TEACHING IN THE SAVIOR’S WAY
Teaching in the Savior’s Way
For All Who Teach in the Home and in the Church
Teaching in the Savior’s Way
For All Who Teach in the Home and in the Church
Published by
e Church of Jesus Christ of Latter-day Saints
Salt Lake City, Utah
©2022 by Intellectual Reserve, Inc.
All rights reserved.
Version: 1/22
PD80000498 000
Printed in the United States of America
CONTENTS
Contents
Message from the First Presidency ....................................................................1
e Purpose of Teaching in the Savior’s Way ..............................................................2
How is Resource Is Organized ...................................................................2
Overview of Christlike Teaching ...................................................................2
Part1: Focus on Jesus Christ .........................................................................5
Teach about Jesus Christ No Matter What You Are Teaching ............................................6
Emphasize the Example of Jesus Christ ...........................................................6
Teach about the Titles, Roles, and Attributes of Jesus Christ..........................................7
Look for Symbols at Testify of Jesus Christ ......................................................7
Help Learners Come unto Jesus Christ ..............................................................8
Help Learners Recognize the Lord’s Love, Power, and Mercy in eir Lives .............................8
Help Learners Strengthen eir Relationship with Heavenly Father and Jesus Christ .....................9
Help Learners Intentionally Strive to Be More like Jesus Christ .......................................9
Part2: Principles of Christlike Teaching ..............................................................11
Love ose You Teach...........................................................................12
e Savior Saw Divine Potential in Everyone He Taught ............................................12
e Savior Knows Us and Understands Our Circumstances, Needs, and Strengths ......................13
e Savior Prayed for ose He Taught ..........................................................13
e Savior Ensured at All Felt Respected and Valued.............................................13
e Savior Expressed His Love for ose He Taught ...............................................14
Teach by the Spirit..............................................................................16
e Savior Prepared Himself Spiritually to Teach ..................................................16
e Savior Was Always Ready to Respond to the Needs of Others ....................................17
e Savior Provided Opportunities for People to Be Taught by the Holy Ghost .........................17
e Savior Helped Others Seek, Recognize, and Act on Personal Revelation ...........................18
e Savior Bore Testimony to ose He Taught ...................................................19
Teach the Doctrine .............................................................................20
e Savior Learned the Doctrine................................................................20
e Savior Taught from the Scriptures ...........................................................21
e Savior Helped People Seek, Recognize, and Understand Truth ...................................21
e Savior Taught Truths at Lead to Conversion and Build Faith...................................22
e Savior Helped People Find Personal Relevance in His Doctrine ..................................23
Invite Diligent Learning .........................................................................24
e Savior Helped Others Take Responsibility for eir Learning ....................................24
e Savior Encouraged Others to Come to Know Him by Studying His Word ..........................25
e Savior Invited Others to Prepare to Learn ....................................................25
TEACHING IN THE SAVIOR’S WAY
e Savior Encouraged Others to Share the Truths ey Were Learning...............................26
e Savior Invited Others to Live What He Taught ................................................27
Part3: Practical Helps and Suggestions ...............................................................29
Suggestions for a Variety of Teaching Settings and Learners ...........................................30
Home and Family ............................................................................30
Teaching Children ...........................................................................31
Teaching Youth ..............................................................................33
Teaching Adults .............................................................................33
Teaching People with Disabilities ...............................................................34
Virtual Teaching .............................................................................35
Sample Lesson-Planning Outline..................................................................36
Improving as a Christlike Teacher—A Personal Evaluation.............................................37
For Leaders—Helping Teachers Succeed............................................................38
One-on-One Interactions ......................................................................38
Teacher Council Meetings .....................................................................38
Orienting Newly Called Teachers ...............................................................40
1
CONTENTS
Message from the First Presidency
Beloved brothers and sisters,
What a glorious opportunity you have to teach the gospel of Jesus Christ! Whether or not you have a specic calling
to teach, you are a teacher. As a disciple of the Master Teacher, Jesus Christ, you have opportunities to share His light
wherever you go—in the home, at church, as you minister to others, and among your friends. To teach the gospel is a
sacred trust. It is an essential part of the Lord’s work, and it works best when we do it in His way.
We invite you to learn more about Jesus Christ and how He taught the gospel. Prayerfully study His words, His
actions, and His attributes, and strive to follow Him more closely. Teaching in the Savior’s Way can be your guide.
e First Presidency
2
OVERVIEW OF CHRISTLIKE TEACHING
e Purpose of Teaching in the Savior’s Way
e principles described in this resource can help every
gospel teacher teach in the Savior’s way. at includes
parents, ministering brothers and sisters, seminary and
institute teachers, and anyone whose Church calling
gives them opportunities to teach.
You can study this resource on your own or use it to
guide discussions with others about how to become
a better teacher. For example, this resource could be
used in home evenings, presidency meetings, ward
or stake council meetings, seminary and institute
in-service meetings, and teacher council meetings (see
“For Leaders—Helping Teachers Succeed”).
How is Resource Is Organized
Part1 emphasizes the importance of focusing on Jesus
Christ whenever we teach the principles of His gospel.
is section describes what we teach.
Part2 emphasizes the principles of Christlike teaching.
is section describes how we teach.
Part3 gives practical suggestions to help teachers apply
the principles of Christlike teaching.
Overview of Christlike Teaching
e following charts provide an overview of the
principles taught in this resource.
Overview of Christlike Teaching
Focus on Jesus Christ
Teach about Jesus Christ
No Matter What You Are Teaching
Help Learners Come unto Jesus Christ
Emphasize the example of Jesus Christ. Help learners recognize the Lord’s love, power, and
mercy in their lives.
Teach about the titles, roles, and attributes
of Jesus Christ.
Help learners strengthen their relationship with
Heavenly Father and Jesus Christ.
Look for symbols that testify of Jesus Christ. Help learners intentionally strive to be more
like Jesus Christ.
Principles of Christlike Teaching
Love ose You Teach Teach by the Spirit Teach the Doctrine Invite Diligent Learning
See learners the way
God sees them.
Prepare yourself spiritually. Learn the doctrine of
Jesus Christ for yourself.
Help learners take
responsibility for their
learning.
Seek to know them—
understand their
circumstances, needs,
and strengths.
Always be ready to
respond to spiritual
promptings about the
needs of learners.
Teach from the scriptures
and the words of
latter-day prophets.
Encourage learners to
come to know the Savior
by studying the gospel
daily.
Pray for them by name. Create settings and
opportunities for learners
to be taught by the Holy
Ghost.
Help learners seek,
recognize, and
understand truths in the
scriptures.
Invite learners to prepare
to learn.
Create a safe
environment where all
are respected and know
their contributions are
valued.
Help learners seek,
recognize, and act on
personal revelation.
Focus on truths that lead
to conversion and build
faith in Jesus Christ.
Encourage learners to
share the truths they are
learning.
Find appropriate ways to
express your love.
Bear testimony often, and
invite learners to share
their feelings, experiences,
and testimonies.
Help learners nd
personal relevance in the
doctrine of Jesus Christ.
Invite learners to live what
they are learning.
3
OVERVIEW OF CHRISTLIKE TEACHING
Overview of Christlike Teaching
Focus on Jesus Christ
Teach about Jesus Christ
No Matter What You Are Teaching
Help Learners Come unto Jesus Christ
Emphasize the example of Jesus Christ. Help learners recognize the Lord’s love, power, and
mercy in their lives.
Teach about the titles, roles, and attributes
of Jesus Christ.
Help learners strengthen their relationship with
Heavenly Father and Jesus Christ.
Look for symbols that testify of Jesus Christ. Help learners intentionally strive to be more
like Jesus Christ.
Principles of Christlike Teaching
Love ose You Teach Teach by the Spirit Teach the Doctrine Invite Diligent Learning
See learners the way
God sees them.
Prepare yourself spiritually. Learn the doctrine of
Jesus Christ for yourself.
Help learners take
responsibility for their
learning.
Seek to know them—
understand their
circumstances, needs,
and strengths.
Always be ready to
respond to spiritual
promptings about the
needs of learners.
Teach from the scriptures
and the words of
latter-day prophets.
Encourage learners to
come to know the Savior
by studying the gospel
daily.
Pray for them by name. Create settings and
opportunities for learners
to be taught by the Holy
Ghost.
Help learners seek,
recognize, and
understand truths in the
scriptures.
Invite learners to prepare
to learn.
Create a safe
environment where all
are respected and know
their contributions are
valued.
Help learners seek,
recognize, and act on
personal revelation.
Focus on truths that lead
to conversion and build
faith in Jesus Christ.
Encourage learners to
share the truths they are
learning.
Find appropriate ways to
express your love.
Bear testimony often, and
invite learners to share
their feelings, experiences,
and testimonies.
Help learners nd
personal relevance in the
doctrine of Jesus Christ.
Invite learners to live what
they are learning.
Part1: Focus on Jesus Christ
6
Teach about Jesus Christ No Matter What You
Are Teaching
ere are many things to teach about in the restored
gospel of Jesus Christ—principles, commandments,
prophecies, and scripture stories. But all of these
are branches of the same tree, for they all have one
purpose: to help all people come unto Christ and be
perfected in Him (see Jarom 1:11; Moroni 10:32). So no
matter what you are teaching, remember that you are
really teaching about Jesus Christ and how to become
like Him. e Holy Ghost can help you learn to recog-
nize truths about the Savior and His redeeming power
in each gospel principle, commandment, and prophetic
teaching (see Jacob 7:10–11).
