Teaching Relief Society & Priesthood

 One of two talks from this conference that highlight the impressive humanitarian work done by the Church.  I especially liked Sis. Eubank's talk because of the focus on the personal impacts these efforts have made for so many people throughout the world.  These stories are powerful reminders not only of what the Church as a whole can do, but also of what we can do through our own small efforts.  Hence, this activity.   The Activity: Read par. 27-28 "Speaking of the . . . I; send me.'" Point out that 1) there is much work to do and 2) there is great need close to where we each live. Talk about what these two point make class members feel and think about. Read par. 5-12 (bulleted list) "The Church responds . . . with service opportunities." Discuss how these activities carried out locally can impact the lives of those in need and help us to fulfill the Church's mandate to care for the poor (par. 4). After a few moments, ask class members to consider how t

 I love the analogy of letting Christ write the story of your life.  This is such a powerful way to think of our devotion to Father.  Unfortunately, this is such a difficult thing to do. The Activity: Make sure that everyone has access to a copy of the talk either digitally or physically. Choose a section of the talk that feels like it fits the needs of your class.  In terms of length, it should be about 1-1 1/2 pages long.  For example, par. 11-18 ("Although asking a . . . stories with us") might be a good choice   Find the audio of this section of the talk and prepare to play it for the class. Explain to the class that you will play this section of the talk while they follow along.  As they do, they should choose a sentence, a phrase, and a single word that most stands out to them.  These do not need to be the same. Play the selection. After everyone has listened, go around the room and ask everyone to share the sentence that they chose without any other commentary.  They s

 To me, Elder Bednar is an interesting speaker in way that is somewhat unique.  I find that I can often find connections between what Elder Bednar says in one conference and what he has spoken on in other conferences.  These connections are not always in the sense that he builds on the same topics (although there is some of that).  Instead, it is almost as if, he expects us to have learned what he has already spoken on to help us see deeper into what he says in his current talk.  For example, as I allude to in this activity, Elder Bednar has previously spoken on being able to see the blessings that we receive and that it often takes spiritually sensitive eyes (for example, see his talk here ). The Activity: Provide paper and something to write with to everyone in the class.  You may also want to make available something like clipboards so that everyone can have something to write on. Read par. 18-20 "I invite you . . . of the Lord." [Optional] read one or two of the examples

 I enjoyed this talk quite a bit.  It covers important ground.  Most importantly, though, is Elder Rasband's invitation to consider how we would complete his list.  This is where this activity takes up. The Activity: Read II Ne. 4:16 Read par. 4 "Nephi's words raise . . . of your soul?'" Point out Elder Rasband's invitation for us to complete his list (maybe read par. 41:  "I close with . . . nine, and ten."). Ask class members to identify how they would finish the list.  Give them a couple of moments of silence to ponder this. Have them share with a one or two people close to them. After a couple of minutes to talk, come back together as a class and ask people to share things that others talked with them about that they feel could be important contributions to the list. Using the Activity: This activity makes use of some staples of my teaching-- time to ponder and small groups.  These are, as always, worthwhile practices because they increase the op

 Elder Stevenson always gives such lovely talks, and this one is no exception.  It is often the case that we want to overcomplicate things.  We want to figure out the "deep doctrine" and the "mysteries" of the kingdom.  Surely, the gospel is worthy of our extended and intense study; however, we must be careful that we do not seek to overcomplicate it in ways that will lead us away from the truths we know.  This is what happened to the Jews prior to the coming of Christ, which led them to reject Him (see Jacob 4:14-15). The Activity: Explain that Elder Stevenson shares four stories to inspire and inform us.   Divide the class into four groups and assign each group one of the four stories (sections) from the talk: Living the Gospel of Christ Caring for those in Need Inviting all to Receive the Gospel Uniting Families for Eternity Ask the groups to read the story together and then discuss the following things: How are the actions taken in the story "simple"?

