These are the basic tips for preparing a lesson for Sunday School or other lesson at church. This is for an LDS audience, although any teacher could benefit!
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
How to Prepare a Lesson for Church
6. This is the advice he gave
people to prepare to hear
his teachings, and it's the
same advice he gives to
people prepare to help
others hear his teachings.
7. This is the advice he gave
people to prepare to hear
his teachings, and it's the
same advice he gives to
people prepare to help
others hear his teachings.
13. Know the
lesson well
enough that
you can
deliver it with
most of your
focus on the
participants,
rather than
your manual.
18. “There are three things which must
guide all teachers: First, get into the
subject … ; second, get that subject
into you; third, try to lead [those you
teach] to get the subject into them—
not pouring it into them, but leading
them to see what you see, to know
what you know, to feel what you
feel” (Gospel Ideals [1953], 424).
19. “There are three things which must
guide all teachers: First, get into the
subject … ; second, get that subject
into you; third, try to lead [those you
teach] to get the subject into them—
not pouring it into them, but leading
them to see what you see, to know
what you know, to feel what you
feel” (Gospel Ideals [1953], 424).
20. “There are three things which must
guide all teachers: First, get into the
subject … ; second, get that subject
into you; third, try to lead [those you
teach] to get the subject into them—
not pouring it into them, but leading
them to see what you see, to know
what you know, to feel what you
feel” (Gospel Ideals [1953], 424).
21. “There are three things which must
guide all teachers: First, get into the
subject … ; second, get that subject
into you; third, try to lead [those you
teach] to get the subject into them—
not pouring it into them, but leading
them to see what you see, to know
what you know, to feel what you
feel” (Gospel Ideals [1953], 424).
22. “There are three things which must
guide all teachers: First, get into the
subject … ; second, get that subject
into you; third, try to lead [those you
teach] to get the subject into them—
not pouring it into them, but leading
them to see what you see, to know
what you know, to feel what you
feel” (Gospel Ideals [1953], 424).
30. Connecting learners to the lesson
on multiple levels – spiritually,
emotionally, and cognitively –
31. is essential to creating a lesson
that is more than just a way to
spend 45 minutes on a Sunday.
32. Identify the key emotion elicited by
the principles of the lesson, and
make sure that your lesson is true to
that emotion.
33. Remember: each and every
teaching experience should
result in an increase in
testimony, an emotional
connection to the doctrine,
and an action to take in
one’s life.
35. In the movie "Searching for Bobby
Fischer," the Ben Kingsley character,
the chess teacher, tells his young
student Josh, "Don't move until you
see it."
36. In one memorable scene, he literally
sweeps all of the pieces off of the
chess board in order to help Josh see
the the plan in his mind before he
make a single move.
48. These are the scriptures and
Church manuals and materials.
49. Secondary resources are those
available from trusted church
leaders and sources (such as BYU
Education week pictured here).
50. Tertiary resources
are those created
by other teachers
or found outside of
the Church, and
they should be
accent colors only,
never the focus.
51. As you prepare, make sure the
greatest portion of your study
time is spent in primary
resource study. This will
ensure that the Spirit can be
the true teacher.
52. Don’t get stuck in a method
rut. Your class should not be
able to predict your methods.
Don’t stop here.
62. The same is true of
teachers.
Effective teachers use
effective questions that
lead learners to truth.
63. They allow participants to answer
open-ended questions with a
variety of answer possibilities,
rather than simply
who/what/where/when closed-
ended questions with one right
answer.
64. They allow participants to answer
open-ended questions with a
variety of answer possibilities,
rather than simply
who/what/where/when closed-
ended questions with one right
answer.