Are you teaching about sacrice? Consider exploring
with learners how the sacrices we make point our
souls to the Savior’s “great and last sacrice” (Alma
34:10). Are you teaching about unity? Consider discuss-
ing the unity Jesus Christ achieved with His Father and
His invitation for us to be one with em (see John17).
See every gospel topic as an opportunity to teach and
learn about Jesus Christ.
Every commandment also provides this opportunity.
Don’t just focus on the laws of the gospel—learn also
about the Lawgiver. If you discuss the Word of Wisdom
and stop at the dos and don’ts of healthy living, you
miss the opportunity to ponder how deeply Jesus
Christ must care about us—both our spiritual and
physical well-being—to give us this law. Focus on how
willing and anxious the Savior is to bless us with His
power to help us live His laws. Every commandment
He gives us reveals something about His mind and will
and heart—nd joy in discovering this together!
Emphasize the Example of
Jesus Christ
We can place Jesus Christ at the center of teaching and
learning by recognizing and emphasizing that He is the
perfect example of all gospel principles. As disciples,
we don’t just follow principles—we follow Jesus Christ.
As we focus on the Savior’s perfect example, the Holy
Ghost will testify of Him and inspire us to follow Him.
Imagine for a moment that you are teaching the prin-
ciple of enduring to the end. A discussion about how
the Savior is an example of enduring to the end could
bring feelings of sweet reverence for Him. What might
those you teach learn and feel from His example?
Peace I Leave with You, by Walter Rane
7
TEACH ABOUT JESUS CHRIST NO MATTER WHAT YOU ARE TEACHING
He Healed em All,
Teach about the Titles, Roles, and
Attributes of Jesus Christ
Jesus Christ has many titles in the scriptures. Each
one reects one of His roles in God’s plan and teaches
us about His divine attributes. You might consider
exploring with learners what titles like Lamb of
God, Advocate, Finisher of Our Faith, and Light of
the World teach us about Jesus Christ. Also, as you
help learners come to know more about the Savior,
go beyond what He said and did to who He is and
what role He desires to play in our lives. As you learn
together about the Savior’s character and attributes,
the Holy Ghost will deepen your understanding of and
love for Him.
Look for Symbols at Testify of
Jesus Christ
“All things,” the Lord declared, “are created and made
to bear record of me” (Moses 6:63; see also 2Nephi
11:4). With that truth in mind, we can learn to see a
multitude of symbols in the scriptures that testify of
the Savior. ese symbols include things like bread,
water, and light. Once we understand how these objects
relate to the Savior, they can teach us of His power and
attributes. You can even nd parallels to the Savior’s
life in the lives of prophets and other faithful men and
women in the scriptures. Looking for symbols reveals
truths about the Savior in places you might otherwise
overlook.
PART 1: FOCUS ON JESUS CHRIST
8
Help Learners Come unto Jesus Christ
Nothing you do as a teacher will bless learners more
than helping them know Heavenly Father and Jesus
Christ and feel eir love (see John 17:3). ink of
experiences that have helped you come to know and
love Heavenly Father and Jesus Christ. What have
you done to learn about eir attributes, power, and
love? How has your love for Heavenly Father and Jesus
Christ brought you joy? en think of what eir love
and power can do for each person you teach. (See Alma
26:16; Moses 5:11.)
Our ultimate goal in this life is to become more like our
Heavenly Father and return to Him. e way we accom-
plish that goal is by coming unto Jesus Christ (see John
14:6). is is why, as the prophet Nephi taught, “we talk
of Christ, we rejoice in Christ” (2Nephi 25:26).
Every child of God needs the light and truth that
comes from the Savior and can choose to respond to
it. To be a teacher of Jesus Christ’s gospel means to
help others understand and rely on His teachings,
redeeming power, and perfect love. Consider how the
following ideas can help you inspire others to better
know Jesus Christ and follow Him.
Help Learners Recognize the
Lord’s Love, Power, and Mercy in
eir Lives
It’s good to know about the Savior’s love, power, and
mercy, but we also need to experience it. Seeing how
He blessed and healed people in the scriptures helps
us develop greater faith that He can bless and heal us.
For example, learning about the experiences of Daniel
is incomplete if it doesn’t inspire us to trust the Lord
when we face our own gurative den of lions.
As you help learners recognize the Lord’s “tender
mercies” (1Nephi 1:20), both in the scriptures and in
their own experiences, they will feel and know that
the Lord is with them and will lovingly stand by them
(see Doctrine and Covenants 68:6). ey will see and
feel the reality of the Lord’s love and mercy in their
personal needs and circumstances.
9
HELP LEARNERS COME UNTO JESUS CHRIST
Help Learners Strengthen eir
Relationship with Heavenly Father
and Jesus Christ
e purpose of teaching and learning about Jesus
Christ is to help each person draw closer to Him and
our Heavenly Father. Help the people you teach to
never lose sight of that purpose. Encourage them to
strengthen their relationship with Heavenly Father
and Jesus Christ by studying the scriptures, repenting
continually, speaking with the Father in prayer, and
testifying of the Father and Son. Teach learners by
word and example how making and keeping covenants
binds us to em. Help them know how precious and
beloved we are to em. Strengthen their faith that
Jesus Christ, by virtue of His perfect Atonement, is the
only way back to our Father. Provide opportunities
for learners to receive a witness from the Holy Ghost,
“which beareth record of the Father and the Son”
(Moses 5:9).
Help Learners Intentionally Strive
to Be More like Jesus Christ
Ultimately, learning about Jesus Christ inspires us to
become more like Him. But becoming like Him hap-
pens only as we act in faith, both in and out of class,
making intentional choices to follow His example and
receive His grace. Invite learners to seek the help of
the Holy Ghost to identify ways they can become more
like the Savior. Oer guidance and support as learners
make striving to be like Him a lifetime pursuit.
Jacob taught that “all things which have been given
of God from the beginning of the world” can teach us
about Jesus Christ (2Nephi 11:4). Your teaching can be
one of those things. Place Jesus Christ at the center of
each teaching and learning experience. As you and the
learners “talk of Christ, ... rejoice in Christ, ... preach
of Christ” (2Nephi 25:26), the Holy Ghost can plant
a witness of the Savior deep in each person’s mind
and heart. As you help your learners come to know
Heavenly Father and Jesus Christ for themselves, they
will be more likely to turn to em for help, hope, and
healing throughout their lives.
Part2: Principles of Christlike Teaching
Mary Heard His Word, by Walter Rane
12
Love ose You Teach
Everything the Savior did throughout His earthly
ministry was motivated by love. As we strive to be true
followers of Christ, we can be lled with this same love
(see John 13:34–35; Moroni 7:47–48; 8:26). When the
Savior’s love is in our hearts, we seek every possible
way to help others learn of Christ and come unto Him.
Love becomes the motivation for our teaching.
To Love ose You Teach
-
e Savior Saw Divine Potential in
Everyone He Taught
Most people in Jericho thought they knew all they
needed to know about Zacchaeus. He was a publican
and a tax collector—the chief publican, in fact—
and he was rich. Clearly, they thought, he must be
dishonest and corrupt. But Jesus looked on Zacchaeus’s
heart and saw an honorable “son of Abraham” (see
Luke 19:1–10). e Savior saw people not just as they
appeared to be but as they really were—and as they
could become. In unpolished shermen like Simon,
Andrew, James, and John, He saw the future leaders of
His Church. In the feared persecutor Saul, He saw “a
chosen vessel,” who would preach His gospel before
kings and nations (see Acts 9:10–15). And in you
and each person you teach, the Savior sees a son or
daughter of God with limitless potential.
Among the people you teach, you are likely to have
some who seem faithful and converted and others who
seem uninterested or even rebellious. Be careful not
to make assumptions based only on what you see. e
Holy Ghost can help you see in each person some of
what the Savior sees—and help you begin to love them
the way He does.
Questions to Ponder: ink about each person you teach,
and ponder how Heavenly Father and Jesus feel about
each one. What might ey see in him or her? How will
these thoughts aect the way you teach that person?
From the Scriptures: 1Samuel 16:7; Psalm 8:4–5;
Romans 8:16–17; Doctrine and Covenants 18:10–14
13
LOVE THOSE YOU TEACH
e Savior Knows Us and
Understands Our Circumstances,
Needs, and Strengths
e Samaritan woman did not come to the well to hear
a gospel message. She came to get water. But the Savior
could perceive that her thirst was more than physical.
He knew that she had a troubled past with unstable
relationships. So Jesus took the physical need that had
her immediate interest—life-sustaining water—and
connected it with her deeper spiritual needs for “living
water” and “everlasting life.” By the end of their conver-
sation, the woman had a personal witness that Jesus
was the Christ, inspired in part by how well He knew
her. “[He] told me all things that ever I did,” she said.
“Is not this the Christ?” (see John 4:6–29).
Being a Christlike teacher includes getting to know
the people you teach and striving to understand what
is in their hearts. You can take an interest in their
lives and show compassion. You can look for ways to
understand their backgrounds, talents, interests, and
needs. You can nd out how they learn best. You can
ask questions, listen carefully, and observe. Above all,
you can pray for the understanding that only the Spirit
can give. e better you know a person, the better able
you are to help him or her nd personal meaning and
power in the gospel of Jesus Christ. Once you under-
stand a person’s thirst, the Spirit can teach you how to
help quench it with the Savior’s living water.
Questions to Ponder: What do you already know about
the people you teach? What is important to them?
What are their strengths? What do they struggle with?
What can you do to understand them better?
From the Scriptures: Psalm 139:1–5; Matthew 6:25–32;
Mark 10:17–21; John 10:14; 3Nephi 17:1–9
e Savior Prayed for ose
He Taught
Imagine how Simon Peter must have felt when he
heard the Savior say to him, “Simon, Simon, behold,
Satan hath desired to have you, ... but I have prayed
for thee, that thy faith fail not” (Luke 22:31–32).
