Lesson 6 & 7: Create a Learning Atmosphere

You can explore the actual lesson 7 outlined in Teaching, No Greater Call here.  Below is a summary outline of the discussion held in class.  If you have any questions, email Marshall Snedaker at sne00005@gmail.com.

Lesson 7: Create a Learning Atmosphere
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Since I had the opportunity to teach, I wanted to share some of the things that I learned from the lesson:

1.  I learned that by focusing on love and humility it is possible to overcome most distractions and difficult comments to overcome.

2. Always speak with individuals that distract during class - pull them aside and speak with them, where possible ask them to assist you in maintaining reverence etc.

3.  Learners have a great responsibility in the atmosphere of the class.  It is possible for individuals to attend and ask questions, generate a response etc. to participate in the class and support the teacher.

4. The way a teacher handles answers to questions can set the tone for the class. It can create a comfortable setting that gives people an opportunity to comment - whether they know the answer or not.


5.  Gaining trust as a teach is an important principle to establish a learning atmosphere.  If a teacher can stand up set the tone by establishing humility and love for the class, participants can feel more at ease in participating.

 ________________________  Study Notes  ____________________________


List some of the areas you’ve had difficulty with in creating a learning atmosphere:

Creating Enthusiasm / Interest

Distractions / Disruptions

Negative Comments / Feedback

Our success in influencing others depends on our humility and love.

Doctrine and Covenants 12:8

Why are humility and love important in influencing others for good?

“God’s chief way of acting is by persuasion and patience and long-suffering, not by coercion and stark confrontation. He acts by gentle solicitation and by sweet enticement. He always acts with unfailing respect for the freedom and independence that we possess. He wants to help us and pleads for the chance to assist us, but he will not do so in violation of our agency. He loves us too much to do that” (President Howard W. Hunter, in Conference Report, Oct. 1989, 21; or Ensign, Nov. 1989, 18). 

Distractions / Disruptions Case Study

Jake and class members are great friends at school and it becomes evident during a Young Men’s lesson.  Jake seems a little uninterested starts to frequently chat with his buddies next to him.  When the teacher asks Jake a specific question to re-engage him, he responds with a comment that causes the class to erupt with laughter.

What’s the problem?  What’s the solution?

Engagement / Participation Case Study

Gospel Doctrine Class is generally going well.  The teacher is generally confident about the lessons he delivers.  However, he feels like more discussion should be present.  He understands the importance of doctrine - reading scriptures and quotes from general authorities in class often, but feels that he loses the classes interest, enthusiasm, and participation.

What’s the problem?  What’s the solution?

Engagement / Participation Case Study

During Youth Sunday School class, the teacher has prayerfully prepared a great lesson and anticipates some real-life application for her class.  The teacher has prepared questions in advance to spark a lively discussion, but the kids respond with basic answers and shift in their seats uncomfortably.  The lesson doesn’t seem to be sinking in.

What’s the problem?  What’s the solution?

Enthusiasm and Application of the Gospel

Learners may come to class for a variety of reasons. However, when they arrive you should help them focus with enthusiasm on one purpose: learning the gospel. You can do this by helping them see that the gospel will help them solve their problems, enrich their lives, and increase their happiness.

How do we help them see this?

Encourage those you teach to come to class prepared to learn and participate. When they are striving individually to learn the gospel, they are more likely to contribute to the learning atmosphere during lessons (see “Helping Individuals Take Responsibility for Learning the Gospel,” pages 61–62).

Simple out-of-class assignments sometimes help, especially when they encourage learners to apply gospel principles in everyday life (see “Helping Others Live What They Learn,” page 74). When you give out-of-class assignments, you should usually give class members an opportunity to report later. This will help them understand the value you place on what they have learned and accomplished.

How can we encourage the class to come prepared?

Use a Variety of Teaching Methods That Invite Participation

The learning atmosphere is enhanced when all present are interested in the lesson and participate in discussions and other activities. To help maintain a high level of interest and participation, use a variety of teaching methods (see “Teaching with Variety,” pages 89–90).

Share Your Feelings, Experiences, and Testimony DURING the lesson

As you share your feelings, experiences, and testimony, others may be inspired to do the same. This will strengthen those who share as well as those who listen. New converts especially may need to see that in the Church we all teach and learn from one another, regardless of our level of experience. Each person has something to contribute. We listen to each other’s contributions so that “all may be edified of all” (D&C 88:122).

Express Positive Feelings to the Children

When children are criticized or spoken to in a negative way, they often feel inadequate or rejected. They may try to gain attention by disturbing other children or otherwise misbehaving. On the other hand, positive comments will help them understand that you expect the best from them. Recognize and thank them for the good things they do, and ignore minor problems. As you do so, they will begin to feel that they are accepted, loved, and understood. (For more suggestions, see the videocassettes Primary Leader Training and Teach the Child.)

Set the Tone By your Response to Questions

Invite learners to think of things they can do to help each other feel loved and appreciated. By the things you do and say, those you teach can learn to show respect for one another. Your responses to questions can show them how to respond respectfully to each other’s comments and questions (see “Listening,” pages 66–67). Reassure them that all sincere questions will be welcome. One person’s questions may help you clarify principles that others also do not understand.

Greet Learners Warmly

If you are a classroom teacher, smile as class members enter the room. Greet individuals with a handshake. Tell them that you are glad to see them. Express appreciation for them. Just one or two sentences of warm greeting can put them at ease and help them prepare to learn.

You can also make family home evening and family scripture study special occasions by extending a warm welcome to each family member as you begin.

Love and Reach Out to Each Individual

Jesus said, “A new commandment I give unto you, That ye love one another; as I have loved you, that ye also love one another” (John 13:34). You should seek to love those you teach—not only when they are easy to love, but also when they try your patience (see “Seeking the Gift of Charity,” page 12).

Each person you teach is precious in the sight of the Lord, and each person should be precious in your sight as well. Find ways to reach out to each person you teach (see “Reaching Out to the One,” pages 35–36). As those you teach realize that you love them and are concerned about them, they will learn to trust you. They will become more teachable and less likely to cause disruptions (see “Love Softens Hearts,” pages 31–32).

Teaching Others about a Learning Atmosphere

Part of your responsibility as a teacher is to help learners understand what they can do to create an atmosphere conducive to learning. Each learner is responsible for helping the others have a good learning experience. As you strive to establish a learning atmosphere in your class, you are not merely correcting behavior or making sure that your presentation is not interrupted. You are fulfilling your divine commission to help others become better disciples of the Savior.

To teach family members or class members to contribute to a learning atmosphere, consider conducting a discussion using the following suggestions:

• Express your feelings about the gospel, and explain that you want to help others learn gospel truths.
• Discuss the responsibility we have to help one another learn the gospel (see page 77).
• Talk about the importance of participating in lessons.
• Ask those present to suggest things they can do to help create a learning atmosphere.

