Teaching — A Renewed Dedication: A Leader’s Guide (1985)

A LEADER'S G U I D E

Published by The C h u r c h of Jesus Christ of Latter-day Saints Salt Lake City, Utah Copyright © 1985 Corporation of the President of The C h u r c h of Jesus Christ of Latter-day Saints A l l Rights Reserved Printed i n the United States of America

SUGGESTIONS FOR LEADERS IN STRENGTHENING TEACHER DEVELOPMENT Teaching i n the C h u r c h The call to be a teacher is a sacred responsibility.

A n effective teacher contributes m u c h to the experience of the class members. To be effective, teachers must live worthy of the influence of the Holy Spirit, they must thoroughly prepare the lessons, and they must demonstrate love for those they teach.

A l l teaching i n the C h u r c h should help members k n o w and obey our Father in Heaven and his Son, Jesus Christ. Teachers with this goal in m i n d can help the members to understand the threefold mission of the Church and motivate them to do their part to see it achieved. This mission is to proclaim the gospel, to perfect the Saints, and to redeem the dead.

T h e Purpose of T h i s G u i d e This guide is designed to help leaders bring about a renewed dedication among gospel teachers. T h e G h u r c h provides excellent teacher development opportunities and resources. To see that they are used effectively— 1 . Q u o r u m and w a r d auxiliary presidencies should provide supervision and in-service training for teachers now serving.

2. Bishoprics should w o r k w i t h other w a r d leaders to identify members w h o w o u l d benefit from participation in the Teacher Development Basic Course.

3. Stake and w a r d leaders should include teacher development activities as a standard 1

agenda item in their presidency and council meetings.

The information in this guide is divided into three sections: 1. The Training of Teachers 2. Suggestions for Teacher Supervision 3. The Training of Leaders THE TRAINING OF TEACHERS Where should teachers be trained?

The Teacher Development Basic Course. This is a twelve-week course in fundamental principles of teaching. It is taught during the Sunday School period whenever possible, but an additional class could be taught at another time for those w h o are presently teaching during Sunday School. This course is a regular adult course offered by the Sunday School, and the teacher of this course is a member of the Sundav School faculty. Each w a r d and branch should offer the basic course during the months of January through March each year. The first six lessons should be given as a refresher course between July and September.

The following individuals should be encouraged to take the Teacher Development Basic Course: 1. Members of the presidency of each w a r d or branch organization, on a rotating basis 2. Stake missionaries 3. Potential full-time missionaries, including couples 4. High councilors and members of bishoprics, at least once while each serves i n his position 2

5. Presently called teachers in each quorum and auxiliary, once every three or four vears 6. Parents w h o desire to improve i n teaching their children during family home evenings In-service Meetings. For teachers in each w a r d or branch organization (except home teachers) there is a regular in-ser\'ice meeting in which instruction is given for the continuing improvement of teaching.

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What Are Some Possible Training Activities for In-service Meetings?

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The presidency of each organization is responsible for making sure that teachers learn their duties. The presidency should instruct each teacher w h e n he is first called, during periodic interviews, and during in-service meetings.

Each in-service meeting should include some carefully planned teacher training activities.

Examples of such activities are cooperative problem solving, sharing of experiences, videotapes, motion pictures, filmstrip presentations, and teaching others what one has just learned. Often activities are most effective w h e n all present have some active part, even if it is a silent part in w h i c h they evaluate their o w n thoughts or experience. The in-service meeting should set an example that the participating teachers can follow in their o w n teachingâ&#x20AC;&#x201D;an example of spirituality, love, and preparation.

Although in-service varies from one C h u r c h organization to another, the following sample activities could be adapted to suit individual organizational needs.

1. I n advance of the meeting, ask each teacher to reflect on his experiences w i t h preparing for teaching. D u r i n g the meeting, allow several teachers to tell w h a t they have learned about preparation.

2. Give the teachers present several minutes to write d o w n something specific they can do regularly to receive the Spirit of the Lord as they teach. T h e n have them share their ideas.

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3. Select appropriate topics for discussion from Teaching—No Greater Call (PXIC064A) and The H o w Book for Teaching Children (PBIC0223).

4. A t least one month before the meeting, ask three teachers in the group to prayerfully seek for help i n solving one specific challenge each is facing as a teacher. A s k each of the three to do his best to find and implement a solution. Follow up each week during the month, reminding them of their assignments and offering help. T h e n have all three report their experiences at the next in-service meeting.

5. Select one of the three stories on the videocassette Teaching—A Renewed Dedication to help teach a principle that needs emphasis. Discuss the story and the principle w i t h the teachers.

6. I n advance of the meeting, ask each participant to list the interests and needs of the students he teaches and then to prepare his next lesson w i t h those interests and needs specifically i n m i n d . I n the in-service meeting, have each one report on his experience.

7. H a v e each participant come prepared to tell about a teacher w h o influenced h i m deeply and w h a t that teacher did that made a difference.

8. Put the following assignment on the chalkboard: • Identify a discipline or participation problem i n your class.

• Consider this question: H o w is your teaching the gospel affected by h o w y o u handle discipline problems?

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• Write d o w n the challenge and your plan for handling it.

Give participants about five minutes for this activity, and then invite them to share their ideas.

9. Have each teacher think of a student w h o m he finds challenging to teach. Invite each to respond i n writing to the following: • List everything y o u k n o w about h i m .

• What conditions seem to bring out the best in him? the worst in him?

• Do your attitude and actions toward h i m contribute to the problem? H o w ? (If you were in his position, how w o u l d you respond to the w a y you act toward him?)

• If you love h i m w i t h a pure and Christlike love, how w i l l you feel and act toward him?

