Principles of Christlike Teaching: Teach by the Spirit

Create settings and opportunities for learners to be taught by the Holy Ghost.

Skill

Create student self-evaluations about a doctrine, truth, or principle.

Define

Teaching by the Spirit includes helping students consider their own perspectives, feelings, and experiences related to specific truths. This personal introspection and evaluation can invite the Holy Ghost to help each student see things “as they really are, and … really will be” (Jacob 4:13) in their lives. Effective self-evaluations help students consider (1) their own current understanding of a particular truth, (2) why these truths are relevant for their own life and situation, and (3) how to better live these truths. You can invite this self-evaluation at any time during class through various means, including writing activities, discussion questions, and invitations to apply doctrine and principles.

The models and practices below are general examples. Training will be more effective if models and practice opportunities are connected to the next lessons that will be covered in the curriculum.

Model

Here are a few examples of how you might create student self-evaluations:

• At the beginning of class, you could invite students to briefly record in a journal their current understanding of the law of tithing.

• At the end of class, you could invite students to reflect: “How has your understanding of the law of tithing changed since the beginning of class?”

• After identifying together various principles from a scripture block, you could ask students, “How would you rank these principles in your life in order of importance?”

• During a class discussion, you could ask students to think about how the Atonement of Jesus Christ has affected their life to this point.

• You could invite students to think about how they can apply what they’ve learned: “Consider how you are currently doing in looking ‘unto [Christ] in every thought’ (Doctrine and Covenants 6:36). Write down what you feel is the next step for you in improving your relationship with Him in this regard.”

Click here to see a video of this model.

Practice

Use one or more of the following practices to improve your ability to create self-evaluations for your students:

• Look at an upcoming lesson plan. Select a doctrine you are planning to focus on. Practice writing two or three simple self-evaluations students can use to consider their current understanding of this doctrine or how their understanding has changed because of what they learned.

• Select a moment in an upcoming lesson when a class discussion is planned. Practice writing two or three questions that help students evaluate their own perspective and experience related to a principle that will be identified.

• Find a place in an upcoming lesson plan where you will focus on application. Rather than just inviting students to apply a particular doctrine or principle, practice writing two or three invitations that help them evaluate their current application and how to continue improving.

Discuss or Ponder

Ponder what you have learned from this experience. Perhaps you could record some of these thoughts in a study journal. Consider the following questions:

• What have I done previously to help students self-evaluate?

• What have I learned in this experience that could improve my ability to help students self-evaluate?

• What will I do to continue to improve?

Incorporate

• For each lesson plan this week, use a different self-assessment to help students learn from the Holy Ghost. Take time to identify what you learn from this experience, and practice again in your preparation and in your classes. Continue to practice, learn, and refine your efforts to help improve your students’ experiences and encourage their continued growth and progress.

Want More?

• Jeffrey R. Holland, “Angels and Astonishment” (Seminaries and Institutes of Religion annual training broadcast, June 12, 2019), broadcasts.ChurchofJesusChrist.org

• “Invite Diligent Learning,” Teaching in the Savior’s Way (2016), 29–30

• “Invite Diligent Learning” (3:35) (video), ChurchofJesusChrist.org

Skill

Use sacred music. Invite students to identify lines and phrases in sacred music that connect with the truths they are learning.

Define

The First Presidency has said, “The hymns invite the Spirit of the Lord, create a feeling of reverence, unify us as members, and provide a way for us to offer praises to the Lord” (Hymns, ix). Sacred music can be used in a devotional to start class. It can also be used during class with special student performances, by singing hymns together, or by silently reading through the lyrics of a song. Whenever music is used, teachers can invite students to identify gospel truths as well as deepen their understanding of gospel principles. This can be done by inviting students to identify words and phrases in a song that teach them more about the Savior and the truths being taught in class.

The models and practices below are general examples. Training will be more effective if models and practice opportunities are connected to the next lessons that will be covered in the curriculum.

Model

Below are some example questions you could ask students to ponder while listening to or singing a song:

• What is your favorite word or phrase from this hymn? What does it teach you about Heavenly Father or Jesus Christ?

• We have just discussed the principle in John 15, We show our love for Jesus Christ by keeping His commandments. Find a line in a hymn that teaches you more about this principle. You may consider looking up “Love” in the “Topics” section of the hymnbook.

• What does this song teach you about Heavenly Father and Jesus Christ?

• How does this song help you further understand and appreciate the truths we have been discussing in class?

• Who do you know who needs to hear this song today? What truths taught in this song do you want that person to know?

Click here to see a video of this model.

Practice

• Turn to an upcoming lesson in the curriculum and identify one of the principles you will teach. Select one or two questions from the model above or come up with one of your own to invite students to connect a hymn to the principle.

Discuss or Ponder

• Consider what you have done in the past to incorporate sacred music into your lessons. How often do you use sacred music in class? How could you use it more?

• When have you had a powerful experience with music in a classroom setting?

• Consider how continuing to improve your use of sacred music in class will bless your students. What thoughts come to mind?

Incorporate

• Invite a student to prayerfully select a hymn for an upcoming devotional that connects to the truth they want to teach.

• Consider other ways you can use sacred music to teach gospel principles.

Want More?

• Explore the Sacred Music app to see resources that can be used in class. Some examples are Youth Albums, Face to Face Music, Music from General Conference, and Music from For the Strength of Youth.

• Dallin H. Oaks, “Worship through Music,” Ensign, Nov. 1994, 9–12