Teaching Relief Society & Priesthood

 Sequence is instructive.  My son shared this concept with me after returning from his mission and I have this principle to be helpful much more than one might think.   The Activity: Prior to the lesson, review Pres. Nelson's principle conference talks since he has become prophet.  On separate strips of paper write a singe sentence/phrase that encapsulates the main message of each talk. Tape these strips of paper to the board in preparation for class. During the lesson, read par. 14-15 "Elder Bednar concludes: . . . children, important principles." Explain to the class members that you are going to put this to the test and see what can be learned. Point out the strips of paper and explain that each strip of paper represents one of the talks that Pres. Nelson has given since he became prophet. Ask the class members to work together to put these strips in order. Help them as needed. Once the list is in order, ask the class members to consider the order of messages received

 This talk is a companion talk, if you will, to Sister Eubank's talk .  Both of them are uncommon examples of times when a topic is assigned to a speaker in general conference.  In this case, both of these talks are reports to the Church membership about the Humanitarian efforts of the Church. The Activity: Ask the class members to define sacrifice. Explain that Bishop Budge talks about sacrifice in a different way than we often think about it. Read par. 9 "In modern usage . . . for the Lord." Go on to explain that Bishop Budge goes further by saying that we should think of sacrifice as "giving to" our Father as opposed to "giving up" things. Ask the class members to think about how this change in thinking might impact other aspects of sacrifice for us and others. Discuss these impacts. At some point during the discussion, it will probably be helpful to read par. 12 "When our sacrifice . . . contentment, and joy." Using the Activity: I found

 This talk with its emphasis on finding joy in the midst of trials echoes the promises and principles shared in many of the talks from this conference. The Activity: Make sure that everyone has access to a copy of the talk either digitally or physically. Ask the class members to think about moments of trials in their lives and/or the lives of friends and loved ones. Direct them to think about the kinds of questions prolonged trials cause us to ask at such times.   Make a list on the board of some of these questions.  Similar questions are okay. After you have a list of 5 or so, divide the class into small groups so that there is at least one group per question on the board. Assign each group one of the questions on the board. Have the groups look through the talk to identify places in the talk where Elder Perkins addressed their assigned question (or addressed a similar issue). After a few minutes, ask the groups to come back together and have someone from each group share what their g

 This is such a memorable talk.  I think that I have heard this talk mentioned more in casual conversation, in lessons, and in talks since conference than almost any other talk.  And for good reason, it is a memorable and optimistic talk that makes the work of sanctification feel more within our reach. The Activity: Make sure that everyone has something to write with and to write on. Present to the class the hypothetical situation of Sis. or Bro. Brown (or other psuedonym) who rarely goes to the temple because they don't find it enjoyable. Ask the class members to brainstorm as a class "1%" changes Sis./Bro. Brown could make that would eventually lead them to finding great joy in temple service. List these on the board and push for small, simple changes.  Examples of some answers might be: Attend the temple 1 time a month for a year Pray for joy in temple service Index one batch of names every week Read a scripture about the temple everyday. After you have a list of sever

 I was so impressed with the depth of knowledge that Elder Douglas has of the words of Pres. Nelson.  Elder Douglas has obviously spent a great deal of time studying and pondering Pres. Nelson's talks.  Plus, he has pushed those ideas into conversation with the scriptures in meaningful ways. The Activity: Make sure that everyone has access to the talk either digitally or physically. Draw a vertical line down the middle of the board.  Label one side "Belief/Faith" and the other side "Doubt." Ask the class members to review the talk to identify what Elder Douglas taught about each of these two concepts. As items are mentioned, write them on the appropriate side of the board. As much as possible, contrast the two sides.  You may want to talk about issues such as the following: The author of each. How each is cultivated The consequences of each.   Using the Activity: At least for me, one way to deepen my understanding of a topic is to contrast it with another princi

 As someone who both professionally and nerdilly looks at and thinks about words, I was struck by a point that I believe Elder Revillo was getting at-- that miracles are all around us, but they don't always (or even usually) look like we think miracles do.  This idea is an important one for all of us to remember. The Activity: Point out the title of this talk, especially the word 'miracles.' What do we think of when we think of miracles? Discuss this question for a moment.  Most likely, the ideas put forth are not the same type of miracles that Elder Revillo is focused on. Read par. 1 "Mabuhay!  I bring . . . of the sea." Discuss the miracles that Elder Revillo focuses on in this paragraph. Then, mention that Elder Revillo goes on to explain how those miracles came to be. Read "As we live . . . happy, abundant life." Discuss the small, often overlooked miracles that come from our obedience and surround us each day. Using the Activity: I feel like this ac

