Principles of Christlike Teaching: Teach the Doctrine

Focus on truths that lead to conversion and build faith in Jesus Christ.

Skill

Ask questions that help students identify and state converting principles.

Define

President Henry B. Eyring of the First Presidency stated, “A converting principle is one that leads to obedience to the will of God” (“Converting Principles” [remarks at an evening with Elder L. Tom Perry, Feb. 2, 1996], 1). One way to help students identify and state converting principles is to ask them a search question that encourages them to look for phrases that help us increase our faith and obedience to the will of God. Another way to help them identify and state converting principles is to ask follow-up questions after a student has shared a story, experience, or explanation. Follow-up questions invite students to restate their comments in a simple way that builds faith in Christ and a willingness to obey the will of God.

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

Search questions:

1. As you search Doctrine and Covenants 121:41–46, what phrases do you see that could inspire you to obey and have faith in the will of God?

2. As you read Joshua 1:5–9, what do you see that helps you want to do God’s will?

3. What truths do you find in Matthew 7:7–12 that will help build your faith in Jesus Christ and follow Him?

These same questions can be changed slightly to form follow-up questions to help students state a converting principle.

• Student’s experience: Maria shares an experience in which asking a question in prayer led to an answer she didn’t want.

• Teacher’s question: “In one phrase, what did you learn from that experience that could help others have faith in Jesus Christ and follow His direction?”

• Student’s explanation: Kyle just shared a wonderful but long explanation of what he learned in his scripture study the night before.

• Teacher’s question: “In a simple statement, what did you learn that will help you draw closer to Heavenly Father and Jesus Christ?”

• Student’s story: Katana shares a story about how she obeyed the law of tithing even when it was hard.

• Teacher’s Question: “In one sentence, what about that experience will help you continue to have faith in Christ when it might be hard to follow Him?”

Click here to see a video of this model.

Practice

Write search questions for the following scripture passages:

• James 1:5–6

• 2 Nephi 32:8–9

• Joseph Smith—History 1:11–13

Write a follow-up question for each scenario to help students state a converting principle:

• Elena shared a great personal experience with following a prompting from the Spirit.

• Chris gave a great explanation of what he learned from the story of David and Goliath.

• Mele shared a personal story of turning to Jesus Christ when a family member passed away.

Discuss or Ponder

• What are you learning about helping students focus on converting principles?

• How can this practice help students teach the doctrine as found in the word of God?

Incorporate

• In this training you have practiced two skills that help the learner identify and clearly state converting principles: search questions and follow-up questions. As you think about your students, choose one skill to incorporate that will be most beneficial for them. This week, as you prepare each scripture passage, continually ask yourself, “How can I help the learner identify and state a converting principle?” You might write that question down as a reminder to keep with you as you prepare.

• After you write a question that helps the learner identify or state a converting principle, try imagining how students would answer it. If you imagine them stating a converting principle, keep it. If you imagine students struggling to state a converting principle, alter the question so that it helps to achieve the intended outcome.

Want more?

• David A. Bednar, “The Principles of My Gospel,” Liahona, May 2021, 123–26

• Henry B. Eyring, “The Power of Teaching Doctrine,” Ensign, May 1999, 73–75

Skill

Respond to questions in a way that avoids speculation and nondoctrinal personal ideas.

Define

When students ask questions that have the potential to elicit speculation and nondoctrinal personal ideas, it is important to approach the situation in a way that builds faith in Jesus Christ and avoids sharing inaccurate information. Teachers should always seek to help students find answers to their questions. However, if a teacher feels a question might prompt speculation, Elder Neil L. Anderson provided good direction on how to respond. He said, “Let’s be willing to say, ‘I don’t know about that, but this is what I do know.’” Doing this can help us “turn good questions, but questions that tempt speculation, into answers that build faith in our Savior Jesus Christ” (“The Power of Jesus Christ and Pure Doctrine” [address to Church Educational System religious educators, June 11, 2023], Gospel Library).

Model

• Brother Motsepe is teaching about the Creation, and a student asks, “What is the connection between the big bang and Adam and Eve?” Brother Motsepe replies, “I don’t know the answer to that question, but I do know that Adam and Eve were created by Heavenly Father and Jesus Christ.”

• Sister Chen is teaching about the “Young Women Theme,” and a female student asks, “Why don’t we know more about our Mother in Heaven?” Sister Chen replies, “I don’t know the answer to that question, but I do know that you are a beloved daughter of heavenly parents, with a divine nature and eternal destiny.”

Click here to see a video of this model.

Practice

Following the pattern above, how might you respond to the following?

• “Brother Brown, why don’t we pray to Heavenly Mother?”

• “Sister Parkin, why did Joseph Smith have to look into a hat to translate the Book of Mormon?”

Discuss and Ponder

• What are you learning as you practice this skill?

• What are other ways you have discovered to avoid speculation and the sharing of nondoctrinal personal ideas?

Incorporate

• As you consider upcoming lessons, ponder what questions might be asked by your students that could lead to speculation or nondoctrinal personal ideas being shared. Write down how you can respond to these questions, beginning with “I don’t know …, but this is what I do know …”

Want More?

• Neil L. Andersen, “The Power of Jesus Christ and Pure Doctrine” [address to Church Educational System religious educators, June 11, 2023], Gospel Library