Lesson 5: Invite Diligent Learning

You can explore the actual lesson 5 outlined in Teaching, No Greater Call here.  Below is a summary outline of the discussion held in class.  If you have any questions, email Marshall Snedaker at sne00005@gmail.com.

Lesson 5: Invite Diligent Learning PDF Class Notes
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Since I had the opportunity to teach, I wanted to share some of the things that I learned from the lesson:

1.  I learned that teaching is all about empowering others to use their agency to find truth for themselves.  It is about leading them with true doctrine to the Savior.  When we teach we should be thinking longterm as to how our lesson can inspire them to make correct choices in the future.  The only way to do this is to teach them how to find the answers from the source.  We don't give them the answers directly, we teach them how to learn.

2. Teachers can only do so much: individuals have the weightier responsibility for learning.  Salvation is an individual affair and obtaining the highest degree is a family affair.  Not only do we as individuals need to accept the responsibility for ourselves, but we also need to accept the responsibility for helping our family desire to learn about the gospel.

3.  Teachers need to respect the free agency of the learners.  Teaching should not be by force, but only through invitation.  If we recognize that the learners have a choice to not only accept the truths being taught but also the agency of how they will apply what they have learned.

4.  I love Alma 32 as it relates to teaching and applying the word of God.  It is full of insight.  One key aspect of planting the seed is nourishing what has been learned.  We know that memorization as a skill can be developed and the more we learn the more equipped we are to be able to comprehend and retain information.  The word of God is purely true.  If we neglect to nourish it or continue to learn and develop that good seed can waste away.  As Alma says, it isn't because the seed was not good, but it was the err of the learner.


5.  There is no room in any selfish or prideful ambitions when teaching.  Teaching as we learn from the Savior is all about the hearer.  As we focus on listening to the response of those we teach, we can respond accordingly and do our best to instill the word of God in their hearts.  I believe the minute we begin cultivating any form of pride in our lessons - as to how great of a teacher we are:  we will quickly lose the Spirit.

 ________________________  Study Notes  ____________________________


If a challenging trial in life comes up: where do you go to find answers?

How do we as teachers help others to find answers to learn independently?

Here’s a fundamental insight: If people were perfectly willing to take responsibility for diligent learning in the gospel – would teachers be necessary? Let’s draw a line between secular and spiritual learning:

Secular Learning
Teacher | Student | Coursework Student x (Teacher + Coursework) = Learning If you remove the “Teacher” will this equation, will still work?

Spiritual Learning
Teacher | Student | Doctrine | Spirit Student x (Teacher + Doctrine) x Spirit ∞ = Learning If you remove the “Teacher” will this equation still work?

This equation illustrates the focus on the source of teaching: doctrine and the Spirit. An individual must learn independently and a teacher’s goal is to encourage individuals to learn from the source.Individuals need to take responsibility.

In a letter about studying the gospel, Elder Bruce R. McConkie wrote: “Now let us come to ... a conclusion that will have an important bearing on our eternal salvation. It is that each person must learn the doctrines of the gospel for himself. No one else can do it for him. Each person stands alone where gospel scholarship is concerned; each has access to the same scriptures and is entitled to the guidance of the same Holy Spirit; each must pay the price set by a Divine Providence if he is to gain the pearl of great price.

“The same principle governs both learning truth and living in harmony with its standards. No one can repent for and on behalf of another; no one can keep the commandments in the place and stead of another; no one can be saved in someone else’s name. And no one can gain a testimony or press forward in light and truth to eternal glory for anyone but himself. Both the knowledge of the truth and the blessings that come to those who conform to true principles are personal matters. And as a just God offers the same salvation to every soul who lives the same laws, so he offers the same understanding of his eternal truths to all who will pay the truth seeker’s price.    Bruce R. McConkie

Where is the chief teaching center in life?

The home (Bruce R McConkie)

How can we encourage others to take responsibility for learning?

-    Nurture our own enthusiasm & credibility 
-    Draw people to the doctrine 
-    Ask learners to find answers 
-    Show learners how to use the study helps in the scriptures
-    Give assignments that draw people to the doctrine
-    Help learners understand scriptural figures were real, w/ relatable experiences etc.
-    Show learners how to find answers to life’s challenges 
-    Encourage study of the scriptures etc. 
-    Bear Testimony

Knowing that individuals are responsible to learn the gospel, we may ask, What is the role of teachers? We are not perfect and all need encouragement to continue learning. As teachers we help individuals take responsibility for learning the gospel—to awaken in them the desire to study, understand, and live the gospel and to show them how to do so.

Well Concept: Teach from the source

“When I drink from a spring I like to get the water where it comes out of the ground, not down the stream after the cattle have waded in it. ... I appreciate other people’s interpretation, but when it comes to the gospel we ought to be acquainted with what the Lord says” Marion G. Romney

Do our best to encourage others to seek the source

Sister Virginia H. Pearce, who served as first counselor in the Young Women general presidency, said:
“A teacher’s goal is greater than just delivering a lecture about truth. It is to invite the Spirit and use techniques that will enhance the possibility that the learner will discover the truth [and] be motivated to apply it. ...

“... Imagine hundreds of thousands of classrooms every Sunday, each with a teacher who understands that ‘the learning has to be done by the pupil. Therefore it is the pupil who has to be put into action. When a teacher takes the spotlight, becomes the star of the show, does all the talking, and otherwise takes over all of the activity, it is almost certain that he is interfering with the learning of the class members’ [Asahel D. Woodruff, Teaching the Gospel (1962), 37].

Agency for learning

An individual’s decision to study the gospel diligently is a righteous use of agency. Teachers who understand the doctrine of agency will not try to force others to learn the gospel. Instead, they will strive to teach in a way that will encourage others to put forth diligent effort to learn the gospel.

“Agency, given us through the plan of our Father, is the great alternative to Satan’s plan of force. With this sublime gift, we can grow, improve, progress, and seek perfection” (James E Faust, in Conference Report, Oct. 1987, 42; or Ensign, Nov. 1987, 35).

What difference does it make in our teaching to realize that individuals have agency and are responsible for their own learning?

Seek Learning

As President Spencer W. Kimball taught, this commandment should be obeyed diligently: “One cannot become a ‘doer of the word’ without first becoming a ‘hearer.’ And to become a ‘hearer’ is not simply to stand idly by and wait for chance bits of information; it is to seek out and study and pray and comprehend” (“How Rare a Possession—the Scriptures!” Ensign, Sept. 1976, 2).

“The treasures of both secular and spiritual knowledge are hidden ones—but hidden from those who do not properly search and strive to find them. ... Spiritual knowledge is not available merely for the asking; even prayers are not enough. It takes persistence and dedication of one’s life” (The Teachings of Spencer W. Kimball, ed. Edward L. Kimball [1982], 389–90).

Learners must rediscover the scriptures again and again.

