. Consider the assigned or chosen subject from the lesson and relate it to your class, their age, knowledge, interests. Then follow a process such as the following to prepare:
1. Ponder and pray for a single specific, important Theme. This is vital; it is the key to success of the lesson, and what sets it off from an ordinary, typical lesson. It should be so important and so well prepared you feel driven to share it. The whole lesson should emphasize the theme, which provides a focus. Remember what Curly said in “City Slickers” when asked to tell the secret of success? He held up one finger and said, “One thing—you’ve got to stick to one thing!” That is true in teaching. People can only remember one principle anyway, so pick one and focus on it.
A given subject, such as “forgiveness”, may have hundreds of possible themes. Every lesson will have many potential themes, and most teachers make the mistake of trying to teach the whole lesson from the manual. You need to review the lesson and then develop one specific, tightly-defined theme that excites you and is really important to your class. Even if the subject matter is less than stellar, an important, an interesting theme can be developed from it. For example, I attended a fireside once and, to my chagrin, learned the speaker was the head of Deseret Industries. Can you imagine how boring a discussion of DI collections and distributions could be! But his theme was something like “If ye do it unto the least of these…” and he described specific instances that transformed the lives of people in need, and it was one of the most fascinating and spiritual meetings I have ever attended. To this day I cannot borrow his examples without choking up.
2. Choose two to four Main Topics that support the theme. Make the last topic optional, if possible, for time flexibility. If you run out of time it can be ignored,
3. Think of thought-provoking Questions. For each main topic, ask yourself the 6 questions: Who, What, Where, When, Why, and How. Brainstorm this with yourself—you can cull the questions later—and organize the questions under your main topics. If preparation time is limited to only a few minutes, this is all you need to do to prepare to teach a great lesson.
4. As necessary, and as time allows, Study to find answers and scriptures. If you can’t find some don’t worry about it. Just ask the questions and let the class provide the answers. The lesson manual will typically have the scriptures you need, but you can also go to the Topical Guide. Don’t forget the Bible dictionary. When I taught the Beatitudes, I checked the Dictionary, and learned that they are a progression. That is something I had never thought of, and gave a whole new insight that I could convey to my class.
5. Develop a brief Introduction and a Close that answers “Therefore what?” Reinforce your theme and testify of it.
6. Write an Outline. It’s easier to prepare and use than writing it out, and all that’s needed if your technique is to ask questions and develop discussion. An outline of with the questions organizes things more effectively, and prevents a “canned” presentation.
Using the subject “forgiveness” as an example, here is one possible sample of a prepared lesson outline:
Forgiveness
Theme: Forgiving others is not a burden, it is a blessing.
Intro: Exaltation requires us to become perfect, as Jesus is, which includes being cleansed of all sin through his infinite atonement. He performed that atonement because of his infinite love for his Father and for us. We are commanded that we, too, much forgive all offenses against us, and we often look at that as a near-impossible burden. Perhaps it can help us if we can see it not as a burden, but actually a blessing. [Need scriptures]
1. Christ suffered unspeakable pain for us—and freely forgave us
What power will, in eternity, heal all sin? What else will it heal?
[All injuries]
What was the extent of Christ’s suffering? When did it occur?
Will you describe what happened in Gethsemane and on the cross?
What was his motive in suffering and forgiving us?
2. If offended, and forgive, we can begin to comprehend the atonement
What are some of the things for which we need to forgive others?
How serious are those compared with what Jesus suffered for us?
What does it mean to truly forgive others? How is that like Jesus?
3. God intended life to offer us this great opportunity
—embrace it as a blessing!
For our own benefit, why is it required to forgive others?
How help us understand the atonement?
How is life set up so forgiveness of others is continually required?
Where can we receive power to forgive others?
How must we seek it?
4. [Optional:] Through the atonement, injuries terrible beyond any human cure can be healed
Why does God allow such unfairness and suffering in the world?
What was the extent of his atonement?
How can his infinite love heal? When does it occur?
Close: How we look at something determines our attitude. Jesus suffered virtual infinite pain to atone for our sins, heal our pains, and freely forgave us. we are also given, in a small way, the opportunity continually to do that for others. It is an opportunity and a blessing! We should embrace every opportunity to forgive others, realizing that by doing so we begin to understand what Jesus did for us, and are able to become more like him. Exaltation requires it and, no matter how difficult it may seem, God will give us only those burdens we need to achieve it. Trust him!
