Teaching, No Greater Call (Revised)

1. Teaching, No Greater Calling
A Resource Guide for Gospel Teaching

Day 1
 Methods of Teaching (pp. 159-183)
o Activity Sheets, Activity Verses, Application Techniques, Attention Activities, Audio
Visual Materials, Brainstorming, Buzz Sessions, Case Studies, Chalkboards, Choral
Readings, Comparisons and Object Lessons, Demonstrations, Dioramas, Discussions,
Dramatizations, Drawing Activities, Contextual Examples (Expositive, Deductive,
Inductive), Flannel Boards, Games, Guest Speakers, Lectures, Likening, Maps,
Jeopardy, Memorization (of Biblical and Mormon doctrinal issues and verses),
Music, Music with Narratives (Sing-a-Story), Object Lessons, Overhead Projectors
(Technological “Issues” Aside), Panel Discussions, Paper Stand-Up Figures, Pictures,
Puppets, Questions, Readers’ Theaters, Recitations (Biblical Material; Know before
verses and lesson plan), Role Playing, Roller Boxes, Scriptures (Making and Writing
Margin Notes), Scriptures (Memorization of), Scriptures (Reading Aloud), Scriptures
(Study Helps in), Scriptures (Teaching from), Sing-a-Story, Stations, Stories (Biblical
or Contextual Narrative), Visual Aids, White Boards, Work Sheets
o Know your material inside and out prior to your class
o Use notes or manuscripts of lessons at a bare minimum
o Take Rhetoric or Speech courses in order to refine your teaching methods
o Do not be afraid to allow the “Holy Ghost” to help you “ad lib” your lesson
 Ad lib is a way to allow your lesson to organically flow
 Pray fervently for direction, guidance, and support from the Holy Ghost
 Contextualization is key; Scripture was not written in a vacuum; therefore,
should not be ignored during the lesson plan

Day 2
 Part A: Your Call to Teach
o The Importance of Gospel Teaching in God’s Plan
 Chapter 1: No Greater Call
 The Role of Teaching in Heavenly Father’s Plan
o Premortal Spirit Realm – D&C 138:56
o Adam and Eve’s Sin – Alma 12:27-32
o Adam and Eve Teach – Moses 6:57-59
o Teaching Freely to Children – Moses 6:57-59
 Every Member a Teacher
o Jesus Taught the Nephites – 3 Nephi 18:24
o The Great Commission – Matt. 28:16-20

2.  Chapter 2: Nourishing the Soul
 The Gospel of Jesus Christ: Lasting Nourishment for the Soul
o Jesus as “Bread of Life” – Jn. 6:35
o Samaritan Woman at Well – Jn. 4:1-30
o Jesus teaching Nicodemus – Jn. 3:1-21
 Chapter 3: The Teacher’s Divine Commission
 Lord’s Errand – D&C 64:29
 (1) We are commanded – it is something on which we have no choice;
there are no alternative courses open to us – we are commanded to
teach the principles of the gospel.
o Search the scriptures – Jn. 5:39
o Search these commandments – D&C 1:37
o Treasure up my word – Joseph Smith – Matt. 1:37
o Study my word – D&C 11:22
o Search the Prophets – 3 Nep. 23:5
 (2) We are to teach the principles of the gospel as they are found in
the standard works of the Church.
 (3) We are to teach by the power of the Holy Ghost
o D&C 42:13-14, 16-17

If the Lord Jesus were here, what He would say in this situation
would be perfect.
But He is not here. Instead, He has sent me to represent Him.
I should say what He would say if He were here; I should say what
He wants said.
The only way I can do this is to have Him tell me what to say.
This revealed direction can come to me only by the power of His
Spirit.
Therefore I must be guided by the Spirit if I am to teach in my
capacity as an agent of the Lord.