“It is a common thing to have a few passages of scripture at our disposal, floating in our minds, as it were, and thus to have the illusion that we know a great deal about the gospel. In this sense, having a little knowledge can be a problem indeed. I am convinced that each of us, at some time in our lives, must discover the scriptures for ourselves—and not just discover them once, but rediscover them again and again” (“How Rare a Possession—the Scriptures!” Ensign, Sept. 1976, 4). Spencer W. Kimball

Preparation

Alma 32: 5And they came unto Alma; and the one who was the foremost among them said unto him: Behold, awhat shall these my brethren do, for they are bdespised of all men because of their poverty, yea, and more especially by our priests; for they have ccast us out of our synagogues which we have labored abundantly to build with our own hands; and they have cast us out because of our exceeding poverty; and we have dno place to worship our God; and behold, what shall we do?

6And now when Alma heard this, he turned him about, his face immediately towards him, and he beheld with great joy; for he beheld that their aafflictions had truly bhumbled them, and that they were in a cpreparation to hear the word.

What can we do to prepare to learn?

- Humility 
- Patience 
- Desire 
- Faith 
- Repentant

Give Place

Alma 32: 27But behold, if ye will awake and arouse your faculties, even to an experiment upon my words, and exercise a particle of faith, yea, even if ye can no more than adesire to believe, let this desire work in you, even until ye believe in a manner that ye can give place for a portion of my words.

28Now, we will compare the word unto a aseed. Now, if ye give place, that a bseed may be planted in your cheart, behold, if it be a true seed, or a good seed, if ye do not cast it out by your dunbelief, that ye will resist the Spirit of the Lord, behold, it will begin to swell within your breasts; and when you feel these swelling motions, ye will begin to say within yourselves—It must needs be that this is a good seed, or that the word is good, for it beginneth to enlarge my soul; yea, it beginneth to eenlighten my funderstanding, yea, it beginneth to be delicious to me.

33And now, behold, because ye have tried the experiment, and planted the seed, and it swelleth and sprouteth, and beginneth to grow, ye must needs know that the seed is good.

What are some points of advice we can give to learners to help them embrace the gospel?

-    Start with fundamental principles
-    Don’t get caught up in theological questions 
-    Faith 
-    Give the gospel time 
-    Be patient

What does it mean to “enlighten my understanding, yea it beginneth to be delicious to me?”

Nourish the Word

38But if ye aneglect the tree, and take no thought for its nourishment, behold it will not get any root; and when the heat of the sun cometh and scorcheth it, because it hath no root it withers away, and ye pluck it up and cast it out.

41But if ye will nourish the word, yea, nourish the tree as it beginneth to grow, by your faith with great diligence, and with apatience, looking forward to the fruit thereof, it shall take root; and behold it shall be a tree bspringing up unto everlasting life.

What are some specific things people can do to “nourish the word”? (Write class members’ answers on the chalkboard. Note that some possible answers are listed below.)

- Study and ponder the scriptures daily. 
- Search the scriptures for specific answers to questions. 
- Study addresses from general conference. 
- Study articles in Church magazines. 
- Fast and pray for understanding. 
- Seek understanding while doing temple work. 
- Discuss gospel principles with family members and friends. 
- Follow the guidance of the Spirit. 
- Strive faithfully to obey the commandments.

What blessings have come to you as a result of your diligent efforts to learn the gospel?

Avoid Diminishing a Desire for Others to Learn

What are some things teachers might do that could detract from people’s desire to learn the gospel?

- Read lessons to them from the manual. 
- Spend most of the lesson time lecturing. 
- Try to impress them with knowledge or teaching skills. 
- Criticize or treat lightly their questions and comments. 
- Make comments or ask questions that might undermine their faith. 
- Use language or examples that could cause the Spirit to withdraw. 
- Fail to center lessons on gospel truths.

“Every gospel teacher who seeks to follow the Master will focus all of his efforts on others and never on himself. Satan said, ‘Send me, ... I will redeem all mankind, ... and surely I will do it; wherefore give me thine honor.’ Contrast that proposal with the example of the Savior, who said, ‘Father, thy will be done, and the glory be thine forever’ (Moses 4:1–2). A gospel teacher will focus his teaching on the needs of the sheep and the glory of the Master. He will avoid the limelight. He will teach the flock that they should always look to the Master. He will never obscure their view of the Master by standing in the way or by casting a shadow of self-promotion or self-interest” (address given 31 March 1998).    Elder Oaks
- - -

-    Ask someone to prepare to assist with a lesson. Help him or her prepare. 
-    Ask someone to prepare an object lesson. 
-    Share personal experiences as appropriate.
-    Ask those you teach to ponder the blessings the Lord has given them and their families.
-    Teach how to read the scriptures with understanding. 
-    Acknowledge the worth of each individual’s contribution to the lesson. 
-    Listen to and make use of ideas expressed during discussions. 
-    Ask questions that stimulate thought and invite contributions to
discussions. 
-    When someone asks a question, invite others to suggest answers. 
-    Ask those you teach to think about how they can apply the things they have learned.

A Skilled Teacher

“A skilled teacher doesn’t think, ‘What shall I do in class today?’ but asks, ‘What will my students do in class today?’; not, ‘What will I teach today?’ but rather, ‘How will I help my students discover what they need to know?’ [Teaching the Gospel: A Handbook for CES Teachers and Leaders (1994), 13]. The skilled teacher does not want students who leave the class talking about how magnificent and unusual the teacher is. This teacher wants students who leave talking about how magnificent the gospel is!” (in Conference Report, Oct. 1996, 13–14; or Ensign, Nov. 1996, 12).

Excellent teachers do not take the credit for the learning and growth of those they teach. Like gardeners who plant and tend crops, they strive to create the best possible conditions for learning. Then they give thanks to God when they see the progress of those they teach. Paul wrote, “Neither is he that planteth any thing, neither he that watereth; but God that giveth the increase” (1 Corinthians 3:7).

Lesson 4: Teach the Doctrine

You can explore the actual lesson 4 outlined in Teaching, No Greater Call here.  Below is a summary outline of the discussion held in class.  If you have any questions, email Marshall Snedaker at sne00005@gmail.com.

Lesson 4 PDF Class Notes
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Since I had the opportunity to teach, I wanted to share some of the things that I learned from the lesson:

1.  I learned that teaching doctrine isn't just about making sure we teach correct information to members, but enabling the power of doctrine to plant a pure seed in hearts with the most potential to create faith and testimony.  Doctrine has an inherent power - in other words teaching from the source aka scriptures, living prophets etc.  By teaching doctrine at the source, there is so much more power available to us as we teach and we would be wise to follow this guideline.

2.  Those who hear us teach have the assurance that we are called and set apart to represent the church doctrine in all that we say.  We must be careful to relay information correctly and above all else be willing to say, "I don't know" when a difficult question arises.  We have a responsibility to prepare and know the doctrine for ourselves so we can convey correct information.  The easiest way to do this is to always lead others to the source: scriptures and direct quotes from living prophets.

