How to Teach in the LDS Church: A Few Tips

Over the years, I’ve had a lot of people ask for advice on teaching good lessons at church (the Church of Jesus Christ of Latter-Day Saints). Since I’ve spent most of my life in front of a class: being disciplined; a seminary teacher, a university instructor, young men’s advisor/counselor; elder’s quorum instructor/counselor; sundry teaching callings; and a gospel doctrine instructor; I suppose I’ve learned a couple of tricks. And this entry is just that: the tips and tricks of teaching. Obtaining the Spirit to teach is a more vigorous exercise to which I have only minimal expertise.

The problem: how can church lessons be so mediocre or boring, when the gospel and the scriptures are so fascinating? Answer: it’s all in the teaching.

There are plenty of teaching resources out there. The two best are the teaching guide published by the Church, Teaching: No Greater Call, that all church instructors should read, and Boyd K. Packer’s book called Teach Ye Diligently. Despite what some intellectuals think of Pres. Packer he is a very talented teacher especially to the youth (a talent I desperately need), and many of his tips are far more wise than mine. Another blogger recently posted his tips, which are also excellent.

1. Preparation: Study hard. Study the reading block multiple times so that you know where key concepts are located visually. When you start to know your scriptures by the way the pages look, you’ll be able to better engage the class away from the pulpit, then return to your scriptures and not be lost. There’s nothing like the thought “holy crap, I’m lost” and the accompanying blurred vision fear to totally deep-six your lesson.

2. Stick to the scriptures, especially the reading block. This is a huge one (hence my verbose description)! Respect those that have actually prepared for your class by reading the block by sticking to the block. Sometimes teachers present a lesson that is very well prepared, but the teacher never cracks the scriptures. The biggest problem with this method is that the class is not prepared to discuss this unknown lesson and they will tune right out.

If you can make the scriptures come to life, you’ve got the Spirit, and you’ve got your class. And believe me, they will be inspired. Everyone loves the scriptures, and those who have passing interest really WANT to love the scriptures. The miracle of the scriptures is that they speak to everyone (and have been doing so for only a few thousand years). When they get excited about Gospel Doctrine, they will anticipate your lessons for a week, and they will ask you honest questions. It’s what good seminary teachers get to experience regularly. You should experience the same thing. The great news for Gospel Doctrine/Relief Society/Priesthood teachers is that these are adults and are easy to inspire. They will come ready. Don’t disappoint.

3. Don’t be afraid of the manual. This is especially applicable to the Relief Society and Priesthood Manuals this year. Truly there has been no greater guide in my lifetime than the Joseph Smith manual. This thing is so full of gems that you’d be foolish not to dig into it. I’ve actually heard a teacher say “I couldn’t find anything interesting in the manual, so I’ve got my own lesson.” He then proceeded to draw the usual plan of salvation circles on the board, and immediately 85 percent of the class tuned out.

While some manuals are (or were – how cool would it be to live in the days when Jesus The Christ was the manual?) better than others, it’s always a good idea to stay fairly close to the current manual. Indeed some lessons are difficult to teach, especially those based on the D&C where you are jumping from scripture to scripture hitting only bullet points. However, the lesson manual mostly has good questions, good quotes, and will help keep you on the topic. Again, the class is prepped to talk about what’s in the manual, so big deviations from that will alienate the class.

4. Begin the class with a preparation activity. It’s a terrible idea to start with “We are on Lesson 5, so everyone turn to D&C 6 and can someone read verse 1 please?” It’s a good idea to start with a short personal story, a short history lesson, or some anecdote that has universal interest and then direct the class to the scripture saying something like “how does D&C 6:2 relate to that story?” Prep activities engage the class and get them into the scriptures quickly. Don’t be too elaborate with it, or else it will become a distraction and not an aid to the scriptures. Spend only 2-3 minutes on it, and certainly not more than five. Don’t be afraid to use humor to begin the class. For us guys, starting off the lesson crying does not work as well as laughing.

5. Ask compelling questions. Dennis’ posting on Thinking in a Marrow Bone (linked above) has some great advice on this one. Searching questions stimulates discussion, and when the discussion goes in the right direction, the Spirit testifies. When you pick up on something interesting in a scripture verse or in a quote, point it out and ask the class what it means. It can be that basic. Try questions like “Why are the Lord’s words “quick and powerful?” “What does quick mean?” or “Why do you think the Lord chose to use a sword metaphor in D&C 6:2.”

Avoid too basic questions though. Only the most charitable class member will answer “How important is the atonement?” Some questions are too broad to answer well such as “What is faith?” You’ll certainly get impersonal answers, but you’ll not escape the slogging feeling that will arise. Of course, avoid close-ended questions like “How does the atonement make you feel?”

And please don’t ask “Who has read the scripture block?” unless you are going to start throwing candy. This one is really bad, because it puts the class into two categories: participants and observers. It will also prompt other side effects that are equally as bad or worse.

6. Seek active participation. The teacher should only talk about 50% of the time. When the class is given equal time to express themselves, the Spirit can more freely express Himself. Besides, your job is to stimulate discussion among the class, and keep it on topic. So lectures are bad. Really bad. If you find yourself on lecture-mode, get out of it. On rare occasions it’s needed, but they are rare, and I couldn’t tell you when. There are enough people in the class who know the gospel really well that chances are you are not lecturing on anything they haven’t heard before. Unless you have the talent of Cicero in oration, ask your significant other or friend beforehand to signal you – a cough, a sneeze, blow you a kiss, whatever.

7. Stay on the subject. Yes, I know. There’s so much cool stuff in the gospel it’s really difficult to stay on target… stay on target… stay on target (Star Wars trench battle, anyone? No? Sorry). Not only is it your job to stick to the subject, it’s your job to help the class do so. I’ve never known a gospel doctrine class that didn’t have Brother Knowitall, Sister IJustTookAReligionClass, or Brother Octogenarian, seeking to divert the discussion. Don’t ignore them just limit how often they talk. Always thank them for their comments, and don’t worry if they are the only ones willing to talk. If you ask good questions soon there will be others willing to participate. Others can also lose interest if you choose the same folks to answer the questions.

8. While current events are fine, don't talk politics. You may think everyone in your class supported a recent political proposition, but you know there were those who didn’t for whatever reason. On the other hand, current events are excellent if they are universal concerns for church members or are universal between political parties (gang violence, or those dreaded bear attacks, for example). Don’t assume that because you are conservative/liberal (in US terms) everyone else is. Don’t think because you are conservative/liberal (in US terms) that everyone else should be. The gospel transcends this stuff anyhow.

9. Teach deep doctrine. When it’s from the scriptures, and the questions are compelling, the concept of faith, repentance, and baptism, are as deep as any other subject. The aversion to deep subjects seems very odd to me, especially those who are proud to avoid inquiry or new ideas. Besides, I don’t know anyone who talks about how many angels can stand on the head of a pin, or whether the gates of heaven swing outward or inward. And if subjects like that were brought up, I can’t imagine too many class members tolerating such frivolity.

10. Testify. Dennis, at the link above suggests testifying at any salient point during your lesson. What a great idea. Make sure you testify at the end. That should be the climax of your lesson. If you end well, everyone will be spiritually uplifted. And that is the whole point.