 (4) We are to apply the gospel principles taught to the needs and
circumstances of our hearts.
 (5) We must testify that what we teach is true. (Doctrinally sound)

o Prepare Yourself Spiritually
 Chapter 4: Seeking the Gift of Charity (cf. Jn. 13:34; 1 Cor. 13:1-3)
 What You Can Do to Receive the Gift of Charity
o Pray to be filled with love – Mor. 7:47-48
o Give Service
o Look for the good in others.
 Chapter 5: Seeking the Spirit
 Living in a Way That Helps Us be Receive to the Spirit
o Articles of Faith 1:13; Mor. 6:4; D&C 45:32
 The Blessings of Receiving the Companionship of the Spirit

3. Day 3

 Chapter 6: Seeking to Obtain the Word
 D&C 11:21
 Learning “by Study and Also by Faith”
o Diligently study the scriptural material presented – D&C
11:21
o Belief in the scriptural material presented – Mormon 9:27
o Obedience to the scriptural material presented – Jn. 7:17
 Recommitting Ourselves to Study the Scriptures
 Chapter 7: Developing a Personal Plan for Studying the Gospel
 “What to Study?” – Study the scriptures in preparation for lesson
 “When to Study?” – Whenever you’re able to set aside an hour
 “How to Study?” – Read below to name a few steps for preparation
o “What gospel principle is taught in this passage?”
o “How can I apply this in my life?”
o Review the chapter heading of scriptures (JSKJV)
o Consult church approved material for Sunday School;
o Memorize verses;
o Mark and annotate scriptures; and many others.
 Do What You Can
 Chapter 8: Living What You Teach
 The Influence of Example
o Following the Priesthood Ordinances
o Following the Law of Chastity
o Following the Word of Wisdom
o Jesus’ example for “everyday living”
o Your audience will believe in what you’re saying
 “Teachers will be judged more harshly” (Jam. 3:1)
 Chapter 9: Called, Set Apart, and Magnified
 Jacob 1:17-19
 Receiving the Call – D&C 1:38
 Being Sustained and Set Apart
 Magnifying Your Calling and Being Magnified by the Lord – Jacob
1:19
o Improve Your Talents
 Chapter 10: Looking for Lessons Everywhere
 Developing a Teacher’s Eyes and Ears
o Study lessons well in advance
o Pray every day for help in your preparation
o Always keep in mind those you teach and the lesson you are
preparing
 Keeping Track of Impressions that Come
 Chapter 11: Making a Plan to Improve Your Teaching
 Ether 12:27, 37
 Assessing Your Own Strengths and Weaknesses
o What are my strengths as a teacher?

4. o What are my weaknesses as a Teacher – Mosiah 4:27
 Making a Plan for Improvement
o What can I do now to improve as a teacher?
o What skills do I need to develop?
o Who can help?
o What materials are available?
 Setting a Goal and Recording Your Progress
 Qualities That Matter Most – D&C 42:14
o Do I show those I teach that I love them? Do I show personal
interest in each of them?
o Can they feel my love for the Lord and His teachings? Do I
help them see the application of those teaching in their lives?
o Can those I teach feel my testimony of the restored gospel of
Jesus Christ? Can they feel my absolute faith in God?
o Do I teach in faith to teach by the power of the Holy Ghost?
 With the Lord’s Help, You Can Improve
 Chapter 12: Obtaining Support from Your Leaders
 Orientations for New Teachers
 Contacting Leaders to Counsel with Them
o How you are feeling about your calling as a teacher.
o Experiences you have had with your class.
o Examples of how class members are responding to the lessons
you teach.
o Specific needs of individual class members.
o Your goals as a teacher.
o What your leader can do to help you accomplish your goals.
o Topics that you feel should be addressed in teacher
improvement meetings.
 Classroom Visits

5. Day 4
 Part B: Basic Principles of Gospel Teaching
o Love Those You Teach
 Chapter 1: Love Softens Hearts
 The Power of a Teacher’s Love
 How Christlike Love Affects Our Teaching – 1 Cor. 13:1-2; D&C
12:8; Moroni 7:45-47
 Chapter 2: Understanding Those You Teach
 Learning the Common Characteristics and Experiences of Those You
Teach
 Getting to Know Each Person You Teach
 Considering Similarities and Differences As You Prepare Lessons
 Chapter 3: Reaching Out to the One
 D&C 18:10
 Reaching Out to Individuals When You Meet Together
 Reaching Out at Other Times – During daily lives
 Chapter 4: Helping New Members and Less-Active Members
 “A Friend”
 “A Responsibility”
o In class discussions, ask them question that you know they
will be able to answer.
o Encourage them to share their testimonies and their personal
experiences in learning gospel truths.
o Invite them to read aloud. To give them time to prepare, talk
to them in advance about the scripture passages or other
material that you would like them to read.
o Invite them to pray. To avoid making them feel uncomfortable,
extend this invitation in advance.
o If you are giving assignments, do so in advance so they will
have sufficient time to prepare. Offer to help if they have
questions.
 “Nurturing with ‘the Good Word of God’”
o Express your enthusiasm about the gospel.
o Bear your testimony.
o Share your love for the scriptures.
o Take time to speak with them outside of class – to befriend
them and to ensure that they are understanding the principles
you teach.
o Tell them about experiences you have had as you have lived
the gospel.
o Encourage them to study the scriptures on their own.
 Chapter 5: Teaching Those with Disabilities
 Hearing Loss
 Language and Speech Disorders
 Mental Disabilities
 Difficulties with Reading
 Visual Impairment