3. We must continually be re-engaging ourselves and learning so we can make sure that we are fully aware of doctrine.  This will help avoid the risk of teaching something that may not be correct.  We must always be learning and progressing otherwise we can surely get rusty.

4.  The greatest teachers always lead others to learn for themselves at the source.  Never relay doctrine - second hand with your own interpretation.  It is so much better for them to find out for themselves by interacting w/ doctrine on a personal level.  We cheapen their experience when we give away the answers or our own personal interpretation.  There is so much more power available when we only teach people HOW to find answers and where to go to find the source of truth and light.


5.  There is something very special about the doctrine as it is revealed in the book of Mormon.  It is the keystone of our religion and a man can get nearer to God by this book moreso than any other book there is.  When we teach doctrine, it is very wise to use the Book of Mormon as a key resource.

 ________________________  Study Notes  ____________________________

“I give unto you a commandment that you shall teach one another the doctrine of the kingdom.”  (D&C 88:77)

How does learning the doctrine of the kingdom affect us?

How is learning true doctrine different from learning other things?

a.  Enos 1:1–4. (The doctrines of the gospel sink deep into our hearts and lead us to humble ourselves before God.)  Behold, it came to pass that I, ^aEnos, knowing my father that ^bhe was a just man—for he ^ctaught me in his language, and also in the ^dnurture and admonition of the Lord—and blessed be the name of my God for it— And I will tell you of the ^awrestle which I had before God, before I received a ^bremission of my sins. Behold, I went to hunt beasts in the forests; and the words which I had often heard my father speak concerning eternal life, and the ^ajoy of the saints, ^bsunk deep into my heart.  And my soul ^ahungered; and I ^bkneeled down before my Maker, and I ^ccried unto him in mighty ^dprayer and supplication for mine own soul; and all the day long did I cry unto him; yea, and when the night came I did still raise my voice high that it reached the heavens.

b.  Alma 31:5. (The word of God leads people to do good and has a “powerful effect” on the mind.)  And now, as the ^apreaching of the ^bword had a great tendency to ^clead the people to do that which was just—yea, it had had more powerful effect upon the minds of the people than the sword, or anything else, which had happened unto them—therefore Alma thought it was expedient that they should try the virtue of the word of God.

c.   Alma 32:28. (The word of God enlarges our souls, enlightens our understanding, and becomes delicious to us.)  Now, we will compare the word unto a ^aseed. Now, if ye give place, that a ^bseed may be planted in your ^cheart, behold, if it be a true seed, or a good seed, if ye do not cast it out by your ^dunbelief, that ye will resist the Spirit of the Lord, behold, it will begin to swell within your breasts; and when you feel these swelling motions, ye will begin to say within yourselves—It must needs be that this is a good seed, or that the word is good, for it beginneth to enlarge my soul; yea, it beginneth to ^eenlighten my ^funderstanding, yea, it beginneth to be delicious to me.

d.  Joseph Smith—History 1:11–12. (The word of God comes “with … power to the heart.”)  While I was laboring under the extreme difficulties caused by the contests of these parties of religionists, I was one day reading the Epistle of ^aJames, first chapter and fifth verse, which reads: If any of you lack ^bwisdom, let him ask of God, that giveth to all men liberally, and upbraideth not; and it shall be given him.  Never did any passage of ^ascripture come with more power to the heart of man than this did at this time to mine. It seemed to enter with great force into every feeling of my heart. I reflected on it again and again, knowing that if any person needed ^bwisdom from God, I did; for how to act I did not know, and unless I could get more wisdom than I then had, I would never know; for the teachers of religion of the different sects ^cunderstood the same passages of scripture so differently as to destroy all confidence in settling the question by an appeal to the Bible.

How has learning a specific doctrine of the gospel influenced you?

The Power of the Word of God

Elder Boyd K. Packer said: “True doctrine, understood, changes attitudes and behavior. The study of the doctrines of the gospel will improve behavior quicker than a study of behavior will improve behavior” (in Conference Report, Oct. 1986, 20; or Ensign, Nov. 1986, 17). No worldly ideas or principles have this power. No spellbinding lectures or entertaining presentations can touch individuals so profoundly that they turn their hearts to Christ. Centering our teaching on the truths of the gospel is the only way we can become instruments in God’s hands to help instill the faith that will lead others to repent and come unto Him.

How can doctrine be more influential or over behavior than a study of behavior?

Elder Boyd K. Packer declared: “You are to teach the scriptures. … If your students are acquainted with the revelations, there is no question—personal or social or political or occupational—that need go unanswered. Therein is contained the fulness of the everlasting gospel. Therein we find principles of truth that will resolve every confusion and every problem and every dilemma that will face the human family or any individual in it” (Teach the Scriptures [address to religious educators, 14 Oct. 1977], 5).

Alma compares seed to the word of God (Alma 32)

Keep the doctrine pure: Spring Water – “Right from the source”

“When I drink from a spring I like to get the water where it comes out of the ground, not down the stream after the cattle have waded in it. … I appreciate other people’s interpretation, but when it comes to the gospel we ought to be acquainted with what the Lord says” Marion G. Romney

How do we avoid delivering doctrine second hand but rather from the source?

-       Teach by the Spirit

-       Use Church-Produced Lesson Materials

-       Teach truths of the gospel and nothing else

-       Teach from the scriptures, prophets

-       Diligently study the scriptures and words of the prophet – rediscover

Teach by the Spirit from the Scriptures and the Words of Latter-day Prophets

President Ezra Taft Benson taught: “What should be the source for teaching the great plan of the Eternal God? The scriptures, of course—particularly the Book of Mormon. This should also include the other modern-day revelations. These should be coupled with the words of the Apostles and prophets and the promptings of the Spirit” (in Conference Report, Apr. 1987, 107; or Ensign, May 1987, 85).

Why do you think the Book of Mormon is an important resource to teach from?  Why is the Book of Mormon the keystone of our religion?

We must rediscover the scriptures again and again

“It is a common thing to have a few passages of scripture at our disposal, floating in our minds, as it were, and thus to have the illusion that we know a great deal about the gospel. In this sense, having a little knowledge can be a problem indeed. I am convinced that each of us, at some time in our lives, must discover the scriptures for ourselves—and not just discover them once, but rediscover them again and again” (“How Rare a Possession—the Scriptures!” Ensign, Sept. 1976, 4).

As teachers, we represent the church (the doctrine) – right “from the source”

“No one has the right to give his own private interpretations when he has been invited to teach in the organizations of the Church; he is a guest, … and those whom he teaches are justified in assuming that, having been chosen and sustained in the proper order, he represents the Church and the things which he teaches are approved by the Church” (The Teachings of Spencer W. Kimball, ed. Edward L. Kimball [1982], 532–33).