PRESENTATION
With a good theme and a well-prepared outline you are ready. The following points will help you carry the freight in your class:
An old Gillette commercial said, “Look sharp! Feel sharp! Be sharp!” They wanted you to believe that just using their product would make you a winner. But isn’t there some truth to the syllogism? If you look like a winner you will tend to feel like a winner, and that will help you be a winner. So dress well and act confident. All to often you’ve seen the alternative. Slovenly performance often goes with slovenly looks, and excuses prophesy failure. When someone says, “I haven’t really prepared”, everyone knows it’s nap time.
Develop a style. Look for models in teachers and speakers you listen to, but don’t try to be a carbon copy of someone. Be natural and have some fun, which will help the class enjoy it too, and keep them rooting for you. Study teachers and speakers techniques for things that work and things that don’t and things you would like to adopt.
“Get in the zone”: A powerful theme and good preparation will help you to feel driven to share a vital message, and that will allow the Spirit to assist you. 1 Thes 1:5 says, “For our gospel came not unto you in word only, but also in power, and in the Holy Ghost, and in much assurance; as ye know what manner of men we were among you for your sake”. When you can “get in the zone” you feel that power, and wonderful things happen. It is good! 1 Thes. 1:5: “For our gospel came not unto you in word only, but also in power, and in the Holy Ghost, and in much assurance…”
It is your class—but be the Leader, not the manager. Emphasize love, respect, unity, faith. The difference between a leader and a manager is vertical spread: managers want to be in charge and push, leaders want to create equality and pull. If you visit someone’s office and see an assigned parking space at the front door for the boss, you know which style you’re dealing with.
Ask and discuss your prepared questions, if teaching. [If speaking, discuss those questions. They may be asked rhetorically, if not done to excess.] If the questions are good they will get the class deeply involved in discussion, and they will follow a natural progression through the major topics that develop your theme. Additional questions will suggest themselves as the lesson progresses
Use those with knowledge to help teach. It helps you, and challenges and involves them, and collective knowledge and experience of the class exceeds that of any individual. Two benefits occur involving those in your class who are particularly knowledgeable: 1] They help you teach, and can often provide better answers than you, and 2] Their involvement teaching helps them to avoid being bored when the lesson is at the level of those less knowledgeable. After the discussion of each point, comment and clarify to summarize and bring it all together. Do not worry or apologize if you don’t know an answer. Just admit it and ask for comments. You can even assign class members to look it up for the next week.
Remain flexible. Don’t force your lesson outline, but go where class interests—and therefore needs—lead. It may be that if you force the lesson outline you are thwarting the Spirit in teaching class members things they really need. With your outline, you can always ask a question at any point that gets the lesson back on track.
Work in deeper, after beginning shallow for people’s comfort level. Starting shallow gives the class a chance to warm up and assures that those with less knowledge can catch up. Then, as concepts become more complex, the class can progress together toward greater understanding. Get beyond the platitudes! There are so many “Mormonisms”, which are the knee-jerk response that is heard every time a particular question is asked and, as Paul said, “When I was a child I thought as a child, but when I became a man I gave up childish things”. As just one example of many, you sometimes hear it said that a newly baptized member is the cleanest. That is not true. Being free of sin is a matter of repentance, and members should understand that, at any point in their life, they can be every whit as clean as they were when they were newly baptized. A teacher needs to make people ask questions, think, and seek out the important truths of the Gospel.
Restate the theme repeatedly, in different words, during the course of the lesson. This helps to keep the lesson on track, emphasize the theme, and continually bear testimony of the truth of it.
Emphasize application. The primary purpose of learning is not knowing but doing.
Watch the clock, and budget your time. No big deal if you don’t get thru the whole lesson.
If you are serious about being an effective teacher you will take every opportunity to improve, including analyzing every class and talk you hear or read. The greatest teacher of all time is, of course our best example. What would Jesus teach us if he were here? I think I know. There was one talk he gave both in Jerusalem and in the new world and, one might suppose, to the ten tribes: The Sermon on the Mount. One of the first things you will note when reading it is that he does not follow the principle of a single theme. Why? How could the people possibly understand, let alone remember, even a part of all he spoke of? Whole books have been written trying to analyze that sermon. More than anyone else, Jesus’s communications would be transmitted by the Spirit. When the Spirit conveys the message the mind and heart and understanding are open, permitting far more insight and comprehension, tailoring the message for each receiver.
One thing Jesus never used, that is idolized these days, is audio-visual aids. He continually, however, painted pictures, through parables, similes, and metaphor. People learn by seeing, hearing, and feeling, and all of these should be utilized. It is particularly important when you realize that each person has one of these as a primary learning method, so utilizing all three helps be most effective for all class members. [An indicator of which is most appealing to someone is their response when they agree with a point. One may say, “I see what you mean”, another, “I hear you!”, and another, “I feel like that is right”.]