How would it have aected you to know that Jesus
Christ prayed to the Father for you? e people of
ancient America had an experience like this, and they
described it in this way: “No one can conceive of the
joy which lled our souls at the time we heard [Jesus]
pray for us unto the Father” (3Nephi 17:17).
You might also think about what happens inside you
when you pray for someone—consistently, by name.
How do your prayers aect the way you feel about that
person? How do they aect your actions? Certainly our
Father in Heaven hears and answers the sincere prayers
of a teacher who desires to help a learner. And in many
cases, one way He answers those prayers is by touching
the heart of the teacher and inspiring him or her to do
or say something that will help the learner feel His love.
Questions to Ponder: As you think about the people you
teach, is there anyone who you feel has a special need
for your prayers? What do you feel inspired to pray for
on his or her behalf? What blessings might come as
you invite learners to pray for each other?
From the Scriptures: John17; Alma 31:24–36; 3Nephi
18:15–24; 19:19–23, 27–34
e Savior Ensured at All Felt
Respected and Valued
e general attitude among religious leaders in Jesus’s
day was that sinners should be shunned. Because of
this, when these leaders saw Jesus interacting with
PART 2: PRINCIPLES OF CHRISTLIKE TEACHING
14
sinners, they were appalled. How could someone who
associated with such people be a spiritual teacher?
Jesus, of course, had a dierent approach. He sought to
heal those who were spiritually sick (see Mark 2:15–17;
Luke 4:17–18). He consistently reached out to those
who were dierent from those around them or who had
a troubled past, and He interacted with those who had
sinned. He praised the faith of a Roman soldier (see
Matthew 8:5–13). He called a mistrusted tax collector
to be one of His trusted disciples (see Mark 2:14).
When a woman was accused of adultery, He made her
feel safe and inspired her to repent and live a better life
(see John 8:1–11).
But Jesus did more than that. He fostered this same
attitude of acceptance and love among His followers. His
example was surely in the hearts of His Apostles when
the time came for them to take the gospel to all people.
It is reected in Peter’s words: “Of a truth I perceive that
God is no respecter of persons” (Acts 10:34).
ere’s a very good chance that almost everyone
you are called to teach is struggling in some way to
feel respected and valued. By the way you love and
respect them, you can communicate that they are not
only welcome but needed. You can reach out to those
who don’t attend, who struggle, or who don’t seem
interested, being patient if progress seems slow. You
can help everyone feel safe and comfortable sharing
their concerns with fellow believers. And you can do
more than that. You can inspire all learners to help you
create an environment where the doctrine is taught in a
spirit of respect, belonging, and love.
Questions to Ponder: What helps a person feel respected
and valued? What inspires a person to respect and
value others? As you prayerfully think about the people
you teach, what are you prompted to do so that they all
can feel welcome and needed?
From the Scriptures: John4; 2Nephi 26:27–28, 33; Alma
1:26; 3Nephi 18:22–25
e Savior Expressed His Love for
ose He Taught
At the end of a wonderful, uplifting day of teaching
and ministering among the Nephites, Jesus observed
that it was time for Him to go. He had other people
to visit. “Go ye unto your homes,” He said, “and
prepare your minds for the morrow.” But the people
just sat there “in tears,” looking “steadfastly upon him
as if they would ask him to tarry a little longer with
them.” Perceiving their unspoken need and “lled with
compassion,” Jesus did stay a little longer (3Nephi
17:3, 5–6). He blessed their sick and aicted. He knelt
and prayed with them. He wept with them, and He
rejoiced with them.
Consider prayerfully studying the Savior’s words and
actions in 3Nephi17. Ponder the love He expressed
for those He taught. Look for expressions of His love
in other places in the scriptures. en think about the
people you teach. How do you appropriately express
love for them? Let the Spirit guide you. If you nd it
dicult to feel or express love for those you teach, start
by testifying of God’s love. en “pray unto the Father
with all the energy of heart, that ye may be lled with
[the pure love of Christ], which he hath bestowed upon
all who are true followers of his Son, Jesus Christ”
(Moroni 7:48). And remember that your concern
for teaching a lesson should never distract you from
15
LOVE THOSE YOU TEACH
expressing love through your words and actions. Often
the way you treat people is just as important as what
you teach them.
Questions to Ponder: How has the Savior helped you
know of His love for you? How has a parent or other
teacher helped you feel His love? Do the people you
teach know that you love them? Do they know that the
Savior loves them?
From the Scriptures: Mark 6:31–42; John 13:3–16, 34–35;
15:12–13; 1Corinthians 13:1–7; 1John 4:7–11
Some Ways to Apply What You Are
Learning
16
Teach by the Spirit
When the Savior commanded Joseph Smith and Sidney
Rigdon to preach His gospel, He promised them,
“e Holy Ghost shall be shed forth in bearing record
unto all things whatsoever ye shall say” (Doctrine and
Covenants 100:8; see also Doctrine and Covenants
42:15–17; 50:17–22). e same promise applies to all
those who teach the gospel, including you. As you
teach the gospel of Jesus Christ, you can have the
Holy Ghost with you to guide you and to testify of the
truth to the minds and hearts of those you teach (see
Doctrine and Covenants 8:2). You are not alone when
you teach, for “it is not ye that speak, but the Holy
Ghost” (Mark 13:11).
e Holy Ghost is the true teacher. No mortal teacher,
no matter how skilled or experienced, can replace His
role in witnessing of truth, testifying of Christ, and
changing hearts. But all teachers can be instruments in
helping God’s children learn by the Spirit.
To Teach by the Spirit
e Savior Prepared Himself
Spiritually to Teach
To prepare for His ministry, the Savior spent 40days
in the wilderness “to be with God” (Joseph Smith
Translation, Matthew 4:1 [in Matthew 4:1, footnoteb]).
But His spiritual preparation had begun long before.
When Satan tempted Him, He was able to draw upon
the “words of life” that He had treasured up for the
“very hour” when He would need them (Doctrine and
Covenants 84:85). ink about your own eorts to
17
TEACH BY THE SPIRIT
prepare yourself spiritually to teach. What do you learn
from Matthew 4:1–11 about how you can follow the
Savior’s example in your spiritual preparation?
e Spirit is the real teacher and the true source of
conversion. Powerful gospel teaching requires not just
preparing a lesson but preparing yourself spiritually
well before you begin to teach. If you are spiritually
prepared, you will be better able to hear and follow the
guidance of the Spirit as you teach. e way to invite
the Holy Ghost into your teaching is to invite Him into
your life. is includes diligently striving to follow
the Savior’s example and live His gospel with all your
heart. And because none of us does this perfectly, it
also means repenting each day.
Questions to Ponder: What does it mean to you to
prepare yourself spiritually to teach? What do you feel
inspired to do to improve the way you prepare yourself
spiritually? How do you think spiritual preparation can
make a dierence in your teaching?
From the Scriptures: Ezra 7:10; Luke 6:12; Alma 17:2–3, 9;
Doctrine and Covenants 11:21; 42:13–14
e Savior Was Always Ready to
Respond to the Needs of Others
Jairus, the ruler of the synagogue, had fallen at Jesus’s
feet, begging Him to help his dying daughter. Jesus
and His disciples were pressing their way through the
crowded streets toward Jairus’s house when suddenly
Jesus stopped. “Who touched me?” He asked. It
seemed like an odd question—in the press of people,
who wasn’t touching Him? But the Savior perceived
that in that multitude, someone had approached Him
with a specic need and with the faith to receive the
healing He oered. ere would still be time to visit
Jairus’s daughter. But rst He said to the woman
who had touched His clothes, “Daughter, be of good
comfort: thy faith hath made thee whole; go in peace”
(see Luke 8:41–48).
As a teacher, you might sometimes nd yourself in a
rush to cover something you had prepared to teach.
While that may be important, be sure that in your haste
you don’t unintentionally hurry past an urgent need of
someone you’re teaching. In addition to the spiritual
guidance you sought as you prepared to teach, seek also
the Spirit’s guidance while you are teaching. Try to be
aware of the needs, the questions, and the interests of
learners. e Holy Ghost can help you discern how a
learner is receiving or understanding something you
have taught. He may prompt you, at times, to alter your
plans. For example, you might be impressed to spend
more time than you had intended on a topic or to leave
some discussions for later in favor of something that is
more important to learners now.
Questions to Ponder: When have you felt that a parent or
other teacher was aware of your needs as a learner? Do
those you teach know that you are more interested in
their learning than in completing a lesson? How can
you better communicate your interest?
From the Scriptures: 1Peter 3:15; Alma 32:1–9; 40:1;
41:1; 42:1
e Savior Provided Opportunities
for People to Be Taught by the
Holy Ghost
It was dicult for many in Jesus’s time to understand
who He really was, but there were plenty of opinions.
“Some say that thou art John the Baptist,” His disciples
reported, “some, Elias; and others, Jeremias, or one
of the prophets.” But then Jesus asked a question that
invited His disciples to set aside the opinions of others
and look inside their own hearts: “Whom say ye that
I am?” He wanted them to nd their answer not from
“esh and blood” but directly from “my Father which
is in heaven.” It was this kind of witness—personal
revelation from the Holy Ghost—that enabled Peter
to declare, “ou art the Christ, the Son of the living
God” (see Matthew 16:13–17).