Teach Gospel Truths Clearly So That No One Will Misunderstand Them

President Harold B. Lee stated, “You’re to teach the old doctrines, not so plain that they can just understand, but you must teach the doctrines of the Church so plainly that no one can misunderstand” (“Loyalty,” in Charge to Religious Educators, 2nd ed. [1982], 64).

Cautions for Gospel Teachers

As you strive to keep the doctrine pure, you should avoid the following problems.

Speculation

“In presenting a lesson there are many ways for the undisciplined teacher to stray from the path that leads to his objective. One of the most common temptations is to speculate on matters about which the Lord has said very little. The disciplined teacher has the courage to say, ‘I don’t know,’ and leave it at that. As President Joseph F. Smith said, ‘It is no discredit to our intelligence or to our integrity to say frankly in the face of a hundred speculative questions, “I don’t know”’ [Gospel Doctrine, 5th ed. (1939), 9]” (Joseph F. McConkie, “The Disciplined Teacher,” Instructor, Sept. 1969, 334–35).

Misquoting

“The disciplined teacher will be sure of his sources and will also make every effort to determine whether a statement properly represents the doctrine of the Church or is merely the opinion of the author” (Instructor, Sept. 1969, 334–35).

We should not attribute statements to Church leaders without confirming the source of the statements. When we quote scriptures, we should ensure that our use of them is consistent with their context (see “Teaching from the Scriptures,” pages 54–55).

Gospel Hobbies

“Gospel hobbies—the special or exclusive emphasis of one principle of the gospel—should also be avoided by teachers” (Instructor, Sept. 1969, 334–35).

President Joseph F. Smith said: “Hobbies give to those who encourage them a false aspect of the gospel of the Redeemer; they distort and place out of harmony its principles and teachings. The point of view is unnatural. Every principle and practice revealed from God is essential to man’s salvation, and to place any one of them unduly in front, hiding and dimming all others, is unwise and dangerous; it jeopardizes our salvation, for it darkens our minds and beclouds our understandings” (Gospel Doctrine, 116–17).

Sensational Stories

“Perhaps the greatest temptation of the teacher struggling to maintain the attention of [a] class is the use of the sensational story. There are a number of these, of very questionable origin, continually being circulated throughout the Church. … These are not teaching tools: stability and testimony are not built on sensational stories. Direction for us from the Prophet is dispensed through proper priesthood channels. Careful attention should be paid to the messages of the General Authorities in stake and general conferences, and Church publications should be read regularly. Meaningful attention will be accorded the teacher who establishes the reputation of being orthodox and sound in doctrine” (Instructor, Sept. 1969, 334–35).

Reshaping Church History

President Ezra Taft Benson cautioned: “There have been and continue to be attempts made to bring [a humanistic] philosophy into our own Church history. … The emphasis is to underplay revelation and God’s intervention in significant events and to inordinately humanize the prophets of God so that their human frailties become more apparent than their spiritual qualities” (“God’s Hand in Our Nation’s History,” in 1976 Devotional Speeches of the Year [1977], 310).

Speaking of these attempts, President Benson later said, “We would warn you teachers of this trend, which seems to be an effort to reinterpret the history of the Church so that it is more rationally appealing to the world” (The Gospel Teacher and His Message [address to religious educators, 17 Sept. 1976], 11).

Private Interpretations and Unorthodox Views

President J. Reuben Clark Jr. said, “Only the President of the Church, the Presiding High Priest, is sustained as Prophet, Seer, and Revelator for the Church, and he alone has the right to receive revelations for the Church, either new or amendatory, or to give authoritative interpretations of scriptures that shall be binding on the Church, or change in any way the existing doctrines of the Church” (in Church News, 31 July 1954, 10). We should not teach our private interpretation of gospel principles or the scriptures.

Elder Spencer W. Kimball stated: “There are those today who seem to take pride in disagreeing with the orthodox teachings of the Church and who present their own opinions which are at variance with the revealed truth. Some may be partially innocent in the matter; others are feeding their own egotism; and some seem to be deliberate. Men may think as they please, but they have no right to impose upon others their unorthodox views. Such persons should realize that their own souls are in jeopardy” (in Conference Report, Apr. 1948, 109).

Case Study: Youth Teaching

“As a young men’s teacher, I often feel caught up in befriending the class in order to gain trust and attention.   I worry that by reading too many scriptures and quotes from the prophets – the boys will lose interest in me and in the lesson at church.  In fact to make it through a lesson, treats as bribes always seem to work like a charm.  To maintain a relationship, sometimes we get into brief discussions about cars, sports, dating and generally keep our time together amusing.  Rather than get too preachy, I offer my ideas of how the boys should be living – which is always linked to gospel principles – maybe a little sugar coated.”

What would you suggest to this teacher and why?

“The youth of the Church are hungry for the things of the Spirit; they are eager to learn the gospel, and they want it straight, undiluted…   “You do not have to sneak up behind [them] and whisper religion in [their] ears;… You do not need to disguise religious truths with a cloak of worldly things; you can bring these truths to [them] openly”  President J. Reuben Clark Jr.

How do we teach others to learn from the source?

 John 15:4,5 Abide in me, and I in you. As the branch cannot bear fruit of itself, except it abide in the vine; no more can ye, except ye abide in me.  I am the ^avine, ye are the branches: He that abideth in me, and I in him, the same bringeth forth much fruit: for without ^bme ye can do nothing.

Why is The Book of Mormon so central to the doctrine?
Joseph Smith said, “I told the brethren that the Book of Mormon was the most correct of any book on earth, and the keystone of our religion, and a man would get nearer to God by abiding by its precepts, than by any other book” (History of the Church, 4:461).
The first is that the Book of Mormon is the keystone of our religion.   A keystone is the central stone in an arch. It holds all the other stones in place, and if removed, the arch crumbles.

The second great reason why we must make the Book of Mormon a center focus of study is that it was written for our day. The Nephites never had the book; neither did the Lamanites of ancient times. It was meant for us. Mormon wrote near the end of the Nephite civilization. Under the inspiration of God, who sees all things from the beginning, he abridged centuries of records, choosing the stories, speeches, and events that would be most helpful to us.

The third reason why the Book of Mormon is of such value to Latter-day Saints is given in the same statement by the Prophet Joseph Smith cited previously. He said, “I told the brethren that the Book of Mormon was the most correct of any book on earth, and the keystone of our religion, and a man would get nearer to God by abiding by its precepts, than by any other book” (History of the Church, 4:461). That is the third reason for studying the book. It helps us draw nearer to God. Is there not something deep in our hearts that longs to draw nearer to God, to be more like Him in our daily walk, to feel His presence with us constantly? If so, then the Book of Mormon will help us do so more than any other book.
It is not just that the Book of Mormon teaches us truth, though it indeed does that. It is not just that the Book of Mormon bears testimony of Christ, though it indeed does that, too. But there is something more. There is a power in the book which will begin to flow into your lives the moment you begin a serious study of the book. You will find greater power to resist temptation. You will find the power to avoid deception. You will find the power to stay on the strait and narrow path. The scriptures are called “the words of life” (D&C 84:85), and nowhere is that more true than it is of the Book of Mormon. When you begin to hunger and thirst after those words, you will find life in greater and greater abundance.