6.  For more information: Call 1-801-240-2477 (Salt Lake City, UT)
o Teach by the Spirit
 Chapter 6: The Spirit In the True Teacher
 Holy Ghost as Teacher – Moroni 10:5; D&C 50:13-14
 Holy Ghost as Mentor – Matt. 7:8; Lk. 8:17
 Humbly Serving as Instruments in the Lord’s Hands
 Chapter 7: Teaching with Testimony
 What is a Testimony? – D&C 76:22-24; Alma 5:48; 7:8; 34:8; 36:3,
30; Jacob 7:12
 Making Testimony a Part of Your Teaching
o Studying the scriptures and the teachings of the Latter-Day
Prophets
o Praying
o Fasting
o Obeying God’s Commandments
 Chapter 8: Inviting the Spirit As You Teach
 Pray – D&C 19:39; 3 Nep. 20:1
 Teach from the Scriptures and the Words of Latter-day Prophets
o D&C 18:34-36
 Bear Testimony
 Share Experiences
 Use Music
 Express Love for the Lord and for Others
 Chapter 9: Recognizing and Following the Spirit in Your Teaching
 Recognizing the Spirit – 1 Kgs. 19:12; 1 Nep. 17:45; D&C 85:6
 Feeling of Joy and Peace – Rom. 15:13; Gal. 5:22-23; D&C 6:23;
11:13
 The Spiritual Can Guide You As You Prepare to Teach
 The Spiritual Can Guide You While You Teach
 You Can Help Others Recognize the Spirit

7. Day 5
o Teach the Doctrine
 Chapter 10: The Power of the Word
 Why We Should Teach the Word of God – Alma 32:30, 33
o The term inoculate is fascinating. It comes from two Latin
roots: in, meaning ‘within’; and oculus, meaning ‘an eye.’
The verb to inoculate, therefore, literally means ‘to put an eye
within’ – to monitor against harm
o θεόπνευστος (God-breathed) (cf. 2 Tim. 3:16)
 Teaching from the Scripture and the Words of Latter-day Prophets
o D&C 11:21
 Chapter 11: Keeping the Doctrine Pure – D&C 135:6
 Your Responsibilities as a Teacher
o Teach by the Spirit from the Scriptures and the Words of
Latter-day prophets
o Use Church-Produced Lesson Materials
o Teach the Truths of the Gospel and Not Other Things
 Cf. Mosiah 18:19; 3 Nephi 19:8
o Teach Gospel Truths Clearly So That No One Will
Misunderstand Them
 Cautions for Gospel Teachers
o Speculation
o Misquoting
o Gospel Hobbies
o Sensational Stories
o Reshaping Church History
o Private Interpretations and Unorthodox Views
 Chapter 12: Teaching from the Scriptures
 Seek to Obtain [the] Word
 Conduct Discussions and Use Questions
 Provide Context
o Who is speaking? Authorial Intent
o Whom is that person speaking to? Author-Audience
o What is he or she speaking about?
o What is he or she responding to?
o Why is he or she saying this?
o Cf. Lk. 15:11-32
 Share Scriptural Stories
 Share Biographical Information
 Use “Look for” and “Listen for” Approaches – Holy Spirit
 Liken All Scriptures unto Us
 Use the Study Helps in the Scriptures
o Bible Dictionary
o Footnotes and Cross-References – D&C 11:21
o Headings of Chapters and Sections – 2 Nep. 27
o Introductory Pages
o Maps