To survive spiritually in the latter days, the people you
teach will need a spiritual witness of the truth. You
can’t give it to them, but you can invite, encourage,
PART 2: PRINCIPLES OF CHRISTLIKE TEACHING
18
inspire, and teach them to seek it. You can make
clear—through your words and actions—how crucial
the Holy Ghost is to gospel learning. Consider, for
example, the learning environment you create and
encourage. Something as simple as the arrangement of
the chairs in a room or the way you greet and interact
with learners sets a spiritual tone for the experience the
learners will have. You can also invite learners to pre-
pare themselves spiritually to learn, just as you prepare
spiritually to teach. Ask them to take responsibility for
the spirit they bring. And you can provide opportuni-
ties for them to feel the Spirit testify of Jesus Christ and
His gospel. at witness will become a “rock” for them,
“and the gates of hell shall not prevail against [them]”
(Matthew 16:18).
Questions to Ponder: What have you observed that
contributes to a spiritual environment for learning
the gospel? What detracts from it? What helps the
people you teach learn from the Spirit? ink about
the setting where you most often teach. How do you
feel when you are there? How can you more eectively
invite the Spirit to be present there?
From the Scriptures: Luke 24:31–32; John 14:26;
16:13–15; Moroni 10:4–5; Doctrine and Covenants
42:16–17; 50:13–24
e Savior Helped Others
Seek, Recognize, and Act on
Personal Revelation
e Lord wants to communicate with us—and He
wants us to know that He’s communicating with us.
In 1829, a 22-year-old schoolteacher named Oliver
Cowdery was learning about the bold, exciting
doctrine that anyone can receive personal revelation.
But he had questions similar to what many of us have
asked: “Is the Lord really trying to speak to me? And
how can I know what He is saying?” To answer these
questions, Jesus Christ invited Oliver to think back
on a private moment of spiritual searching. “Did I not
speak peace to your mind?” He asked (see Doctrine
and Covenants 6:21–24). Later, He taught Oliver about
other ways the Spirit could speak to him (see Doctrine
and Covenants 8:2–3; 9:7–9; see also Doctrine and
Covenants 11:12–14).
Living in a world that is so often oblivious to spiritual
things, we all need help recognizing the voice of the
Spirit. We may have felt the Spirit without realizing it.
And we all can learn more about how to seek the Spirit,
recognize His inuence, and act on the promptings He
gives us. As you teach, help learners discover the ways
the Spirit can communicate—and how He has commu-
nicated with them. One of the greatest gifts you can
give as a teacher is to help those you teach progress in
this lifelong pursuit of personal revelation.
Questions to Ponder: Why is it important to learn
to receive personal revelation? Has someone ever
helped you understand how to seek and recognize
revelation? How can you encourage those you teach
to seek, recognize, and act on revelation from the
Holy Ghost?
From the Scriptures: Galatians 5:22–23; Alma 5:45–47;
Doctrine and Covenants 42:61; 121:33; Joseph Smith—
History 1:8–20
19
TEACH BY THE SPIRIT
e Savior Bore Testimony to
ose He Taught
During an especially tender moment of teaching
and ministering, Jesus sought to comfort His friend
Martha, whose brother had died. He shared with her a
simple testimony of an eternal truth: “y brother shall
rise again” (John 11:23). His witness prompted Martha
to share her own testimony: “I know that he shall rise
again in the resurrection at the last day” (John 11:24).
Notice how this pattern repeats in John 11:25–27. What
impresses you about the Savior’s example? Why is
sharing testimony of gospel truths such an important
part of teaching?
Your testimony can have a powerful inuence on those
you teach. It doesn’t need to be eloquent or lengthy.
And it doesn’t need to begin with “I’d like to bear my
testimony.” Simply share what you know by the power
of the Holy Ghost. A testimony of truth is most power-
ful when it is direct and heartfelt. Bear testimony often
of the Savior, His gospel, and His power in your life,
and encourage those you teach to do the same. And
remember that sometimes the most powerful witness is
borne not by the teacher but by a fellow learner.
Questions to Ponder: Look for examples in the scriptures
that illustrate the powerful inuence of someone bear-
ing testimony. What do you learn from those examples?
When have you been blessed by someone’s testimony?
How has sharing your testimony inuenced those you
teach? How has it inuenced you?
From the Scriptures: Acts 2:32–38; Mosiah 5:1–3; Alma
5:45–48; 18:24–42; 22:12–18; Doctrine and Covenants
46:13–14; 62:3
Some Ways to Apply What You Are
Learning
20
Teach the Doctrine
Although Jesus grew in wisdom and knowledge
throughout His life, He was not formally educated like
other religious leaders of His day. And yet when He
taught, the people marveled, saying, “How knoweth
this man letters, having never learned?” Why were
His teachings so powerful? “My doctrine is not mine,”
the Savior explained, “but his that sent me” (John
7:15–16). Doctrine is eternal truth—found in the scrip-
tures and the words of latter-day prophets—that shows
us the way to become like our Father in Heaven and
return to Him. Regardless of how experienced you are
as a teacher, you can teach with power, as the Savior
did, by teaching the Father’s doctrine. You and those
you teach will marvel at the blessings God sends when
your teaching and learning are grounded in His word.
To Teach the Doctrine
-
e Savior Learned the Doctrine
It seems clear that the Savior learned from the
scriptures in His youth as He increased “in wisdom
... and in favour with God” (Luke 2:52). His deep
understanding of the Father’s doctrine became evident
when His parents found Him in the temple at a young
age, teaching Jewish teachers and answering their
questions (see Joseph Smith Translation, Luke 2:46 [in
Luke 2:46, footnotec]). Later, when Satan presented
him with extreme temptation in the wilderness, Jesus’s
knowledge of the doctrine in the scriptures helped Him
resist the temptation (see Luke 4:3–12).
Christ in the Temple
21
TEACH THE DOCTRINE
You too can seek to learn true doctrine more deeply
before you teach it. As you prepare to teach and learn
with others, look carefully for what the Lord has said
about the truths you are teaching. Search the scrip-
tures and words of living prophets for explanation
and counsel. Living and applying the truths you study
will invite the Spirit to teach you the doctrine in even
deeper ways and to conrm the doctrine’s truthfulness
in the hearts of those you teach.
Questions to Ponder: Why is it important to understand
gospel truths for yourself? How have you gained a
deeper understanding of the truths of the gospel?
What do you feel inspired to do to improve your study
of the scriptures and the words of living prophets?
From the Scriptures: Proverbs 7:1–3; 2Nephi 4:15–16;
Doctrine and Covenants 11:21; 88:118
e Savior Taught from
the Scriptures
After the Savior’s death, two of His disciples were walk-
ing and talking with a mix of sadness and astonishment
in their hearts. How could they make sense of what had
just happened? Jesus of Nazareth, the man they trusted
to be their Redeemer, had been dead for three days
now. And then there were the reports that His tomb was
empty, with angels declaring that He was alive! At this
pivotal point in these disciples’ faith, a stranger joined
their journey. He consoled them by “expound[ing]
unto them in all the scriptures the things concerning
[the Savior].” Eventually, the travelers realized that
their teacher was Jesus Christ Himself and that He was
indeed risen. How did they recognize Him? “Did not
our heart burn within us,” they later reected, “while he
talked with us by the way, and while he opened to us the
scriptures?” (Luke 24:27, 32).
Elder D.Todd Christoerson taught, “e central pur-
pose of all scripture is to ll our souls with faith in God
the Father and in His Son, Jesus Christ” (“e Blessing
of Scripture,” Ensign or Liahona, May 2010,34).
roughout His ministry, Jesus used the scriptures to
teach, correct, and inspire others. Be sure that your
teaching does not drift away from the scriptures and
words of prophets. As you faithfully rely on God’s
word in your teaching, you can do for others what the
Savior did. You can help them to know Him, for we
all need our faith in the Savior strengthened regularly.
Your love for the scriptures will be evident to those you
teach, and your teaching will invite the Spirit to cause
their hearts to burn with a testimony of the Father and
the Son.
Questions to Ponder: How have you been inuenced by
a teacher who used the scriptures to help you come
to better know the Savior? What might you do to rely
more on the scriptures and words of prophets as you
teach? How can you help those you teach know and
love God’s word?
From the Scriptures: Luke 4:14–21; Alma 31:5; Helaman
3:29–30; 3Nephi23
e Savior Helped People Seek,
Recognize, and Understand Truth
A lawyer once asked Jesus, “Master, what shall I do to
inherit eternal life?” In response, the Savior guided
the questioner to the scriptures: “What is written in
the law? how readest thou?” is led the man not only
to his answer—“Love the Lord thy God ... and thy
neighbour”—but also to a follow-up question: “And
who is my neighbour?” e Savior answered this ques-
tion with a parable about three men who saw a fellow
traveler in need. Only one of the three, a Samaritan,
who was hated by the Jews just because of where he
came from, stopped to help. Jesus then invited the
lawyer to answer his own question: “Which now of
these three, thinkest thou, was neighbour unto him?”
(see Luke 10:25–37).
Why do you think the Savior taught in this way—
responding to questions with invitations to search,
ponder, and discover? Part of the answer is that the
Lord values the eort of seeking truth. “Seek, and ye
shall nd,” He has invited over and over again (see,
PART 2: PRINCIPLES OF CHRISTLIKE TEACHING
22
for example, Matthew 7:7; Luke 11:9; Doctrine and
Covenants 4:7). He rewards the seeker’s acts of faith
and patience.
Like the Savior, you can help those you teach recognize
and understand truth. e scriptures, for example, are
lled with gospel truths, but sometimes it takes con-
scious eort to nd them. As you are learning together
from the scriptures, stop and ask those you teach what
gospel truths they notice. Help them see how these
truths relate to Heavenly Father’s plan of salvation.