 What a powerful talk.  As I read and studied it, I was pushed to consider for myself how I would answer the Lord's question, and what my daily actions would say about that answer as well.  This activity is designed to help us consider this question in very practical ways. The Activity: Pass out paper and something to write with to every class member. Ask the class members to make 2 lists on their papers (one at a time): List the activities they did yesterday and approximately how long they spent doing each one. List the moments they felt happiest in the last week. After a few minutes, read par. 6-9 "Do you wonder . . . more than these?'" Discuss this quote with the class After the discussion (a few moments), ask the class members to return to their lists and review them in light of Pres. Ballard's quote. Ask them to consider how what is on our lists would (not) be evidence of our love of Christ? Using the Activity: I envision this activity as one that I would use

 This talk pairs very nicely with Pres. Nelson's concluding talk from conference.  Both focus us on the basic things we need to do to strengthen our relationship with our Father in Heaven.   The Activity: Prior to the lesson, collect items or pictures that represent some of the landmarks that Elder Uchtdorf talks about, e.g. a set of scriptures, a sacrament cup, a picture of the prophet, etc. Place these items somewhere visible to the class members such as a table at the front of the class. Read par. 20-22 "But all is . . . to do better." Explain that the items represent some of these landmarks the Lord has provided. Discuss the items you have chosen.  For each one (or as many as you choose to discuss) talk about what it represents and ask the class members to discuss: How that thing acts as a landmark helping us to walk in a straight line back towards our Heavenly home? What are some things that can prevent us from "seeing" this landmark? What specific actions

 My heart aches at the angry, contentious, and hurtful ways so many people talk to each other-- especially but not solely on the internet.  This talk offers a solution to this problem. The Activity: Make sure that everyone has access to the talk either digitally or physically. Draw a line down the middle of the board.  At the top of one side write "Disciple of Christ" and on the other side write "Other Identities." Explain that we each have many identities deriving from our family situations, racial and cultural heritages, economic conditions, political positions, hobbies, professions, schooling, etc. Explain that Elder Renlund spoke about the differences in these identities. Read par. 8-9 "After the Savior's . . . priorities and change." Ask the class members to consider and discuss the differences in putting discipleship at the forefront and putting another identity first in our interactions with others. As class members mention ideas, record them on

 The concept of peace was repeatedly addressed during this general conference (for good reason, no?) and to me this talk felt like the capstone to all of those addresses. The Activity: Make sure that everyone has access to a copy of the talk either digitally or physically. Explain that Elder Cook laid out 5 "works of righteousness" that will help us have God's peace in our lives. Divide the class into 5 groups and assign each group one of these 5 works: Love God, live His commandments, and forgive everyone Seek the fruits of the Spirit Exercise agency to choose righteousness Build Zion in our hearts and homes Follow the current admonitions of our prophet Ask each group to read aloud their assigned section in their groups and then discuss Elder Cook's counsel.  You might ask them to address questions such as the following: How do these works increase peace in our lives? What might these principles look like applied in our lives? What experiences have you had with apply

 Just the title of this talk sounds like a message that is so desperately needed in our times.  Also, this talk is filled with "sound bites," if you will.  There are a myriad of one liners in this talk that are great and that provide ample opportunities to discuss important gospel truths.  So, there could be a number of activities that will help class members dig in and work with the talk.  The activity I have created is just one of them. The Activity: Read par. 37-38 "Do you remember . . . in both roles?" Divide the class into two groups.  Ask everyone to review the parable in Luke 15:11-32. Ask one side of the room to consider this story from the perspective of the prodigal son and the other half to consider it from the perspective of the faithful son. After reviewing the parable silently, ask all of the class members to discuss their thoughts and impressions with 1 or 2 other people sitting near them. You might ask them to consider questions such as the following

 This was an interesting "final" talk (I know Pres. Nelson spoke after).  It felt to me like it moved the themes of the conference from personal to collective-- what we will all see when we put into practice the individual counsel given in the previous talks. The Activity: Point out that Elder Anderson quotes Pres. Nelson speaking about the name of the Church on a number of times in his talk. Read par. 19 "Remember President Nelson's . . . have never seen'". Ask class members to think about stories they have heard and/or experiences they have had that show these blessings coming to pass (you may want to refer to the article Pres. Eyring wrote for the October issue of the Liahona ) as people have focused on using the name of the Church. Allow them a couple of moments of silence to think about this. Discuss the experiences as a class. Now, read par. 9 "The influence of . . . of Jesus Christ." Thinking about the experiences shared before as a model, d