8. o Topical Guide
 Scripture Marking and Margin Notes
o Shading, underlining, bracketing, or outlining and entire
verse or block of verses with a pencil or colored paper.
o Circling or underlining key words and, with straight lines,
linking together those that relate closely to one another.
o Marking an entire verse or block of verses and linking the key
words within the passage.
o Noticing when a series of related points is mentioned and
numbering the points within the text or in the margin.
o Invite Diligent Learning
 Chapter 13: Helping Individuals Take Responsibility for Learning the Gospel
 Each Individual’s Responsibility to Learn the Gospel
o The Church system for gaining gospel knowledge is as
follows:
 The responsibility rests upon each person to gain a
knowledge of the truth through his own efforts.
 Next, families should teach their own family members.
Parents are commanded to bring their children in
light and truth. The home should be the chief teaching
center in the life of a Latter-day Saint.
 To help families and individuals, the Church, as a
service agency, provides many opportunities to teach
and to learn.
o The Teacher’s Role in Helping Individuals Learn the Gospel
 Cf. 1 Cor. 3:7
o Encouraging Self-Reliance in Gospel Learning
 Nurture your own enthusiasm for studying the
scriptures and the teachings of latter-day prophets.
 As you teach, always draw attention to the scriptures
and the teachings of latter-day prophets.
 Ask questions that require learners to find answers in
the scriptures and the teachings of latter-day
prophets.
 Show learners how to use the study helps in the
scriptures.
 Give assignments that require study of the scriptures
and the teachings of latter-day prophets.
 Help learners understand that the people in the
scriptures were real people who experienced trials
and joy in their efforts to serve the Lord.
 Show learners how to find answers to life’s challenges
in the scriptures and the teachings of latter-day
prophets.
 Openly encourage those you teach to study the
scriptures and the teachings of latter-day prophets.
 Bear testimony of the Savior as the center of all that
the scriptures and the latter-day prophets teach.

9.  Chapter 14: Conducting Discussions
 Suggestions for Conducting Discussions
o Use questions
o Select Teaching Methods That Relate the Discussions to the
Lessons
o Be Sensitive to the Spirit’s influence on Those Present
o Find Ways for All to Participate
o Maintain the Focus of the Lessons
o Maintain Order
o Do Not Talk Too Much
o Do Not End Discussions Too Soon
o Listen
o Acknowledge All Contributions
o Rescue Learners Who Give Incorrect Answers
 Bringing Discussions to a Close
o Manage the time.
o Give learners a time limit.
 Chapter 15: Listening
 How Careful Listening Can Help Those you Teach
o Be receptive and enthusiastic
o Share thoughts and experiences
o Learn diligently
o Live what they learn
 How Careful Listening Can Help You as a Teacher
o Determine how actively learners are engaged in the learning
process.
o Determine how much they are learning.
o Better understand their needs
o Perceive and remove obstacles that may limit their learning,
such as discouragement or preoccupation with other things.
o Better understand the questions that trouble them so you can
guide them to answers.
o Know when to continue with a point that is important to them.
o Know when they need an opportunity to speak.
o Decide when to repeat specific principles or give more
explanation.
o Know when to adapt a lesson presentation.
 Suggestions for More Effective Listening
o Ask Questions
 Can you tell me more about that?
 How did you feel when that happened?
 I’m not sure I understand. Are you saying that …?
 Would you explain that to me?
o Pause – Do not be afraid of silence
o Attend to What the Speaker is Saying
o Attend to the Speaker’s Unspoken Messages
o Restate What the Speaker Says
o Teach Learners to Listen to one another

10.  Chapter 16: Teaching with Questions
 Jesus’ ministry - Matt. 16:13-15; Lk. 7:41-42; 3 Nep. 27:27
 General Guidelines for Preparing Questions
o Questions That Can Be Answered Yes or No
o Factual Questions
o Questions That Prompt Deeper Thinking
o Questions That Help Learners Apply Gospel Principles
 General Guidelines for Asking Questions
o Ask Questions That Learners Can Answer
o Respond to Incorrect Answers with Respect and Curiosity
o Wait for Responses
o Use Follow-Up Questions
o Give Everyone an Opportunity to Speak
o Help Learners Prepare to Answer Questions
o Avoid Questions that Create Controversy or Encourage
Argument – 3 Nep. 11:28-30; Mosiah 18:21
o Occasionally Ask Questions That Prompt Silent Reflection
 Chapter 17: Helping Learners Be Attentive
 Observe and Listen to Those You Teach
 How to Help Learners Be Attentive
o Make the material relevant
o Vary your teaching voice
o Maintain eye contact
o Use movement
o Vary the pace of lessons
o Use a variety of teaching methods
 Individuals’ Responsibility to Participate – D&C 121:41
 Chapter 18: How to Tell If They Are Learning
 How to Determine If Learners Understand
o Ask learners to restate principles in their own words.
o Use several short case studies.
o Ask questions that require learners to express their
understanding of the principles being taught.
o Conduct a discussion.
 Chapter 19: Helping Others Live What They Learn
 Matt. 7:21-23; Jam. 1:22
 Ensure That Learners Understand the Principles You Teach
 Help Others Learn by the Spirit
 Encourage Learners to “Go, and Do … Likewise” – Lk. 10:37