This was a powerful talk full of great phrases (and a rather scary experience that many of us who have taught kids to drive can relate to in some degree:) ).  In any case, the abundance of phrases spurred the idea for this activity. The Activity: Ask the class members what stood out to them from the talk. Briefly talk about the ideas shared. Point out that there are a number of places where the phrases Elder Merrill uses succinctly encapsulate gospel principles in a catchy way. Ask the class members to skim over the talk in small groups to identify a phrase or sentence that would make a great bumper sticker (or something similar) in today's world. Give the groups a few minutes. Come back together and ask the groups to share what they decided on. As groups share, discuss the phrase and why it would be so applicable to today's world. Using the Activity: The main focus of this lesson is to help the class members share their own thoughts on the talk.  By beginning with what they th

 This is such an important topic-- and such a good take on a topic that is often addressed.  Often, lessons on missionary work turn into opportunities to make us feel bad.  Elder Nash's talk does not go down that road.  The hope is that this activity does not do that either. The Activity: Explain that Elder Nash's talk is about sharing the gospel, but that the focus is on sharing the gospel and especially on the blessings that come from sharing the gospel. Ask the class members to think about blessings they have received from sharing the gospel. After a moment, ask the class members to form small groups of 3 to 4 people and come up with a list of blessings that are received as we share the gospel. After the class members have had a few moments to talk, come back together and create a list with the whole class of potential blessings. Connect your list with the list that Elder Nash shares.   As ideas are shared, invite class members to recount experiences with these blessings-- e

 To me this is an interesting talk in that it represents the thinking of one man that grew out of prophetic counsel given to him and to us all.   The Activity: Create a handout for class members that is a 4x4 table.  Label three of the rows "Asking," "Acting," and "Studying." Label three of the columns "Me," "Elder Schmeil," and "the Spirit." Pass out the papers along with something to write with. Read par. 3 "Pres. Nelson is . . . among other things." Ask the class members to consider what their personal experiences teach them about increasing their discipleship through "Asking," "Acting," and "Studying."   Allow a couple of moments to ponder these ideas and then ask them to record their thoughts on the paper in the appropriate box.  They could mention strategies for these that are especially meaningful for them, connections between each and discipleship, or anything else that seems rel

 I work with young people in my daily 9-5 (although it isn't really a 9-5), and I can attest that we are seeing more and more issues with mental illness across all strata of society.  While some of this simply comes from increased awareness, I also wonder if there isn't a definite uptick in the number of cases.  Whatever the facts are, it seems obvious that this is a much needed topic for us to think and talk about from a gospel perspective.  It reminds me of Pres. Ballard's talk on suicide in 1987 in that this is a talk that raises an important issue that we are all too hesitant to talk about. The Activity: Make sure that everyone has access to a copy of the talk either digitally or physically. Point out that Elder Kopischke's talk is full of counsel for those with mental illnesses and those who love and desire to help them. Ask the class members to skim the talk and mark some of the counsel that they find. After a few minutes, ask the class members to choose one piec

 This is a very straight-forward message on this topic.  Clear and straight to the point. The Activity: Read par. 13 "For those who . . . need not fear." With input from the class members create a list on the board of events showing we are approaching the Second Coming. Read par. 1 "As recorded in . . . Christ [should] come.'" Divide the class into small groups of 3-4 people in each. Ask the class members to discuss in their small groups how we can guard against becoming like the Nephites of this time. After a few minutes, come back together as a class and ask class members to share some of the things they talked about in their groups. Make a list of the suggestions on the board as you discuss them. Using the Activity: This activity, as many are, is designed to provide class members with an opportunity to imagine how they can apply gospel principles into their lives, while at the same time providing a safer place to share their insights (small groups).  Also, by

 This talk reminds me so much of Elder Nielson's talk given later this same day.  Both of them deal with our approach/response to trials.  There is so much in this talk.  This activity represents only a small portion of what is possible to talk about here. The Activity: Make sure that everyone has access to a copy of the talk either digitally or physically. Read par. 11 "My dear brothers . . . on our problems?" Make clear that there is a difference between murmuring because of our trials (which we are counseled NOT to do) and feeling sad, tired, worn out, stressed, etc. because of those trials. Divide the class into 3 groups. Assign each group one example from Elder Villanueva's talk to read about: His missionary friend, par. 5-7 "When I saw . . . strength, and enthusiasm." Nephi, par. 8-10 "At the beginning . . . of mine afflictions.'" Christ, par. 12-17 "Our Savior, Jesus . . . them to eat." Ask the groups to read their assigned par

This was such an emotional talk, but the truths taught in this talk are so powerful and so urgently needed that I am grateful Elder Nielson let us into his struggles and consequent revelation.  My son teaches seminary and he shared with me and my wife today that he had a student raise a question the student had about the Church.  My son gave his best answer but then shared that he also has questions about the Church that he does not know the answer to, but that he has remained faithful and is worthy of the blessings of the Atonement as much as any other member.  He said that the effect in the room was electric.  His students needed to hear that; they needed to know that questions are okay and that having a question (or many) does not make you unworthy, but with time and patience, you will receive comfort and consolation-- much as Elder Nielson did in this story. The Activity: Read about the illness of Elder Nielson's father, par. 1-5 "Shortly after my . . . did pass away."