 For me, this talk set the tone for the rest of the conference.  I felt like it set out the primary theme of this conference and laid the groundwork for much, if not all, of what was to come.  Even if it did not strike you the same way, it was undoubtedly a powerful talk. The Activity: Prior to the lesson, find some headlines that speak to the divisions and contentions in our country.  These should be headlines that focus on the division as opposed to prioritizing one side over the other. Share these headlines and point out the division and contention underscored in these headlines. Read IV Ne. 1:13, 15-18 with the class. Point out that our goal should always be this type of society and NEVER the contention present in the headlines you shared (see III Ne. 11:29-30). Acknowledge the difficulty of achieving this level of unity, but point out that Elder Holland provides us some vital guidance in doing so. Read par. 11 ("What is the . . .  and peace increases) and par. 13 ("It is

 I loved this talk for many reasons.  The first scripture story Elder Soares shares is my favorite story from the New Testament.  I find layers of meaning in it.  Also, I have always been impressed by the sheer number of times that compassion is used as a descriptor for Christ.   The Activity: Give everyone an index card and something to write with.   Ask the class member to explain what they think it means when we say that Christ was/is compassionate.  Make a list of the responses on the board. Read par. 6 ("The compassionate attitude . . . of our spirits"). Discuss this quote and talk about how we are to become like Christ in this aspect.   Ask the class to silently consider those they know (family, friends, ministering families, co-workers, etc.) and to identify one or two people that need their compassion. Ask them to write those names down along with how they can show compassion to these people. Then, challenge the class members to go home and put that paper somewhere th

 This talk-- combined with others-- was an answer to many prayers I offered prior to conference.  I am so grateful to be loved so much by Heavenly Parents that communicate with me as I do my part to hear Them. The Activity: Make sure everyone has a copy of the talk either digitally or physically. Give everyone 3-5 minutes to look over the talk and pick out the most important line they can find. After class members have identified their chosen lines, have them form groups of three. Explain the following directions: One person will read the line they thought was the most important. The other two people will spend one minute discussing the line and what they think about it. Then, the person who read their line will have one minute to explain why they chose it. Repeat the process until everyone has shared. Complete the small group discussion Come back together and discuss some of the points brought up in the small groups. Using the Activity: Obviously, there is no single correct answer to

 One of the things that I especially enjoy about Pres. Eyring's talks is that they contain solid doctrine AND some very practical moments where he provides examples of how to apply that doctrine.  This talk is no exception, and given the emphasis in recent years on personal revelation, this talk bears our careful attention. The Activity: Make sure that everyone has a copy of the talk either digitally or physically. Ask the class members what practices or ideas have helped them to better receive personal revelation in their own lives. Discuss the answers and make a list on one side of the board.  Go until you have at least 4 or 5 things. Explain that Pres. Eyring has shared a number of practices and ideas about revelation in his talk that are designed to help improve our access to revelation (some of them are probably already on the board). Ask the class members to look through the talk with a partner and mark specific points of counsel they find. After a few minutes, ask the class

 President Oaks is becoming one of my favorite speakers.  I have always enjoyed his talks, but lately I feel like he has spoken some powerful truths.  One of the interesting things in his talk, this conference (although I am not focusing on it in the activity) was the mention that he (and the other general authorities?) is concerned about flagging attendance at all churches, including Jewish synagogues and mosques-- that the drop in attendance at these institutions will also lead to a reduction in the blessings of the nations in which those drops occur.  I believe this and may even have said it before, but it was interesting to hear a member of the First Presidency value these things. The Activity: Make sure that everyone has a copy of the talk either digitally or physically. Explain that Pres. Oaks outlined several reasons why attendance at and participation in churches, in general, and the Restored Church of Christ, in particular, are vital to our spiritual lives in these times. With

 There is so much in this talk I could have focused on-- so many teachings and lines that I love.  I was touched as our prophet singled out specific groups of us for directed counsel and promises.  Indeed, it is good to be led by a prophet. The Activity: Make sure that every class member has access to a copy of the talk either digitally or physically. Read paragraph 10, first line "The temple lies . . . and spiritual fortitude." Explain that throughout the talk Pres. Nelson identifies many of the blessings of temple worship that explain why that quote is true. Ask the class members to take 3 minutes and skim over the talk and identify some of the promises included in it. At the end of three minutes, ask the class members to form small groups of 3-4 people and to discuss what they found. Give these groups about 3 more minutes to talk (more or less depending on the engagement of the class members). Bring the groups back together and ask them to share the promises that they talk