11. Day 6
o Create a Learning Atmosphere
 Chapter 20: Preparing the Classroom
 Suggestions for Preparing Classrooms
o Cleanliness
o Temperature
o Lighting
o Personal Touches
o Lesson Materials
o Seating
o Space
 Asking Learners to Help You
 Chapter 21: Teaching Others to Contribute to a Learning Atmosphere
 D&C 88:122
 Characteristics of a Learning Atmosphere
o We edify each other through our participation
o We love and help each other
o We desire to search for truth together
 Teaching Others about a Learning Atmosphere
 Chapter 22: How Teachers Can Contribute to a Learning Atmosphere
 Prepare Yourself Spiritually
 Love and Reach Out to Each Individual – Jn. 13:34
 Dress Appropriately
 Greet Learners Warmly
 Begin in a Manner That Invites Attention
 Encourage Mutual Respect
 Encourage Enthusiasm for Learning the Gospel
 Teach of Christ
 Use a Variety of Teaching Methods that Invite Participation
 Additional Suggestions for Those Who Teach Children
o Express Positive feelings to the Children
o Set and Maintain Standards
o Help the Children Participate
o Be Understanding
 Chapter 23: Reverence
 Setting an Example of Reverence
o Keep the sacramental covenants to remember the Lord
always and take His name upon yourself – D&C 20:77, 79
o Use the names of Deity appropriately and reverent
o Show proper respect for General Authorities, Area
Authority Seventies, members of general auxiliary
presidencies, and local priesthood and auxiliary leaders
o Avoid using coarse language or words that demean,
belittle, or criticize other.

12. o Show proper respect when handling the scriptures and
using the Lord’s property (such as buildings and
surroundings grounds, furnishings, and books)
 Specific Ways to Teach Reverent Conduct
o Set limits
o Organize and prepare so that there will be as little
confusion as possible
o Begin and end on time. This will show respect for those you
teach.
o Speak in a pleasant, courteous manner. Always greet those
you teach with a smile.
o Be considerate of learners’ contributions to discussions
o If you teach children, anticipate simple things you can do
to remind them to be reverent
o Remember that it is especially difficult for children to sit
still for long periods of time
o Take time to explain the importance of reverence,
especially to children
o Do not reward reverent behavior with prizes or food
o Use music
o Help learners recognize the influence of the Spirit. Bear
your testimony as prompted.
o Center all your teaching of on the Savior.
 Chapter 24: Helping Those Who Become Disruptive
 Remember the Worth of Souls
 Seek to Understand Those You Teach
 Evaluate Your Own Efforts
 Evaluate Your Motives
 Help All Class Members Contribute to a Learning Atmosphere
 Respond in Simple Ways to Occasionally Disturbances
o Be silent. Wait quietly until the person stops talking or
being disruptive.
o Move closer to the person being disruptive. This small
action can serve as a quiet reminder to be more attentive.
o Use light humor. With lighthearted touch, you may be able
to turn the person back to the lesson. However, you should
never be sarcastic or use humor to embarrass or control.
o Help the person participate in positive ways. Consider
asking him or her to read, paraphrase something, give an
example, or respond in some other way. The point of this
idea is not to humiliate the person but to invite him or her
to participate.
o Help everyone participate. If one person dominates a
discussion, make an effort to call on those who have not yet
contribute.