“I feel certain that if, in our homes, parents will read from the Book of Mormon prayerfully and regularly, both by themselves and with their children, the spirit of that great book will come to permeate our homes and all who dwell therein. The spirit of reverence will increase; mutual respect and consideration for each other will grow. The spirit of contention will depart. Parents will counsel their children in greater love and wisdom. Children will be more responsive and submissive to the counsel of their parents. Righteousness will increase. Faith, hope, and charity—the pure love of Christ—will abound in our homes and lives, bringing in their wake peace, joy, and happiness” (Ensign, May 1980, p. 67).  Marion G Romney

“Every Latter-day Saint should make the study of this book a lifetime pursuit. Otherwise he is placing his soul in jeopardy and neglecting that which could give spiritual and intellectual unity to his whole life. There is a difference between a convert who is built on the rock of Christ through the Book of Mormon and stays hold of that iron rod, and one who is not” (Ensign, May 1975, p. 65).  Ezra Taft Benson

Elder Holland’s Testimony of the Book of Mormon

I testify that one cannot come to full faith in this latter-day work—and thereby find the fullest measure of peace and comfort in these, our times—until he or she embraces the divinity of the Book of Mormon and the Lord Jesus Christ, of whom it testifies. If anyone is foolish enough or misled enough to reject 531 pages of a heretofore unknown text teeming with literary and Semitic complexity without honestly attempting to account for the origin of those pages—especially without accounting for their powerful witness of Jesus Christ and the profound spiritual impact that witness has had on what is now tens of millions of readers—if that is the case, then such a person, elect or otherwise, has been deceived; and if he or she leaves this Church, it must be done by crawling over or under or around the Book of Mormon to make that exit. In that sense the book is what Christ Himself was said to be: “a stone of stumbling, … a rock of offence,” ¹¹ a barrier in the path of one who wishes not to believe in this work. Witnesses, even witnesses who were for a time hostile to Joseph, testified to their death that they had seen an angel and had handled the plates. “They have been shown unto us by the power of God, and not of man,” they declared. “Wherefore we know of a surety that the work is true.” ¹²
 

Now, I did not sail with the brother of Jared in crossing an ocean, settling in a new world. I did not hear King Benjamin speak his angelically delivered sermon. I did not proselyte with Alma and Amulek nor witness the fiery death of innocent believers. I was not among the Nephite crowd who touched the wounds of the resurrected Lord, nor did I weep with Mormon and Moroni over the destruction of an entire civilization. But my testimony of this record and the peace it brings to the human heart is as binding and unequivocal as was theirs. Like them, “[I] give [my name] unto the world, to witness unto the world that which [I] have seen.” And like them, “[I] lie not, God bearing witness of it.” ¹³
 

I ask that my testimony of the Book of Mormon and all that it implies, given today under my own oath and office, be recorded by men on earth and angels in heaven. I hope I have a few years left in my “last days,” but whether I do or do not, I want it absolutely clear when I stand before the judgment bar of God that I declared to the world, in the most straightforward language I could summon, that the Book of Mormon is true, that it came forth the way Joseph said it came forth and was given to bring happiness and hope to the faithful in the travail of the latter days.

Lesson 3: Teach By the Spirit

You can explore the actual lesson 3 outlined in Teaching, No Greater Call here.  Below is a summary outline of the discussion held in class.  If you have any questions, email Marshall Snedaker at sne00005@gmail.com.

Lesson 3 PDF Class Outline
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Since I had the opportunity to teach, I wanted to share some of the things that I learned from the lesson:

1.  I realized how sensitive the Spirit can really be and how we must do all we can to "not get in the way" of the teaching experience.  It is very easy to do.  I think about my teaching and analyze every lesson I do.  Most of the time I can think back to a few moments where I should have handled things differently and could have more closely followed the Spirit.  I tend to "get in the way" when I stay to a structured lesson plan - or maybe there was a really great analogy I thought was enlightening.  Somehow those great ideas I have studying don't seem so great when I'm teaching and I do often skip them.  However there are times when I stick to the original plan and in some ways ignore promptings. I don't realize this until after I do a lesson and analyze how it went.

2.  I really felt that a magnifying glass is a very effective visual to imagine as we serve the Lord - particularly teaching the gospel.  It's easy to think we stand alone teaching a concept that we are confident about, but in reality we have to humbly acknowledge that there is a whole other lesson going on that we need to stay in tune with.  Somehow the Spirit is able to use us as an instrument and teach dozens of personalized lessons at once.  If we're not careful we can taint ourselves as an instrument (magnifying glass) and "get in the way" of the teaching experience.  Worthiness, agenda, reliance on intellect etc. are all ways we taint our magnifying glass.  We must have faith and humbly teach.

3.  I came to the realization that it's ok that a lesson doesn't feel exhilarating - spiritually the entire time.  Sometimes the Spirit can be part of the entire lesson, sometimes He impacts portions of the lesson - but at the end of the day you never really know.  And if the Spirit isn't extremely strong - it may not necessarily be your fault as a teacher.  You teach by faith that the Spirit will confirm truths on His time and way.  We can't tie the Spirit to an agenda we outline.  Just like in life we can't have a continuous flow of revelation, sometimes we need to be on our own to figure things out - which as Elder Scott said - is a sign the Lord trusts us to make the correct decision.  We can only do our best, follow the principles and teach in a way that the Spirit can confirm as a witness.  We leave everything else up to the Lord.

4.  I learned in this less on why the Lord blesses me when I teach at the last minute w/ decent lessons that go relatively well!  Preparation doesn't have to be a set schedule:  1 or 2 weeks of study.  Yes we need to drill down and focus on the lesson or talk we are about to do - but preparation should be a continual process.  We should always be storing up treasures of knowledge and filling our wells.  That way, when the Spirit needs us to testify, teach or even give a talk at the last minute - we're prepared and the Lord will bless our efforts.  However I think there's a fine line that we can take advantage of here - the principle is that we do our best and the Lord will use whatever knowledge we have stored up to magnify in the lives of those we teach.  However it's always best to study and plan as much as possible and then turn the reigns over to the Spirit to lead you and share whatever is most needed in the lesson.

 ________________________  Study Notes  ____________________________

How many of us would acknowledge ourselves as humble teachers?

Have a class member read the following statement by Elder Henry B. Eyring:
“It is wise to fear that our own skills are inadequate to meet the charge we have to nourish the faith of others. Our own abilities, however great, will not be enough. But that realistic view of our limitations creates a humility which can lead to dependence on the Spirit and thus to power” (in Conference Report, Oct. 1997, 114; or Ensign, Nov. 1997, 82–83).