Sometimes eternal truths are stated in the scriptures,
and sometimes they are illustrated in the stories and
lives of the people we read about. It can also be helpful
to explore together the historical background of the
verses you are reading, as well as the meaning of the
verses and how they apply to us today.
Questions to Ponder: How do you identify eternal truths
in the scriptures or words of prophets? How are those
truths blessing your life? What are some ways you can
help learners recognize and understand truths that will
be meaningful to them and bring them closer to God?
From the Scriptures: John 5:39; 1Nephi 15:14; Doctrine
and Covenants 42:12
e Savior Taught Truths at Lead
to Conversion and Build Faith
One Sabbath day, the Savior and His disciples, feeling
hungry, passed a eld and started eating the grain. e
Pharisees, always eager to emphasize the ner points
of the law of Moses, pointed out that gathering grain
was technically a form of work, which was forbidden
on the Sabbath (see Mark 2:23–24). To use the Book
of Mormon prophet Jacob’s phrase, the Pharisees were
“looking beyond the mark” (Jacob 4:14). In other
words, they were so focused on traditional interpreta-
tions of the commandments that they missed the divine
purpose of those commandments—to draw us closer to
God. In fact, the Pharisees didn’t even realize that the
One who gave the commandment to honor the Sabbath
was standing before them.
e Savior took this opportunity to testify of His
divine identity and to teach why the Sabbath is
important. It was created for us as a day to worship the
Lord of the Sabbath, Jesus Christ Himself (see Mark
2:27–28). Such truths help us understand that God’s
commandments are about more than just our outward
behavior. ey are meant to help us change our hearts
and become more fully converted.
Carefully consider the doctrine and principles you
decide to focus on. While there are many truths in
the scriptures that can be discussed, it is best to focus
on truths of the gospel that lead to conversion and
build faith in Jesus Christ. e simple, basic truths the
Savior taught and exemplied have the greatest power
to change our lives—truths about His Atonement, the
plan of salvation, the commandments to love God and
love our neighbor, and so on. Invite the Spirit to bear
witness of these truths, helping them go deep into the
hearts of those you teach.
Questions to Ponder: What are some truths of the gospel
that have helped you become more converted to Jesus
Christ and have greater faith in Him? How has a
teacher helped you focus on the most essential truths
of the gospel? What can you teach that will help others
become more deeply converted to Jesus Christ?
From the Scriptures: 2Nephi 25:26; 3Nephi 11:34–41;
Doctrine and Covenants 19:31–32; 68:25–28; 133:57;
Moses 6:57–62
23
TEACH THE DOCTRINE
e Savior Helped People Find
Personal Relevance in His Doctrine
“is man receiveth sinners, and eateth with them,” the
Pharisees complained about Jesus—implying that this
was not appropriate behavior for a spiritual teacher
(Luke 15:2). Jesus saw that this was an opportunity to
teach them some profound spiritual truths. How would
He do it? How would He help the Pharisees see that it
was their hearts—not His—that were impure and needed
healing? How would He use His doctrine to show them
that their thinking and behavior needed to change?
He did this by speaking to them of a sheep that wan-
dered from the ock and of a coin that went missing.
He spoke of a rebellious son who sought forgiveness
and of an older brother who refused to receive him or
eat with him. Each of these parables contained truths
that were relevant to how the Pharisees viewed others,
teaching them that every soul has great worth (see
Luke15). e Savior did not tell the Pharisees—or any
of us—who to identify with in His parables. Sometimes
we’re the anxious father. Sometimes we’re the envi-
ous brother. Often we’re the lost sheep or the foolish
son. But whatever our circumstances, through His
parables, the Savior invites us to nd relevance in His
teachings—to discover what He wants us to learn and
what we may need to change in our own thinking and
behavior.
You may notice that some learners don’t see why some
truths matter to them. As you consider the needs of
those you teach, think about how the truths in the
scriptures could be meaningful and useful in their
circumstances. One way you can help learners see the
relevance of the truths they are discovering is by asking
questions like “How can this help you with something
you are experiencing now?” “Why is it important for
you to know this?” “What dierence can this make in
your life?” Listen to those you teach. Allow them to
ask questions. Encourage them to make connections
between the Savior’s teachings and their own lives.
You could also share how you have found relevance to
your own life in what you are teaching. Doing this can
invite the Spirit to teach learners individually how the
doctrine can make a dierence in their lives.
Questions to Ponder: What is it that makes gospel truths
meaningful and useful to you? What helps you nd
personal relevance as you study the gospel? What are
you doing to focus on truths that are relevant to those
you teach?
From the Scriptures: 1Nephi 19:23; 2Nephi 32:3;
Doctrine and Covenants 43:7–9
Some Ways to Apply What You Are
Learning
24
Invite Diligent Learning
It was surely awe-inspiring to watch the Savior walk-
ing on the water. But that wasn’t enough for Peter. He
wanted to do what the Savior did, be where He was,
and have the same experience himself. “Bid me come
unto thee on the water,” he said. e Savior responded
with a simple invitation: “Come.” With that, Peter
leaped from the safety of the boat and showed us that
discipleship is not a passive experience (see Matthew
14:24–33). It requires faith in Christ and diligent eort.
But it also brings the rich reward of walking with
the Savior.
“Come.” “Come and see.” “Come, follow me.” “Go,
and do thou likewise” (Matthew 14:29; John 1:39; Luke
18:22; 10:37). From the beginning of His ministry, the
Savior invited His followers to experience for themselves
the truths, power, and love that He oered. He did
this because this is what learning really is. It’s not just
listening or reading; it’s also changing, repenting, and
progressing. In the Savior’s words, learning comes “by
study and also by faith” (Doctrine and Covenants 88:118;
emphasis added). And faith includes acting for our-
selves, not simply being acted upon (see 2Nephi 2:26).
When we follow the Savior’s example, we invite those
we teach to ask, seek, and knock—and then nd
(see Matthew 7:7–8). And we accept that invitation
ourselves. Together, through our own faith in Christ
and diligent eort, we will come to know for ourselves
what it means to walk with Him.
To Invite Diligent Learning
e Savior Helped Others Take
Responsibility for eir Learning
Building barges that would safely cross oceans would
be a dicult task for anyone. e brother of Jared was
“directed continually by the hand of the Lord” (Ether
2:6), receiving instructions about the shape of the
vessels and how they would be ventilated. But what
do you notice about how the Lord responded when
the brother of Jared asked about providing light in the
Finisher of Faith
25
INVITE DILIGENT LEARNING
barges? (see Ether 2:22–25). How was the brother of
Jared blessed by the invitation to exercise his faith in
this way? (see Ether 3:1–16).
It might seem easier to just tell learners all the things
you think they should know. However, Elder DavidA.
Bednar counseled: “Our intent ought not to be ‘What
do I tell them?’ Instead, the questions to ask ourselves
are ‘What can I invite them to do? What inspired
questions can I ask that, if they are willing to respond,
will begin to invite the Holy Ghost into their lives?’”
(evening with a General Authority, Feb.7, 2020,
broadcasts.ChurchofJesusChrist.org).
Consider how you can invite learners to take responsi-
bility for their learning. For example, you could invite
them to ask their own questions, search for answers,
ponder, and share or record their thoughts and feelings.
As they do, they will strengthen their faith, discover
truths in God’s word, and have their own experiences
with these truths. As we take responsibility for our
own learning, we can say, as Joseph Smith did, “I have
learned for myself” (Joseph Smith—History 1:20).
Questions to Ponder: Why is it important for learners to
be active rather than passive in their learning? How can
you help them take responsibility for their learning?
How have teachers helped you do this? What examples
from the scriptures can you think of where people were
invited to learn for themselves? How do these examples
aect how you teach?
From the Scriptures: 1Nephi 11; Doctrine and Covenants
9:7–8; 58:26–28; 88:118–125; Joseph Smith—History
1:11–20
e Savior Encouraged Others to
Come to Know Him by Studying
His Word
When it came time for the Savior to ocially organize
His Church in the latter days, He told His servants,
“Rely upon the things which are written” (Doctrine and
Covenants 18:3). Indeed, the Book of Mormon, which
they had nearly nished translating, contained helpful
instruction for the task, including how to baptize, how
to administer the sacrament, and other valuable details.
But the Savior also wanted His servants to see His
revelations as an opportunity to hear Him and to come
to know Him more deeply. In that same revelation, He
told them, “It is my voice which speaketh [these words]
unto you; ... wherefore, you can testify that you have
heard my voice, and know my words” (Doctrine and
Covenants 18:35–36).
ink about the people you teach. How do they see
scripture study? For that matter, how do you see it? Is
it more than a daily obligation? When you study the
scriptures, do you sense the Savior speaking directly
to you? President RussellM. Nelson taught: “Where
can we go to hear Him? We can go to the scriptures.
... Daily immersion in the word of God is crucial for
spiritual survival, especially in these days of increas-
ing upheaval. As we feast on the words of Christ daily,
the words of Christ will tell us how to respond to
diculties we never thought we would face” (“Hear
Him,” Ensign or Liahona, May 2020,89). As you teach,
encourage learners to study the scriptures with the
purpose of nding the Savior—not just nding verses
or facts about Him but nding Him. Hearing the
Lord’s voice every day in the scriptures is foundational
to a lifetime of diligent, independent gospel learning.
Questions to Ponder: Consider your own scripture study
habits. How has studying the word of God strength-
ened your relationship with Him? What can you do
to improve your study? How will you inspire others
to study God’s word diligently and regularly? What
blessings will they receive as they do?
