HINTS FOR TEACHERS WHO WANT TO TEACH A GREAT LESSON EVERYDAY:
GETTING STARTED:
§ Conduct business prior to the devotional…role, announcements, sharpen pencils, get/open scriptures, reading checks.
§ Quickly get through warm up activities…shaking hands, birthdays, spotlights, welcome.
§ Devotional…hymn, thought, prayer. (Keep them short and sweet.)
READINESS…”a condition of the heart as well as the mind.” (TTG,13)
§ Use a GREAT READINESS, which accomplishes the following:
§ Captures the attention of all of the students.
§ Creates genuine interest in the minds and even hearts of the students.
§ “Engages” the students by creating in them a DESIRE to discover the answer, the connection, or what’s next.
§ Actually relates to the block and gets us into the block easily
§ A great readiness is one that does not have to be forced to fit the block. It fits naturally.
§ The Lord has often built-in a great readiness into the block. All you have to do is find it and use it.
§ Avoid the trap of using any single readiness technique to frequently. (i.e. asking a question.)
GET INTO THE BLOCK EARLY. You should be into the block within 5 minutes after the conclusion of the devotional.
FREQUENTLY USE A FORM OF “LOOK FOR” PRIOR TO READING.
§ Student interest will last longer if you invite them to ‘look for’ something before they read.
§ You will actually save time in class by having students ‘look for’ important information before they read.
§ A pattern of read, then ask, then re-read to find the answer, actually takes more time and is less interesting.
§ ‘Look for’ may or may not use the words ‘look for.’ Don’t forget variety! i.e. pictures, objects, words, etc.
§ Questions such as: who, what, when, where, why, and how, etc, send students into the block searching!
USE A VARIETY OF READING METHODS.
§ Students may read silently.
§ Selected students can read a verse (or two) out loud.
§ Class can read in unison.
§ Students can read to each other in pairs or small groups.
§ Read just the word or phrase that is being ‘looked for.’
§ Pop corn reading, where a student may stop at any point and call on another student to continue reading.
§ Teacher may choose to read a verse.
§ BEWARE OF THE DANGERS IN READING!
§ Know who your good readers are! Do NOT call on students who are uncomfortable reading.
§ Be prepared to guide students to an understanding of difficult words or concepts in assigned verses.
§ Do NOT read too many verses in a row…even in silent or group reading assignments. (5-9 rarely, 10+ never.)
§ Avoid the appearance of a pattern of ‘Read / Discuss’ ‘Read / Discuss’. This is best broken up with variety.
USE A VARIETY OF SCRIPTURE MARKING TECHNIQUES
§ Highlight, underline, circle, box words and phrases rather than frequently marking whole verses.
§ Draw lines between words, phrases, footnotes, a question and its answer, and similar themes.
§ Write numbers for lists, phrases, or ideas.
§ Write definitions in margins for difficult words, including time or language sensitive words and phrases.
§ Write new cross-references beside verses (Check to see if it is in the footnote first.)
§ Use the margins to write in questions which the scriptures answer or which could be pondered now and later.
USE A VARIETY OF WRITING EXERCIES.
§ Writing exercises keep students engaged in the learning process-as well as keeping their muscles awake and moving.
§ When students are asked to write it down, every student participates-rather than just a few.
§ Writing helps students conceptualize their thoughts, making it easier to verbalize their thoughts!
§ Writing exercises let every student answer a question or make a comment-even if they won’t say it out loud.
§ Writing can be done in scriptures (see above), on scraps of paper, on post-it notes, on the backs of glue-ins, and in journals.
§ Very clear instructions should be given on what to write (Often using the board to spell out the writing assignment.)
§ The teacher should usually provide the paper. (Keep stacks of scrap paper at the front of the room.)
REDINESSREADINESS REMINDER
§ You need a new readiness every 15-20 minutes.
§ You can use readiness for making smooth transitions into a new part of the block.
§ Readiness can rekindle interest, take us to a deeper understanding, and re-engage student’s hearts and minds.
§ Readiness can be used to turn on the lights of understanding and student application.
PARTICIPATION: WHAT WILL MY STUDENTS DO TODAY!
§ Move students by using small groups (3-4) or pairs.
§ Include and involve students with object lessons.
§ Use students as a visual aids (Put a crown on a student and make them a king, etc.)
§ Invite students to write responses on board.
§ Have students act out a roll play.
§ If you ask a question, let the student answer. (Occasionally invite a student to stand to answer.)
§ Invite students to stand at the front and read a verse as if he/she is a person in the scripture.
§ Have students become a part of the story (March around the room to bring down Jericho’s walls.)
§ During lesson preparation always ask: “What will my students be doing today?”
o Read, write, answer, discuss, hold an object, sing, testify, pair up, ask questions, draw, etc.
USE A VARIETY OF QUESTIONS
§ Re-direct a question to the student who asked it, ask them what they think.
§ Re-direct a question to another student in the class, or to the whole class.
§ Ask easy surface questions as preparation to lead in to deeper, more personal questions.
§ Ask follow-up questions like: “Do you really believe that?” “Why?” “When have you seen an example of that?”
o “When was the last time it happened to you?” “Does anyone else agree or disagree?” “Why?” “Why not?”
§ Ask questions that take you into the “white space.” “Why do you think Samson told Delilah about his hair?”
o “What was Delilah’s motive?” “Was Samson’s hair the real source of his strength?” “What was?”
§ Use questions to lead to application. “What happens to us spiritually when we ‘cut’ off our connection to God?”
DANGER: BEWARE
§ Too much teacher talking.
§ Too much teacher telling.
§ Spending too much time on the least important part of the lesson.
§ Running out of time before the most important part of the lesson: Application.
§ Remember…if it doesn’t really apply—don’t bother!
§ Remember…if the teacher has to make the connection—don’t bother.
§ If it is boring to the teacher, it is boring to the students.
§ If more than two or three kids are sleeping—IT’S BORING!
§ Don’t leave part of the block hanging ‘till tomorrow.’
TIE IT TOGETHER!
§ Try to find the Lord’s theme for each block.
§ Don’t force object lessons, stories, and even questions into the block where they don’t fit. (Make it Smooth!)
IF YE HAVE NOT THE SPIRIT YE SHALL NOT TEACH.
§ The teacher is not the spirit, but he/she can help prepare a spirit-friendly setting.
§ The teacher has the RESPONSIBILITY to testify; hence, the spirit is invited to confirm testimony.
§ The teacher should not do things which offend the spirit, common mistakes include:
o Inappropriate humor.
o Disciplining the class or a student with a spirit of contention and/or anger (3 Nephi 11:29).
o Creating a ‘controlling’ or ‘dominating’ atmosphere (This is also known as Satanic leadership.)
o Lack of personal teacher preparation.
o Inappropriate teasing which degrades, puts down, or injures another person.
APPLICATION: GOD’S VOICE TO OUR STUDENTS.
§ Application “happens when the Spirit helps the student see the importance of a principle” (TTG 34).
§ Lessons without student application are not as effective or as valuable as lessons with student application.
§ Application is evident when students leave with an increased desire to live the gospel.
§ Application often includes writing (in the margin, on a post-it, on the back of a glue-in, etc).
Teacher and students can pray, vocally and silently, to feel the spirit.