Models:
Conference talk
General Authority Lesson
SUMMARY
This system, used each time, should make teaching [and speaking] effective, relatively easy, and enjoyable. Until you have thoroughly learned and internalized it, use the following synopsis to this material each time you prepare a lesson or give a talk. Few things are more important than teaching the Gospel; few things can provide more satisfaction. The keys are: 1] A good theme, 2] Questions that stimulate class discussion, 3] Emphasis on application, 4] Practice: As well as for classes, use your system for Home Evening lessons and Home/Visiting Teaching.
SYNOPSIS
1. Prepare:
· Read the lesson and consider the Subject
Relate it to your audience, their age, knowledge, interests
· Ponder and pray for a specific, vital Theme
This is the key to success of the lesson
· Choose 2 – 4 Main topics to support the theme
· Think of thought-provoking Questions for each topic
This is all that’s needed if prep time limited
Ask yourself the 6 questions, for each main topic:
Who, What, Where, When, Why, and How
· Study to find answers and scriptures
If you can’t find some don’t worry about it
· Develop a brief Introduction and Close
Reinforce your theme and testify of it
· Write an Outline of your preparation
It’s easier to prepare and use, and all that’s needed
2. Teach [or Speak]
· “Look sharp! Feel sharp! Be sharp!”
Dress well and act confident. Excuses prophesy failure
· Develop a style. Look for models, but don’t try to be a carbon copy
Be natural; have some fun
· It is your class—but be the Leader, not the manager
Emphasize love, respect, unity, faith
· “Get in the zone”: Powerful theme, well prepared
Feel driven to share the message have the Spirit
· Ask and discuss your prepared questions, if teaching
Discuss those questions, if speaking
· Use those with knowledge to help teach
It helps you, and challenges and involves them
Comment and clarify to summarize and bring it all together
· Remain flexible. Don’t force your lesson outline
Go where class interests—and needs—lead
· Work in deeper, after beginning shallow for people’s comfort level
Get them to think
· Restate the theme repeatedly, in different words
For emphasis, and to keep your eye on the ball. Testify of it
· Controversy is O.K., in moderation
As long as it is not heated, argumentative, divisive, or absurd
It gets people involved! We are “reasoning together”
· Truth is imperative. When you suspect false doctrine ask, “Why do you believe that? What is your source? Do others feel uncomfortable with this?” Invite the perpetrator to research during the week, and you can as well, or check with an authority.
· Emphasize application.
The primary purpose of learning is not knowing but doing.
· Watch the clock, and budget your time
No big deal if you don’t get thru the whole lesson.
SAMPLE LESSON OUTLINE
FORGIVING OTHERS IS NOT A BURDEN, IT IS A BLESSING
Intro: “Forgiving others is often difficult, but it is actually a great blessing. It’s just a matter of keeping the right perspective. Forgiving others is not only necessary for our own understanding and salvation, it is our best opportunity to appreciate, in a very small way, what Jesus did for us and just how much he loves us.”
· Christ suffered unspeakable pain for us—and freely forgave us
What was the purpose of Christ’s suffering? When was it ordained? When and where did it occur? Scriptures? What was the extent of his suffering? Scriptures? What was his motive in forgiving us? Scriptures? How does he know you personally?
· If we are offended, and forgive, we can begin to comprehend the atonement
Is forgiving others difficult? Examples? Why a commandment? Result if we don’t forgive? Where can we receive power to forgive others? How must we seek it? What characteristics does forgiving others develop in us?
· God intended life to offer us this great opportunity—embrace it as a blessing!
How often do we have opportunities to forgive? Examples? Did God intend this? Why does God allow such unfairness and suffering as we see in the world? What is indicated about a person if given the “opportunity” to forgive great sins? How can understanding this help you?
· [Optional:] Through the atonement, injuries terrible beyond any human cure can be healed
Examples of really terrible injuries some suffer? The world have power to heal these? What power will, in eternity, heal all injuries? Scriptures? Have a testimony of that? How can that power be evoked in life?
Conclusion: “The most important thing we need to develop is charity; having the pure love of Jesus for others. Do you see what a great opportunity God has given us by creating a world in which forgiving others is a constant necessity! We not only begin to develop the same characteristics as Jesus, which we must do in order to be like him, we begin to appreciate better all he did for us. Every association in life is intended to give us this opportunity: Spouse, children, Church members, coworkers—even other drivers on the highway! Be grateful for those opportunities and use them to pay back to Jesus a very little of what he did for you! I testify….”