From the Scriptures: Joshua 1:8; 2Timothy 3:15–17;
2Nephi 32:3; Jacob 2:8; 4:6; Doctrine and Covenants
33:16
e Savior Invited Others to
Prepare to Learn
Even the best seeds cannot grow on hard, stony, or
thorny ground. Similarly, even the most precious
and faith-promoting doctrine is unlikely to change a
PART 2: PRINCIPLES OF CHRISTLIKE TEACHING
26
heart that is unprepared to receive it. at’s part of
the message of the Savior’s parable about a sower,
seeds, and soil of various conditions. It is in the “good
ground”—the heart that has been softened and cleared
of spiritual stones and thorns—that the word of God
bears life-giving fruit (see Matthew 13:1–9, 18–23).
Spiritual preparation matters—for you and for the
people you teach. So how do we help prepare our
hearts so they are “good ground” for God’s word?
Consider the following principles of preparation,
which you can apply in your life and encourage in
the lives of those you teach. Pray to nd out what the
Lord wants you to learn. Live in a way that invites His
presence in your life. Repent daily. Nurture your desire
to learn by asking sincere questions. Study the word of
God with faith that He will lead you to answers. Open
your heart to whatever He will teach you.
As learners prepare to learn in this way, they will have
spiritual eyes to see and ears to hear what the Lord
would have them know (see Matthew 13:16).
Questions to Ponder: What do you do to prepare yourself
to learn? How does your preparation aect the way you
see, hear, and understand the word of God? How can
you inspire others to prepare to learn? What dier-
ence could that make in how they receive the truths of
the gospel?
From the Scriptures: Enos 1:1–8; Alma 16:16–17; 32:6,
27–43; 3Nephi 17:3
e Savior Encouraged Others
to Share the Truths ey
Were Learning
“I am slow of speech,” Enoch lamented when the
Lord called him to preach the gospel. But eloquence
has never been a requirement for a servant of the
Lord. Instead, the Lord promised Enoch that if he
had enough faith to open his mouth, the words would
come. “I will give thee utterance,” He said (Moses
6:31–32). Enoch exercised his faith, and the Lord did
indeed speak through him, with words so powerful that
they caused the people to tremble (see Moses 6:47). In
fact, they caused the earth itself to tremble. Mountains
ed, rivers changed their course, and nations feared the
people of God, “so powerful was the word of Enoch,
and so great was the power of the language which God
had given him” (Moses 7:13).
e Lord wants all of us—not just His prophets—to
have the power to speak His word. He wants that for all
of us, including for the people you teach (see Doctrine
and Covenants 1:20–21). Our words may not move
mountains or redirect rivers, but they can help change
hearts. at is why it is so important to give learners
opportunities to share with each other what they are
learning about the Savior and His gospel. Doing this
will help them internalize the truths they are taught
and express them. It will also help them gain con-
dence in their ability to share truths in other settings.
Questions to Ponder: ink about a time when you talked
about a gospel truth with someone. What did you learn
from the experience? When were you grateful that
someone had the courage to share their thoughts and
beliefs? How will the people you teach benet from
opportunities to talk about the things they are learn-
ing? What opportunities can you create for them?
From the Scriptures: Alma 17:2–3; Moroni 6:4–6;
Doctrine and Covenants 84:85; 88:122; 100:5–8
27
INVITE DILIGENT LEARNING
e Savior Invited Others to Live
What He Taught
“Let your light so shine before men.” “Love your
enemies.” “Ask, and it shall be given.” “Enter ye in at
the strait gate.” (Matthew 5:16, 44; 7:7, 13.) Some of the
most vivid, memorable invitations in the Savior’s entire
earthly ministry were spoken as He taught His disciples
on a mountainside overlooking the Sea of Galilee. e
Savior’s purpose was to change lives, as made clear by
His concluding invitation: “Whosoever heareth these
sayings of mine, and doeth them, I will liken him unto a
wise man, which built his house upon a rock” (Matthew
7:24; emphasis added).
Rain descends and oods come and winds blow in
everyone’s life. Learning about the gospel is not suf-
cient if learners are to withstand all the trials they
will face. is is why we should not hesitate to invite
learners to consider how they can live what they are
learning. Out of respect for the agency of others, many
of our invitations will be general: “What do you feel
impressed to do?” Occasionally our invitations may
need to be more specic: “Will you choose one attribute
of the Savior you would like to work on?” As you pro-
vide opportunities for learners to hear, recognize, and
share promptings from the Holy Ghost, He will teach
them what personal actions they need to take. Help
learners consider the blessings that will follow as they
act on what they learn, and encourage them to persist
even when it gets hard. Living the truth is the quickest
path to greater faith, testimony, and conversion. As the
Savior said, living the Father’s doctrine is the way for all
of us to really know the doctrine is true (see John 7:17).
Questions to Ponder: When have you been inspired to act
because of an invitation someone extended? How did
your life change as a result? Notice invitations that have
been given in the scriptures and by Church leaders.
What do you learn that can help you as you invite
others to act? In what ways can you follow up on your
invitations?
From the Scriptures: Luke 10:36–37; John 7:17; James 1:22;
Mosiah 4:9–10; Doctrine and Covenants 43:8–10; 82:10
Some Ways to Apply What You Are
Learning
-
-
Part3: Practical Helps and Suggestions
30
Suggestions for a Variety of Teaching Settings and
Learners
e principles of teaching in the Savior’s way can apply
to any teaching opportunity—at home, at church, and
elsewhere. However, every opportunity comes with its
own unique circumstances. is section gives addi-
tional suggestions that are specic to various learners
and teaching settings.
Home and Family
e Home Is the Best Place for Teaching and
Learning the Gospel
President RussellM. Nelson has taught that the home
should be the “center of gospel learning” (“Becoming
Exemplary Latter-day Saints,” Ensign or Liahona, Nov.
2018, 113). e teaching that happens at church or
in seminary is valuable and needed, but it’s meant to
support the teaching that happens at home. e main
setting—and the best setting—for gospel learning, for
both ourselves and our families, is the home.
But that doesn’t mean that good gospel learning
happens automatically at home; it takes conscientious
eort. President Nelson has suggested that you might
need to “transform” or “remodel your home”—not
necessarily by tearing down walls or adding new
ooring but perhaps by evaluating the overall spirit in
your home, including your contribution to that spirit
(“Becoming Exemplary Latter-day Saints,” 113). For
example, consider the music, videos, and other media
in your home; the pictures on the walls; and the way
the members of your family speak to and treat each
other. Do these things invite the inuence of the Holy
Ghost? Do you set aside time for learning the gospel,
individually and as a family? Do family members
feel loved, safe, and close to God when they are in
your home?
You may not feel that you have control over the
spiritual environment in your home. If that’s the case,
be the best inuence you can and ask the Lord for
help. He will honor your righteous eorts. When you
try to teach and learn the gospel, even if you don’t see
desired results right away, you are succeeding.
Learning at Home Is Founded on
Relationships
“Love those you teach” applies to all settings for
gospel teaching, but in the home, love ought to come
most naturally and be felt most deeply. Even if your
home is less than ideal, it is meant to be the center of
gospel teaching because that’s where our most lasting
31
SUGGESTIONS FOR A VARIETY OF TEACHING SETTINGS AND LEARNERS
relationships are built. Teachers outside the home
may have more experience or training as teachers,
but they can never duplicate the potential for loving,
eternal relationships that exists at home. So nurture
those relationships. Spend the time and eort neces-
sary to listen to your family members and build trust
and understanding with them. is will help create a
rm foundation for your eorts to teach and learn the
gospel at home.
Learning at Home Can Be Planned but Also
Spontaneous
Most Church classes happen once a week, with a
scheduled beginning and end, but this is not always the
case at home. You may have a scheduled home evening
lesson or family scripture study, but teaching oppor-
tunities in the family frequently occur in informal,
everyday moments—while eating a meal, doing chores,
playing a game, traveling to work or school, reading
a book, or watching a movie together. A rainstorm
can be a chance to talk about how the Savior shelters
us from spiritual storms. A teenager with a dicult
decision to make may be ready to learn about personal
revelation. A child who is frightened may benet from
your testimony about the Comforter. Children who
misbehave or mistreat each other can be taught about
repentance and forgiveness.
Because such moments are unplanned, you can’t
prepare for them the way you would prepare for a
traditional lesson. However, you can prepare yourself by
being sensitive to the Spirit and striving to “be ready
always” (1Peter 3:15). Any moment may become a
teaching or learning moment.
Learning at Home Consists of Small, Simple,
Consistent Eorts
Parents sometimes get discouraged when their
attempts to teach the gospel at home don’t seem to be
succeeding. Taken individually, a single home evening,
scripture study session, or gospel conversation may not
seem like it is accomplishing much. But the accumula-
tion of small, simple eorts, repeated consistently over
time, can be more powerful and strengthening than an
occasional monumental moment or landmark lesson.
“All things must come to pass in their time,” the Lord
has said. “Wherefore, be not weary in well-doing, for ye
are laying the foundation of a great work. And out of
small things proceedeth that which is great” (Doctrine
and Covenants 64:32–33; see also Alma 37:6–7). So
don’t give up, and don’t worry about accomplishing
something grand every time. Just be consistent in
your eorts.
In the Home, Learning and Living Are
Inseparable
e gospel takes on immediate relevance in the home.
ere the people with whom you are learning the
gospel are the people with whom you will live it—every
day. In fact, much of the time, living the gospel is how
we learn the gospel. So as you learn and teach the
gospel at home, look for ways to connect what you are
learning with what you are doing. In your home, let
the gospel be something you strive to live by, not just
something you talk about.