After the members of the group have written their responses, ask them to share any insights they have received from doing this assignment.

SUGGESTIONS FOR TEACHER SUPERVISION The presidency of each priesthood and auxiliary organization is to supervise the teachers in that organization. Supervising teachers is a form of service that helps the individual teachers to grow in their callings. Effective supervision requires personal dedication, spirituality, and love. Teachers may become motivated to go the second mile for their students w h e n they see their supervisors going the second mile for them.

The following principles w i l l help you be an effective supervisor.

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1 . Familiarize teachers w i t h the resources available to them, including your assistance; the Teacher Development Basic Course; in-service meetings; the meetinghouse library; the in-service training materials contained i n Teachingâ&#x20AC;&#x201D;No Greater Call and The H o w Book for Teaching Children; and the videotape Teachingâ&#x20AC;&#x201D;A Renewed Dedication.

Encourage teachers to use these resources regularly.

2. Give a newly called teacher the opportunity to observe an effective teacher for two or three class periods. H a v e h i m watch the w a y the class begins, w h a t teaching methods and discipline measures are used, and how the students become involved in the lesson.

3. H o l d regular personal interviews w i t h each teacher so that he can report to y o u what he is doing i n this calling. Make these interviews important; hold them by appointment i n a quiet place that is consistent w i t h the dignity of the teacher's calling.

4. W i t h the teacher's consent, make occasional classroom visits. G i v e contructive feedback after each visit, being sensitive as y o u explain your observations.

5. Be an example of gospel living.

6. T h i n k of yourself as a servant, called to help the teacher succeed. Y o u are a resource for him, so try to understand his desires and the challenges he faces. Study and pray to learn how y o u can assist h i m . Remember that the teacher has the responsibility to teach his class and that your role is to prayerfully teach h i m correct principles, letting h i m decide how to apply those principles.

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THE TRAINING OF LEADERS Where should leaders be trained in teacher development duties?

Leaders are to be trained in their teacher development duties in the council meetings they attend. Leaders of w a r d organizations are trained in w a r d council, bishops i n meetings with the stake presidency, stake workers in stake council, and stake presidents in regional council. Area Presidencies have the responsibility to train and motivate Regional Representatives.

Teacher development should be a regular agenda item i n these council meetings. Time should be set aside in most council meetings for a training activity pertaining to teacher development. The presiding officer may prepare this activity or he may assign it to someone else.

What are some possible teacher development training activities for council meetings?

The following are some suggested teacher development activities for council meetings: 1. Have all present take three minutes to write about what they can do i n their leadership callings to foster teacher spirituality. (In two other meetings, have them write on helping teachers develop a love for their students and on encouraging thorough lesson preparation.) A s k some at the meeting to share the ideas they have written.

2. Assign two w h o w i l l be at the meeting to instruct the council on calling teachers and

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orienting them in their duties. Have the two include i n their presentation a discussion of the teacher's duties, the resources available to h i m , the role of his supervisor, the Teacher Development Basic Course, and the in-service program.

3. For a w a r d council, invite two council members to teach important principles of supervising teachers and conducting interviews w i t h them. O n a stake level, you may invite several leaders to instruct the group on teaching others to supervise and to conduct such interviews.

4. T h e following activity on supervision is designed for a w a r d council meeting. It is based upon the first episode on the videocassette Teachingâ&#x20AC;&#x201D;A Renewed Dedication. Divide those present into two groups. A s k one group to write answers to this question: â&#x20AC;˘ H o w can y o u tell that Eldon cared about Jay and his success?

A s k the other group to write answers to the following question: â&#x20AC;˘ What did Eldon do that y o u would like to do i n your o w n supervision work?

Show the story on the videocassette and then give the groups a chance to write. Have each group present its insights.

5. H a v e a leader w h o supervises teachers prepare an interview w i t h one of them. Have the leader and teacher conduct a demonstration during the council meeting showing h o w the teacher reports on his 9

labors and receives help and guidance from his teacher supervisor. Encourage the teacher to be honest in expressing any negative feelings he may have. Following this demonstration, have those present list the benefits of holding regular interviews between supervisors and teachers. Have them share w h a t thev have written.

6. Assign a leader to conduct a review of the teacher development duties of those present, as suggested in the one-page "Teacher Development Guide for Priesthood L e a d e r s " (PBCT1455 1/84).

Perhaps the most important thing w e do i n the C h u r c h is to teach the gospel of Jesus Christ. Y o u , as leaders, are the key to achieving a renewed dedication to teaching in the C h u r c h .

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TEACHINGâ&#x20AC;&#x201D;A RENEWED DEDICATION Make copies of this sheet for all participants.

Discussion Sheet A . Segment # 1 (Jay, the Sunday School teacher): 1. H o w did Jay, the teacher, apply the following principles: a. Seek the Spirit. b. Love your students. c. Prepare.

2. I n w h a t way(s) did the Sunday School president assist Jay to become a better teacher?

3. What other things might the teacher have done to make his teaching even more successful?

B. Segment # 2 (Dorthea, the Relief Society teacher): 1 . W h y w a s Dorthea fearful to teach, and h o w did she overcome this fear?

2. H o w did the Spirit influence the sisters in the Relief Society and assist Dorthea in her teaching?

3. What can y o u do to assist teachers, speakers, or other participants in C h u r c h meetings to be more successful?

C . Segment # 3 (the home teachers): 1 . What principles did the home teachers use that y o u can also use to make your teaching experience more successful?

2. W h a t are your plans for becoming a more effective teacher (classroom teacher, parent, home or visiting teacher, missionary)?

3 . H o w can y o u make the three principles taught i n the video presentation more effective i n your personal life?

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