“Some of you may be shy by nature or consider yourselves inadequate to respond affirmatively to a calling. Remember that this work is not yours and mine alone. It is the Lord’s work, and when we are on the Lord’s errand, we are entitled to the Lord’s help. Remember that whom the Lord calls, the Lord qualifies” (in Conference Report, Apr. 1996, 62; or Ensign, May 1996, 44).

“Meekness implies a spirit of gratitude as opposed to an attitude of self-sufficiency, an acknowledgment of a greater power beyond oneself, a recognition of God, and an acceptance of his commandments” (“With All Thy Getting Get Understanding,” Ensign, Aug. 1988, 3–4).

What does the Lord promise if we teach His gospel with solemnity and meekness?

(See D&C 100:8. The Holy Ghost will bear record of the principles we teach.)

 7But a commandment I give unto you, that ye shall declare whatsoever thing ye adeclare in my name, in solemnity of heart, in the spirit of meekness, in all things.
 8And I give unto you this promise, that inasmuch as ye do this the aHoly Ghost shall be shed forth in bearing record unto all things whatsoever ye shall say.

Who is the teacher?

Elder Gene R. Cook of the Seventy counseled: “Who will do the teaching? The Comforter. Be sure you don’t believe you are the ‘true teacher.’ That is a serious mistake. … Be careful you do not get in the way. The major role of a teacher is to prepare the way such that the people will have a spiritual experience with the Lord. You are an instrument, not the teacher. The Lord is the One who knows the needs of those being taught. He is the One who can impress someone’s heart and cause them to change” (address delivered to religious educators, 1 Sept. 1989).

 We are an instrument:  Much like a magnifying glass.  The sunlight shines through our efforts and impacts those around us.  We "get in the way" when we teach in "some other way", teach unworthily, or do not teach correct doctrines.  We must do all we can to not taint our efforts and diminish the potential of the light of the Holy Ghost to shine through.

Watch this video:  http://www.youtube.com/watch?v=lPoWVgLNTvw

Our Role: Instrument

As you prepare yourself spiritually and acknowledge the Lord in your teaching, you will become an instrument in His hands. The Holy Ghost will magnify your words with power.
As we teach the gospel, we should humbly recognize that the Holy Ghost is the true teacher. 

Our privilege is to serve as instruments through whom the Holy Ghost can teach, testify, comfort, and inspire. We should therefore become worthy to receive the Spirit (see “Seeking the Spirit,” page 13). We should pray for the Spirit’s guidance as we prepare lessons and as we teach (see “Recognizing and Following the Spirit in Your Teaching,” pages 47–48). We should do all we can to create an atmosphere in which those we teach can feel the influence of the Spirit (see “Inviting the Spirit As You Teach,” pages 45–46).

Role of the Holy Ghost:  True Teacher

a. John 14:26. (Teaches us all things and brings all things to our remembrance.) 
b. John 15:26. (Testifies of Christ.) 
c. 2 Nephi 33:1. (Carries the truth to our hearts.) 
d. Doctrine and Covenants 6:14–15, 22–23. (Enlightens and brings peace to our minds.) 
e. Doctrine and Covenants 11:13. (Fills our souls with joy.)
f. Doctrine and Covenants 50:21–22. (Edifies.)

“When a man speaketh by the power of the Holy Ghost the power of the Holy Ghost carrieth it unto the hearts of the children of men” (2 Nephi 33:1). No mortal teacher, no matter how expert or experienced, can bring the blessings of testimony and conversion to another person. That is the office of the Holy Ghost, or the Spirit. People come to know that the gospel is true by the power of the Holy Ghost (see Moroni 10:5; D&C 50:13–14).


If ye teach not by the Spirit – ye shall not teach: WHY?

It’s almost an act of faith – teaching by Faith.  Do not rely on the merits and guidance of the world – but rather rely on the Lord.  With that mindset at the precise moment when you need the confirmation of the Spirit he will be there – but not on our terms.

President Joseph Fielding Smith taught: “The Spirit of God speaking to the spirit of man has power to impart truth with greater effect and understanding than the truth can be imparted by personal contact even with heavenly beings. Through the Holy Ghost the truth is woven into the very fibre and sinews of the body so that it cannot be forgotten” (Doctrines of Salvation, compiled by Bruce R. McConkie, 3 volumes [1954–56], 1:47–48).

If we rely on debate techniques or sales methods or group psychology, we are preaching the gospel in some other way, and it is not of God.  Intellectual things—reason and logic—can prepare the way, and they can help us in our preparation. But if we are tied to them instead of to the Spirit of the Lord, we are not teaching the gospel in the Lord’s way.  Dallin H Oaks

“If you teach the word of truth—now note, you’re saying what is true, every thing you say is accurate and right—by some other way than the Spirit, it is not of God. Now what is the other way to teach than by the Spirit? Well, obviously, it is by the power of the intellect.

“Suppose I came here tonight and delivered a great message on teaching, and I did it by the power of the intellect without any of the Spirit of God attending. Suppose that every word that I said was true, no error whatever, but it was an intellectual presentation. This revelation says: ‘If it be by some other way it is not of God’ (D&C 50:18).

“That is, God did not present the message through me because I used the power of the intellect instead of the power of the Spirit. Intellectual things—reason and logic—can do some good, and they can prepare the way, and they can get the mind ready to receive the Spirit under certain circumstances. But conversion comes and the truth sinks into the hearts of people only when it is taught by the power of the Spirit” (The Foolishness of Teaching [pamphlet, 1981], 9).  Elder Bruce R McConkie

How Do We Qualify to Teach by the Spirit?

“Teaching by the Spirit requires first that we keep the commandments and be clean before God so his Spirit can dwell in our personal temples” (“Teaching and Learning by the Spirit,” Ensign, Mar. 1997, 9).

We know that the Spirit of the Lord will not dwell in an unclean temple (see 1 Cor. 3:16–17). We must, therefore, cleanse ourselves by repentance, by confession when necessary, and by avoiding impure actions and thoughts.

Similarly, the best way to have the spirit of revelation is to listen to and study words spoken under the influence of the Holy Ghost. In other words, we obtain the Spirit by reading the scriptures or reading or listening to the talks of inspired leaders.  Dallin H Oaks


How do we Prepare to Teach by the Spirit?

When does preparation start?  2 weeks before, 1 week before? The day before? 

It should be continuous.

“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.
“But now hold your peace; study my word which hath gone forth among the children of men, and also study my word which shall come forth among the children of men, or that which is now translating, yea, until you have obtained all which I shall grant unto the children of men in this generation, and then shall all things be added thereto” (D&C 11:21–22).
In the revelation on priesthood given a few years later in Kirtland, Ohio, the Lord instructed the Saints further on this subject: “Neither take ye thought beforehand what ye shall say; but treasure up in your minds continually the words of life, and it shall be given you in the very hour that portion that shall be meted unto every man” (D&C 84:85).