Teaching Children
Children Need Variety
All children are dierent, and as they develop, their
needs will change. Varying your teaching methods
will help you meet their diverse needs. For example,
consider using the following:
PART 3: PRACTICAL HELPS AND SUGGESTIONS
32
• Stories. Stories help children see how the gospel
applies to everyday life. Use stories from the scrip-
tures, from your own life, from your family history,
or from Church magazines, especially stories about
the Savior. Plan ways to involve children in the
story—by holding pictures, repeating phrases, or
acting out parts.
• Visual aids. Pictures, videos, and objects can help
children understand and remember gospel princi-
ples. Many pictures and videos can be found in the
Media Library on ChurchofJesusChrist.org.
• Music. Hymns and other sacred songs can help
children feel God’s love, feel the Spirit, and learn
gospel truths. e melodies, rhythms, and simple
rhymes can help children remember gospel truths
for years to come. As you sing with children, help
them discover and understand the principles taught
in the songs.
Most children learn best when multiple senses are
involved. Find ways to help children use their senses of
sight, hearing, and touch as they learn. In some situa-
tions, you may even nd ways to include their senses of
smell and taste!
Children Are Creative
When you invite children to draw, build, color, or write
something related to a gospel principle, you help them
better understand the principle and you give them
a tangible reminder of what they have learned. ey
can also use what they have created to share what they
learned with others. Each issue of the Friend magazine
includes creative activities for children.
Children Are Curious
When children ask questions, see them as opportu-
nities, not as distractions. Children’s questions are
an indication that they are ready to learn, and their
questions give you valuable insights into what they are
thinking and feeling. Help them see that the answers to
their spiritual questions can be found in the scriptures
and the words of living prophets.
Children Need Love Even When ey
Are Disruptive
Sometimes a child acts in ways that disrupt the
learning of others. Most behavioral disruptions grow
out of an unmet need. When this happens, be patient,
loving, and understanding about the challenges the
child may be facing. He or she may just need more
opportunities to participate in the lesson in positive
ways—for example, by holding a picture, drawing
something, or reading a scripture.
If a child continues to be disruptive, it may be helpful
to speak to him or her individually. In a spirit of love
and patience, explain your expectations and your
condence that he or she can meet them. Praise the
child when he or she makes better choices.
Children Have Much to Share
When children learn something new, they naturally
want to share it with others. Encourage this desire by
giving children opportunities to teach gospel prin-
ciples to each other, their family members, and their
friends. Also ask them to share with you their thoughts,
feelings, and experiences related to the principles you
are teaching. You will nd that they have insights that
are simple, pure, and powerful.
Children Can Feel the Spirit but May Need
Help Recognizing His Inuence
Even children who have not yet received the gift of the
Holy Ghost can feel His inuence, especially when they
are learning about Jesus Christ and His gospel. When
they make righteous choices, they can feel the Savior’s
approval through the Spirit. Teach children about the
dierent ways the Spirit communicates with us. Help
them recognize His voice as He speaks to them. is
will help them develop a habit of seeking and acting on
personal revelation throughout their lives.
33
SUGGESTIONS FOR A VARIETY OF TEACHING SETTINGS AND LEARNERS
Teaching Youth
Youth Have Great Potential
Youth have the potential to do remarkable things in
the Lord’s service. Many experiences recorded in the
scriptures illustrate that God has condence in the
spiritual abilities of young people. If the youth sense
that you trust them, their condence in their divine
potential will grow and they will amaze you with what
they can accomplish. Lovingly help them see what
Heavenly Father knows they can become. Follow the
Savior’s example by continuing to love and encourage
them, patiently working with them, and never giving
up on them.
Youth Are Learning about emselves
e youth you teach are forming the foundations of
their testimony. ey are in the process of discover-
ing their beliefs and convictions. ey are making
decisions that will aect the course of their lives. To
survive spiritually in these perilous times and to fulll
the Lord’s mission for them, the youth you teach will
need to know how to nd strength during their trials,
answers to their questions, and courage to “stand as
witnesses of God” (Mosiah 18:9).
Youth have a growing desire to learn things by reason-
ing and experience rather than by simply being told
things. is means that teaching youth will require
good listening skills. When youth feel understood, they
will feel more open to counsel and guidance. Assure
them that the Lord knows them and will help them
as they wrestle with questions and trials. ey can
exercise their faith in Him by developing a daily habit
of prayer and scripture study and by serving others.
Encouraging youth to participate in Church classes
and study on their own can help them have personal
experiences that will build their testimony of their
divine heritage.
Many Youth Are Comfortable
Using Technology
If the youth you teach have their own electronic
devices, remember that these devices are tools to
enhance learning. Teach them how to use their elec-
tronic scriptures and other resources found in the
Gospel Library. You can also send messages and links
to youth to help them prepare for upcoming lessons.
Teaching Adults
Adults Can Take Responsibility for
eir Learning
Adult learners are capable of acting for themselves
in gospel learning settings (see 2Nephi 2:26). Invite
them to prepare for gospel discussions by studying
something ahead of time, and encourage them to share
what they are learning by the Spirit. You might also ask
them which gospel principles they would like to spend
time learning about together.
Adults Draw on eir Experiences
When Learning
Job stated, “With the ancient is wisdom; and in
length of days understanding” (Job 12:12). Generally,
wisdom and spiritual understanding come after years
of experience. As you teach adults, invite them to share
PART 3: PRACTICAL HELPS AND SUGGESTIONS
34
experiences that have built their faith in Heavenly
Father and Jesus Christ. is will give them oppor-
tunities to testify about how they have come to know
that the gospel principles they are studying are true.
Sharing experiences will also build relationships
between those you teach, helping “all ... be edied of
all” (Doctrine and Covenants 88:122).
Adults Seek Practical Application
e adults you teach may have many roles and respon-
sibilities in their professions, communities, Church
callings, and families. When they study the gospel, they
are often thinking about how what they are learning
can help them in those roles. Invite them to see how the
word of God is relevant to their unique circumstances.
You can do this by asking them how gospel principles
are meaningful and applicable to their lives.
Adults Can ink in Complex Ways
Because of their experience and knowledge, adults
know that there are not always easy answers to gospel
questions. ey can appreciate that a scripture
passage may have multiple meanings, and they can
apply a gospel principle to a variety of life situations.
Invite them to ponder how gospel principles relate
to each other and to what is happening in their lives.
Encourage participation and discussion so that they
can learn from each other’s unique perspectives.
Teaching People with Disabilities
Help Each Person Grow and Progress
Joseph Smith taught, “All the minds and spirits that
God ever sent into the world are susceptible of enlarge-
ment” (Teachings of Presidents of the Church: Joseph Smith
[2007], 210). Assume that all God’s children are capable
of increasing in knowledge and progressing. Ask the
Lord to help you know how to help each person.
Learn about Specic Needs
Talk to learners or their parents or caregivers. Find out
how each individual best learns and what strategies
are most helpful. You could also counsel with other
leaders and teachers who have experience and
insights to share. For helpful teaching strategies, see
disabilities.ChurchofJesusChrist.org.
Create a Positive Atmosphere
Create a positive atmosphere where everyone feels
safe and loved. Do not assume that all learners with
disabilities are the same, and treat each person with
love and respect. Encourage others to be kind and
accepting.
Ensure at All Can Participate
Small changes can be made to activities to ensure that
all learners can learn, including those with physical
limitations or learning diculties. For instance, if an
activity suggests showing a picture, you could sing a
related song instead to include learners with visual
impairments.
Establish Consistent Routines and Structure
One way to establish a routine is to create a poster
with a schedule. Your schedule might include prayers,
teaching time, and activity time. Following a schedule
can help reduce feelings of uncertainty and anxiety for
some learners.
35
SUGGESTIONS FOR A VARIETY OF TEACHING SETTINGS AND LEARNERS
Understand Why Challenging
Behaviors Happen
Learn about disabilities or circumstances that may
inuence a person to act inappropriately. Pay care-
ful attention to what is happening when challenging
behaviors arise. Prayerfully consider how to modify the
situation in order to better support learners.
For more information about teaching people with
disabilities, see disabilities.ChurchofJesusChrist.org.
Virtual Teaching
Become Familiar with Technology
Before your class or meeting, spend some time getting
familiar with the technology you’ll be using. Explore
some of its features, such as how to share videos or
pictures. Consider holding a “test” meeting with family
members or friends.
Most wards and stakes have a technology specialist.
You might also know others who have experience with
virtual meetings. Ask for their advice or guidance.
Eliminate Potential Distractions
If possible, nd a quiet place to attend your
meeting. Noises in the background can be distracting.
Encourage learners to do the same or to keep their
microphones muted if they’re not speaking.
Use the Camera
If possible, keep your camera on so that learners can
see your face. Invite (but don’t require) learners to turn
their cameras on too. is can help create a spirit of
unity and mutual support.
Use the Virtual Chat Feature
Many virtual meeting programs allow participants to
type questions or comments in a chat window. Some
also allow participants to virtually raise their hands.
Let learners know about these features. You may want
to assign someone to watch for raised hands or com-
ments in the chat so that you can focus your attention
on leading the discussion.
Find Ways to Involve Learners
Virtual learning settings sometimes make it hard for
people to be seen and heard. Make a conscious eort
to involve those who want to be involved. Sometimes
this means creating smaller groups (for example, by
breaking up a large Sunday School class). Sometimes
it means asking learners beforehand to participate in
a specic way. Don’t let the limitations of technology
cause you to forget about or overlook people who are
eager and willing to learn.
PART 3: PRACTICAL HELPS AND SUGGESTIONS
3636
SAMPLE LESSON-PLANNING OUTLINE
Sample Lesson-Planning Outline
is chart can help you consider the scriptures, questions, and other resources you will use to help learners better
understand each principle or doctrine you will teach. Record each principle or doctrine and the resources you will use.
