(More on this topic at http://mygospellearningplace.blogspot.ca/2013/05/discussion-in-classroom-setting.html)
“Appoint
among yourselves a teacher, and let not all be spokesmen at once; but let one
speak at a time and let all listen unto his sayings, that
when all have spoken that all may be edified of all, and that every man may
have an equal privilege” (D&C 88:122; emphasis added).
TALK LESS
“Never, and I mean
never, give a lecture where there is no participation. A ‘talking head’ is the
weakest form of class instruction…Assure that there is abundant participation
because that use of agency by a student authorizes the Holy Ghost to instruct.
It also helps the student retain your message. As students verbalize truths
they are confirmed in their soul and strengthen their personal testimonies.
(Richard G Scott, To Understand and Live Truth, CES, February 4, 2005)
“A teacher who takes
up most of the class time speaking is likely talking too much. In many lessons,
student participation can fill about half of the lesson time.” (John D
Claybaugh and Amber Barlow Dahl, Increasing Participation in Lessons, Ensign,
March 2001, 34)
“A gospel teacher does not focus on himself or herself.
One who understands that principle will not look upon his or her calling as
‘giving or presenting a lesson,’ because that definition views teaching from
the standpoint of the teacher, not the student.” (Elder Dallin
H. Oaks, “Gospel Teaching,” Ensign, Nov. 1999, 79.)
“Sometimes there is a
tendency for teachers to assume they must give all of the answers, that they
must convey the total material in the manual to class members, that they must
draw in additional resources beyond the scriptures in order to teach. Now we
want teachers to more fully center on the Spirit and on the actual present
needs of class members. It also helps teachers to search for the means to help
class members apply gospel principles in their individual lives. Hopefully,
these class experiences will turn us more toward the Lord, allow us to be
touched more frequently by the Spirit, and thus make successful our individual
efforts to repent and change our lives.” (Gene R Cook, Teaching By the Spirit, Ensign, Jan 1989)
“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!” (Virginia H Pearce, The Ordinary Classroom—a
Powerful Place for Steady and Continued Growth, Ensign, Nov. 1996, 12).
“One sure way to
transform a dull lecture into a lively, Spirit-filled lesson is by asking
effective questions.” (The Worth of a Teacher, Ensign, April 2010, 35)
PROMOTE PARTICIPATION
“When you encourage students
to raise their hand to respond to a question, they signify to the Holy Ghost
their willingness to learn. That use of moral agency will allow the Spirit to
motivate and give them more powerful guidance during your time together.
Participation allows individuals to experience being led by the spirit. They
learn to recognize what spiritual guidance is.” (Richard G Scott, Helping
Others to be Spiritually Led, CES Symposium, August 11, 1998)
“As you consider
questions to use in a lesson, ask yourself, ‘Will they help those I teach
understand the main ideas of the lesson? Will these questions help those I
teach apply the gospel principles being taught?” (Teaching No Greater Call p.
68)
“With the focus of
helping students participate and feel the Spirit, much of your lesson
preparation should be devoted to developing inspired questions that will help
your students discover gospel principles for themselves. Using carefully worded
questions, you can guide your students through a discovery experience, which will
have far greater effects than a lecture experience, in which a teacher dumps
information on students. When you do this students will move from being idle
listeners to active participants as they search their hearts for answers to
prayerfully prepared questions. This will allow the Spirit to have a greater
influence on each person.” (Brian Gudmondson, Questions, the Heart of Learning
and Teaching, Ensign, January 2008, 26-29)
“In your lesson
preparation, plan questions to ask throughout the lesson. Consider the
questions suggested in the manual. Think of others that might be helpful to
your class. Seek the Spirit not help you choose several questions for each main
idea you want to teach.” (The Worth of a Teacher, Ensign, April 2010, 35)
“Questions should be
clear and motivate discussion. They should not manipulate or put words into the
mouth of a student. Discussions that invoke a yes or no answer are weak and do
little to stimulate insight. They are, however, appropriate when inviting
commitment.” (Richard G Scott, To Understand and Live Truth, CES, February 4,
2005)
PROVIDE POSITIVE FEEDBACK
“Teachers should help
class members feel comfortable sharing their testimonies, insights,
experiences, questions, and ideas” (“Gospel Teaching and Leadership,” in Church
Handbook of Instructions, Book 2: Priesthood and Auxiliary Leader [1998], 303).
Teachers “can help those [they] teach feel
more confident about their ability to participate in a discussion if [the
teacher] responds positively to each sincere comment” (Teaching,
No Greater Call, 64). Teachers should not ridicule or criticize any
questions, comments, expression of feelings, experiences, or testimonies.
Teachers should show courtesy and love and do their best to encourage helpful
participation. Teachers can help students feel that their contributions are
valued and that their participation is important, even if sometimes they must
kindly clarify doctrinal misunderstandings. Teachers should keep in mind that
students are taking emotional and spiritual risks when sharing personal
insights. They will hesitate to share again if they do not receive positive
feedback.
It is important to end discussions at
the right time. Much of the spirit of an uplifting discussion is lost when it
lasts too long.
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