We must study the scriptures. We must study the teachings of the living prophets. We must learn all that we can to make ourselves presentable and understandable to our children, our students, and our investigators. That includes grooming, speaking clearly, and knowing how to avoid offending people through ignorance of their culture and their personal and family circumstances. All of this and much more is part of preparation. And preparation is a prerequisite to teaching by the Spirit.  Dallin H Oaks

When I have tried to teach that principle in the past, I have observed that some people use it as an excuse for not preparing. Some will say, “Since the Spirit may prompt me to cast away my prepared talk, perhaps I don’t need to prepare at all.” That approach is not “treasur[ing] up in [our] minds continually the words of life.”

We should be in constant general preparation by treasuring up in our minds the teachings of the gospel, and when invited to give a talk or to present a lesson, we should make specific preparations. Most of the time we will carry through with our preparations. But sometimes there will be an authentic impression to leave something out or to add something. We should make careful preparation, but we should not be exclusively bound to that preparation.  Dallin H Oaks

How to we invite the Spirit as we teach?

a. Pray.
b. Teach from the scriptures.
c. Testify.
d. Use hymns, Primary songs, and other sacred music.
e. Express love for others and for Heavenly Father and Jesus Christ.
f. Share insights, feelings, and experiences that relate to the principles in the lesson.
When will the Spirit Teach?






Elder Oaks view on inviting the Spirit

About 17 years ago when I was at Brigham Young University, we were making plans to persuade the president of the United States to speak at the university. We had particular times that would suit our convenience, and we had in mind some things we wanted him to say and do while he was there. But all of us were wise enough to know that we could not contact the highest authority in the United States and invite him to come to the BYU campus—even to speak to 26,000 people—and put conditions on his appearance.

We knew that he would not come if we did not invite him, but we also knew that in inviting him we had to say, in effect: “We will welcome you whenever you can come and for whatever time you choose to be here and for whatever you choose to say and do while you are here. We will accommodate our schedules and our arrangements entirely to your visit.”

If that is the way a community of 26,000 people must approach the highest authority of one nation, it should not be surprising that one person—however important—is in no position to put conditions or impose personal timing upon a visit or communication from the highest authority in the universe. Dallin H Oaks

We believe in Continuing Revelation – not continuous revelation

Revelations from God—the teachings and directions of the Spirit—are not constant. We believe in continuing revelation, not continuous revelation. We are often left to work out problems without the dictation or specific direction of the Spirit. That is part of the experience we must have in mortality. Fortunately, we are never out of our Savior’s sight, and if our judgment leads us to actions beyond the limits of what is permissible and if we are listening to the still, small voice, the Lord will restrain us by the promptings of His Spirit.  Dallin H Oaks

William E. Berrett, one of our finest gospel teachers, said this about the matter of continuous revelation: “Those who pray that the Spirit might give them immediate guidance in every little thing throw themselves open to false spirits that seem ever ready to answer our pleas and confuse us. … The people I have found most confused in this Church are those who seek personal revelations on everything. They want the personal assurance from the Spirit from daylight to dark on everything they do. I say they are the most confused people I know because it appears sometimes that the answer comes from the wrong source” (quoted in The Holy Ghost, 29–30).

Let the Spirit Guide you as you teach “in the very hour, yea, in the very moment, what ye shall say” (D&C 100:6).

Feeling of the Spirit

“The language of peace, as spoken by the Lord, embraces a sense of quiet confidence, comfort, and warmth. It is gentle and calm, amiable and sweet; it is temperate and kind; it is orderly and identified by happiness, joy, and feelings of love” (Joseph Fielding McConkie and Robert L. Millet, The Holy Ghost [1989], 14).

President Ezra Taft Benson spoke of some of these blessings:  “The Holy Ghost causes our feelings to be more tender. We feel more charitable and compassionate with each other. We are more calm in our relationships. We have a greater capacity to love each other. People want to be around us because our very countenances radiate the influence of the Spirit. We are more godly in our character. As a result, we become increasingly more sensitive to the promptings of the Holy Ghost and thus able to comprehend spiritual things more clearly” (“Seek the Spirit of the Lord,” Ensign, Apr. 1988, 4).


Great example of teaching

Elder Richard G. Scott of the Quorum of the Twelve taught of the difference between a humble person who allows the Holy Ghost to teach and a proud person who relies on his or her own strength:
“Some years ago I had an assignment in Mexico and Central America similar to that of an Area President. …

“One Sunday, … I visited [a] branch priesthood meeting where a humble, unschooled Mexican priesthood leader struggled to communicate truths of the gospel. It was obvious how deeply they had touched his life. I noted his intense desire to communicate those principles. He recognized they were of great worth to the brethren he loved. He read from the lesson manual, yet his manner was of pure love of the Savior and those he taught. That love, sincerity, and purity of intent allowed the influence of the Holy Ghost to envelop the room. …

“Subsequently, I visited the Sunday School class in the ward where my family attended. A well-educated university professor presented the lesson. That experience was in striking contrast to the one enjoyed in the branch priesthood meeting. It seemed to me that the instructor had purposely chosen obscure references and unusual examples to develop his assigned topic—the life of Joseph Smith. I had the distinct impression that he used the teaching opportunity to impress the class with his great knowledge. … He did not seem as intent on communicating principles as had the humble priesthood leader. …

“… The humility of the Mexican priesthood leader was requisite to his being used as an instrument for spiritual communication of truth” (Helping Others to Be Spiritually Led [address to religious educators, 11 Aug. 1998], 10–12).


Acknowledge the Spirit

As you become more familiar with the voice of the Spirit, you will be able to help those you teach recognize the Spirit’s influence. Elder Richard G. Scott said, “If you accomplish nothing else in your relationship with your students than to help them recognize and follow the promptings of the Spirit, you will bless their lives immeasurably and eternally” (Helping Others to Be Spiritually Led [address to religious educators, 11 Aug. 1998], 3).

Revelation is pure intelligence

Similarly, the Prophet Joseph Smith referred to the spirit of revelation as “pure intelligence,” which “may give you sudden strokes of ideas” (Teachings of the Prophet Joseph Smith, selected by Joseph Fielding Smith [1976], 151).

Strong, Impressive Spiritual Experiences do not come frequently

Commenting on the workings of the Spirit, Elder Boyd K. Packer of the Quorum of the Twelve Apostles said, “I have learned that strong, impressive spiritual experiences do not come to us very frequently” (“That All May Be Edified” [1982], 337).

Elder Boyd K. Packer taught that “spirituality, while consummately strong, reacts to very delicate changes in its environment” (“I Say unto You, Be One,” Brigham Young University 1990–91 Devotional and Fireside Speeches [1991], 89).