Sample Lesson-Planning Outline
Principle or Doctrine
Supporting Scriptures
Questions
Teaching Aids
Invitations and Promised Blessings
Principle or Doctrine
Supporting Scriptures
Questions
Teaching Aids
Invitations and Promised Blessings
37
Improving as a Christlike Teacher—
A Personal Evaluation
As teachers, we should regularly evaluate our strengths
and weaknesses so that we can help learners build faith
in Jesus Christ and become more like Him. e follow-
ing activity can help you apply principles of Christlike
teaching. Consider how well each of the following
statements describes you as a teacher. Choose the most
appropriate response for each statement: (1) rarely,
(2) sometimes, (3) often, (4) almost always.
en, as guided by the Spirit, prayerfully select a few
things you would like to improve. Set some goals, and
use this resource to help you improve.
Focus on Jesus Christ
___ I teach about Jesus Christ no matter what I am
teaching.
___ I emphasize the example of Jesus Christ.
___ I help learners recognize the Lord’s love, power, and
mercy in their lives.
___ I help learners strengthen their relationship with
Heavenly Father and Jesus Christ.
___ I help learners intentionally strive to be more like
Jesus Christ.
Love ose You Teach
___ I strive to see learners the way God sees them.
___ I seek to know those I teach—to understand their
circumstances, needs, and strengths.
___ I pray for learners by name.
___ I create a safe environment where all are respected
and know their contributions are valued.
___ I nd appropriate ways to express my love.
Teach by the Spirit
___ I prepare myself spiritually to teach.
___ I respond to spiritual promptings about the needs
of learners.
___ I create settings and opportunities for learners to be
taught by the Holy Ghost.
___ I help learners seek, recognize, and act on personal
revelation.
___ I bear testimony often, and I encourage learners to
share their feelings, experiences, and testimonies.
Teach the Doctrine
___ I learn the doctrine of Jesus Christ for myself.
___ I teach from the scriptures and the words of latter-
day prophets.
___ I help learners seek, recognize, and understand
truths in the scriptures.
___ I focus on truths that lead to conversion and build
faith in Jesus Christ.
___ I help learners nd personal relevance in the
doctrine of Jesus Christ.
Invite Diligent Learning
___ I help learners take responsibility for their learning.
___ I encourage learners to come to know the Savior by
studying the gospel daily.
___ I invite learners to prepare to learn.
___ I encourage learners to share the truths they are
learning.
___ I invite learners to live what they are learning.
Improving as a Christlike Teacher—
A Personal Evaluation
As teachers, we should regularly evaluate our strengths
and weaknesses so that we can help learners build faith
in Jesus Christ and become more like Him. e follow-
ing activity can help you apply principles of Christlike
teaching. Consider how well each of the following
statements describes you as a teacher. Choose the most
appropriate response for each statement: (1) rarely,
(2) sometimes, (3) often, (4) almost always.
en, as guided by the Spirit, prayerfully select a few
things you would like to improve. Set some goals, and
use this resource to help you improve.
Focus on Jesus Christ
___ I teach about Jesus Christ no matter what I am
teaching.
___ I emphasize the example of Jesus Christ.
___ I help learners recognize the Lord’s love, power, and
mercy in their lives.
___ I help learners strengthen their relationship with
Heavenly Father and Jesus Christ.
___ I help learners intentionally strive to be more like
Jesus Christ.
Love ose You Teach
___ I strive to see learners the way God sees them.
___ I seek to know those I teach—to understand their
circumstances, needs, and strengths.
___ I pray for learners by name.
___ I create a safe environment where all are respected
and know their contributions are valued.
___ I nd appropriate ways to express my love.
Teach by the Spirit
___ I prepare myself spiritually to teach.
___ I respond to spiritual promptings about the needs
of learners.
___ I create settings and opportunities for learners to be
taught by the Holy Ghost.
___ I help learners seek, recognize, and act on personal
revelation.
___ I bear testimony often, and I encourage learners to
share their feelings, experiences, and testimonies.
Teach the Doctrine
___ I learn the doctrine of Jesus Christ for myself.
___ I teach from the scriptures and the words of latter-
day prophets.
___ I help learners seek, recognize, and understand
truths in the scriptures.
___ I focus on truths that lead to conversion and build
faith in Jesus Christ.
___ I help learners nd personal relevance in the
doctrine of Jesus Christ.
Invite Diligent Learning
___ I help learners take responsibility for their learning.
___ I encourage learners to come to know the Savior by
studying the gospel daily.
___ I invite learners to prepare to learn.
___ I encourage learners to share the truths they are
learning.
___ I invite learners to live what they are learning.
38
For Leaders—Helping Teachers Succeed
One-on-One Interactions
Often the best way to meet the unique needs of teachers
is through one-on-one interactions. For example, as a
leader, you could have a brief discussion with a teacher
before or after class to discuss the principles of Teaching
in the Savior’s Way. You could prepare for this discussion
by watching the teacher teach. Seek to better under-
stand the teacher’s strengths and discover ways you can
oer support.
Building on a teacher’s strengths is as important as
identifying opportunities for improvement. It is helpful
to start discussions with teachers by asking them to
consider for themselves what is going well and where
they feel progress can be made.
As you meet with teachers, consider ways to strengthen
them and encourage them with kindness and gratitude
for the service they give.
Teacher Council Meetings
Each ward should hold quarterly teacher council
meetings in which teachers can counsel together about
principles of Christlike teaching. Teacher council
meetings may also be held for parents (see General
Handbook: Serving in e Church of Jesus Christ of Latter-
day Saints, 13.5, ChurchofJesusChrist.org).
When Should ese Meetings Be Held?
Teacher council meetings are held during the
50-minute class time on Sunday.
• Priesthood, Relief Society, and Young Women
teachers can attend on either the rst or third
Sunday, as determined by local leaders.
• Sunday School teachers can attend on either
the second or fourth Sunday, as determined by
local leaders.
• Primary teachers can attend on any Sunday, as
determined by the ward Primary and Sunday School
presidencies. If desired, Primary teachers may meet
separately from other teachers to counsel about
the unique aspects of teaching children. is can
happen during the 20-minute singing time, before
or after regular Sunday meetings, or on another
day of the week. More than one teacher council
39
meeting may be held quarterly for Primary teachers
so that they do not all miss Primary classes in the
same week. (Note: As needed, the Primary presidency
assigns substitute teachers, combines classes, or
makes other arrangements to allow Primary teachers
to attend teacher council meetings.)
• Teacher council meetings for parents can be held on
any Sunday, as determined by the ward council.
Who Should Attend?
Everyone who teaches a quorum or class in the ward
should attend, along with at least one of the priesthood
or organization leaders with responsibility over those
quorums or classes. If necessary, participants may be
divided into groups according to the needs of those
they teach. For example, teachers of youth or children
may benet from meeting separately on occasion to
discuss issues specic to teaching youth or children.
For teacher council meetings for parents, the ward
council determines whether to invite specic parents
or to make attendance open to all who want to
participate.
Who Leads ese Meetings?
e ward council, with assistance from the Sunday
School presidency, oversees teacher council meetings.
ey counsel together about the needs of teachers and
learners based on what they have observed in classes
and meetings. ey work together to determine which
principles and practices from Teaching in the Savior’s
Way will best meet the needs they have identied.
Usually, the Sunday School president leads teacher
council meetings. However, other ward members may
be assigned to lead meetings on occasion. Quorum and
organization presidencies reinforce with their teachers
the principles and practices discussed in the meeting.
What Should Happen in a Teacher
Council Meeting?
e teacher council meeting should follow this format:
• Share and counsel together. Invite teachers to share
recent teaching experiences, ask questions related to
teaching, and share ideas for overcoming challenges.
is part of the meeting could include a review of
principles discussed in previous meetings.
• Learn together. Invite teachers to discuss one of the
following principles presented in this resource:
focus on Jesus Christ, love those you teach, teach
by the Spirit, teach the doctrine, and invite diligent
learning. e principles may be addressed in any
order, and unless otherwise directed by the ward
council, the participants in the meeting may choose
the next principle to be discussed. You can spend
more than one meeting on a principle if needed.
• Plan and invite. Help teachers plan how they will
apply the principle they have discussed. As appro-
priate, you could also practice together a skill you
have discussed. Invite them to record and act upon
any impressions they receive about how to apply the
principle in their teaching—including in their eorts
to teach in their homes. Encourage them to begin
studying the next principle to be discussed.
As much as possible, teacher council meetings should
model the principles being discussed.
PART 3: PRACTICAL HELPS AND SUGGESTIONS
40
Orienting Newly Called Teachers
As a leader, you have the responsibility to “meet with
newly called teachers” in your organization and “help
them prepare for their callings” (General Handbook,
17.3, ChurchofJesusChrist.org). ese meetings are an
opportunity to introduce new teachers to their sacred
callings and inspire them with a vision of what it means
to teach in the Savior’s way. As a leader, you can help
new teachers prepare to serve by doing the following:
• Express condence that the Savior will help them in
their calling (see Doctrine and Covenants 88:78).
• Give new teachers a copy of this resource, and
encourage them to look for ways to apply its
principles in their teaching.
• Share with new teachers anything about your
organi zation that would be helpful for them
to know.
• As needed, tell new teachers which room to teach in
and what lesson to begin with. Provide any informa-
tion they need about their class and class members.
• Explain to new teachers that you can help them with
their calling. Oer support in the classroom and
access to teaching resources if needed.
• Oer to observe teachers’ classes occasionally, and
provide feedback as prompted by the Spirit.
• Invite teachers to participate in quarterly teacher
council meetings.
TEACHING IN THE SAVIOR’S WAY