13. o Redirect discussions that do not invite the Spirit. If
someone argues with you or others, speaks irrelevant, or
raises controversial issues, use love and meekness when
deciding how to respond.
o Introduce a different activity. Provide an immediate break
by changing to an activity that requires different
participation.
 Make Special Efforts to Help Those Who Persistently Cause
Disruptions – D&C 121:41-44
o Speak Privately with the Person
o Seek Help from Others
o Be patient – “Patience is a virtue”
o Use Effective Methods
 Chapter 25: Teaching with Variety
 Using a Variety of Methods from Lesson to Lesson
 Using a Variety of Methods in Each Lesson
 Selecting and Preparing a Variety of Teaching Methods
o Consider first the suggestions given in the lesson material.
When necessary, adapt them to the needs of those you
teach.
o Have a definite purpose for using a method. Choose
methods that support and reinforce the main purpose of the
lesson.
o Select methods that are appropriate and effective. Some
methods, such as stories and using the chalkboard, will be
used far more frequently than others, such as panel
discussions and games.
o When appropriate, choose methods that actively engage the
learners. This is important for all learners, but especially
for children.
o Practice using the methods before you teach the lesson.
This is especially important if you have not used a
particular method before.
 Keeping Variety in Your Lessons
 Chapter 26: Choosing Appropriate Methods
 Will the method invite the Spirit? – 2 Nep. 33:1; D&C 42:14
 Does the method match the sacredness of the principles I am
teaching?
 Will the method edify and strengthen those I teach?
 Is the material Church-approved?
 Have I followed correct procedures in preparation to use the
method?
 Chapter 27: Choosing Effective Methods
 Will the method help learners better understand the principles I am
teaching?
 Will the method meet the needs of those I teach?

14.  Do I use the same method too often?
 Chapter 28: Beginning the Lesson
 Choose a cohesive thesis or object lesson
 Apply your formal and doctrinal reasoning for the lesson
 Know the verses that you’ll use before the lesson
 Chapter 29: Concluding the Lesson
 Qualities of Effective Conclusions
o They are short, concise, and focused – Calculable
o Summarization and tie together what you’ve spoken about
o Highlight important points made by your audience
o Help learners apply gospel principles in their lives
o They are uplifting, motivating, and positive
o They include time for testimony.
 Allow Time for a Conclusion
 Modifying Your Prepared Conclusion – Ad lib
o Allow the Spirit to direct your lesson
o Do not be afraid to take a short pause and breathe deeply
o Take this lesson to a well-received end
o Prepare Every Needful Thing
 Chapter 30: Taking Time to Prepare
 Chapter 31: Preparing Lessons
 Begin Lesson Preparation Early – Minimum of Two Weeks
 Three Questions to Guide Your Lesson Preparation
o What should happen in the lives of those I teach as a result
of this lesson?
o Which specific principles should be taught?
o How should these principles be taught?
 Cultivating Your Ideas
 Adjusting and Revising As Needed
o Have clearly in mind what should happen in the lives of
those you teach as a result of this lesson. Ask yourself,
“Will the lesson bring these results?”
o Review the specific points you want to teach from the
manual: the main principles and the supporting ideas.
o Organize a clear outline – Not necessarily a manuscript
o Be sure to plan a clear beginning and a strong, focused
conclusion
o Finalize the teaching methods you will use. Ensure that the
methods you select will help learners apply the principles
you teach.
o Finalize your choices of the materials you will use.
 Chapter 32: Creating Lessons from Conference Talks and Other Resources
 Read Elder Joseph B. Wirthlin’s Topic – Abraham 1:2
o Decide what should happen in the lives of those you teach
as a result of the lesson

15. o Decide on the main principle or principles you will teach,
along with any supporting ideas
o Consider how you want to teach the main ideas and the
supporting ideas you have selected
 Chapter 33: Adapting Lessons to Those You Teach
 Examples of Lesson Adaptations
o Using Material from Recent Church Magazines
o Developing Your Own Learning
o Departing from the Suggested Lesson Development
 Adapting Lessons for Different Age-Groups
 Chapter 34: Evaluating Lesson Presentations
 Questions to Help You Evaluate Lesson Presentations
o At what points in the lesson did those I teach seem most
willing to participation? When did they seem less willing to
participate?
o At what points in the lesson did they seem to feel the
influence of the Spirit most strongly? When did they seem
to feel the influence of the Spirit less strongly?
o At what points in the lesson did they seem most thoughtful?
When did they not seem to be thinking very deeply?
o At what points in the lesson did they seem to make the most
application in their lives? When did they seem to miss the
lesson’s application in their lives?
o What aspect of the lesson presentation seemed to contribute
to those responses?
o What does this tell me about those I teach?
o How can this understanding help me as I prepare the next
lesson?
 Chapter 35: Church Resources for Teaching the Gospel
 Teaching, No Greater Call
 Teaching Guidebook
 The “Gospel Teaching and Leadership” section of the Church
Handbook of Instructions
 Family Home Evening Resource Book
 Gospel Principles
 Scripture Stories
 Lesson manuals
 Church magazines
 Gospel Art Picture Kit
 The Church hymnbook
 Children’s Songbook
 Church-produced “videocassettes” and “audiocassettes”