 I love this talk.  The focus is on the scriptures as key to learning about the Savior.  At the very end of the talk, it transitions to speaking of the Spirit.  This activity really focuses on the section that deals most directly with the scriptures.   The Activity: Make sure that everyone has access to the talk either digitally or physically. On the top part of the board write "How" and "Why." Explain that the focus of this talk is on the scriptures as a tool of conversion. Divide the class in half.  Explain that one half of the class will skim the talk looking for counsel about how to study the scriptures and the other half will be looking for explanations of why we should study the scriptures.   This will be done in two stages: First, for 3 or so minutes, the class members will work in groups of 2 or 3 to identify information on their topic. Second, for another 5 or so minutes, the halves of the classroom will come together and talk about what each small group

 This is such a powerful topic.  I imagine that it is one that will be taught a lot in the Church and with good reason.  In fact, it would almost be possible to do a whole lesson that was simply asking class members to identify and share their favorite lines. The Activity: Make sure that everyone has access to a copy of the talk either digitally or physically. Ask class members to read (or listen to or watch) par. 5-12 "Some mistakenly receive . . . need each day." Divide the class into small groups of 2-4 people each.   Give each group something to write on and something to write with. Ask the groups to imagine they are in charge of creating a "How to Overcome Hard Things" manual using this talk as a basis.  Have them create and record a list of steps or guidelines from this talk. After a few minutes, come back together. Ask a the groups to share their lists, creating a whole class list on the board and discussing as you go. Using the Activity: This is another way

 Elder Kyungu goes over several traits of the Savior.  Each of these sections contains insights, scriptures, and recent prophetic direction.  There is a pattern to this talk-- a pattern that any of us would do well to follow in our study of gospel topics. The Activity: Read par. 5 "To be a . . .  of Jesus Christ." Point out the idea that to be a disciple means acquiring virtues-- the virtues of Christ.  This activity is designed to help us think about how we might change our behavior to acquire some of these virtues. Divide the class into four groups and give each group a piece of paper and something to write with.   Assign each group one of the 4 qualities of Christ that Elder Kyungu talks about: Humility-- par. 7-12 "The first quality . . . humbly with Him." Courage-- par. 13-19 "The second quality . . . responsibilities and positions." Forgiveness-- par. 20-24 "The third quality . . . of Jesus Christ." Sacrifice-- par. 25-28 "The fourth q

I love Sis. Cordon's acceptance of the implied counsel given to her when she received her call.  It feels like a perfect example of one of the things I took from this conference-- we are to listen to our prophet and then apply his counsel in our lives.   The Activity: Post four signs around the room: What are we called to do? How are we to invite others? Who should we invite? What are the blessings of inviting others? Make sure everyone has access to the talk either digitally or physically. Point out the signs and ask class members to consider 1) what counsel Sis. Cordon gave that answers each question and 2) what would they add based on their own ideas and experiences? Give class members a couple of minutes to ponder and to search the talk for answers to these questions. After a few minutes, invite the class members to silently take a few minutes and write their answers on the sheets of paper attached to each question. When the class members have written their responses, use what

 Since conference ended I have been in two lessons that asked people to share the parts of conferences that most stuck out to them.  In both meetings, this talk was brought up. The Activity:' Read par. 11 "Regardless of whether . . . God our partner" Point out that partners work beside each other for a common goal. Ask the class members to consider how God can be our partner (or us His partner).  Discuss experiences they have had or stories from the scriptures that illustrate this relationship. On the board, draw a line down the middle and label one side "us" and the other side "Father" As incidents are shared, record on each side what the respective parties do. Examine what is written for patterns that emerge. Using the Example: This activity focuses on an aspect of the talk that is not the one that most likely jumps to people's minds when they read/think of this talk.  However, it was a part that stood out to me.  I think that as we join Father i

 Conversion stories such as the one shared here by Elder Giuffra are always inspirational and I think instructional to us on many levels.  The activity I have designed here looks at this story as an example of faith when it is acted on. The Activity: On the board, list the following names: Elder Giuffra Elder Giuffra's mom Sis. Leonor Lopez The missionaries Read, watch, or listen to the story of Elder Giuffra's conversion.  Since this is really most of the talk, I would narrow down the part that you share.  For example, perhaps limit the reading to par. 3-14 "Much like another . . . Son. Hear Him." Explain that this is a story of faith in action. Discuss with the class members how each of the people listed on the board exercised faith during this story (perhaps more than one way).  As ideas are mentioned, write them on the board. After this discussion, as the class members to consider one person from the story whose faith they could emulate in their own lives. Ask the

 I thoroughly enjoyed this talk.  Being a child of God is a doctrine of the gospel that is near and dear to my heart.  So, considering His love for me that comes from this is empowering to me.   The Activity: On the board write "I am a child of God who is loved by Him" Read par. 2-3 "When you know . . . mind, and strength." Ask the class members to silently ponder exactly what the implications of knowing God's love are for them and for the world at large. After a couple of moments, ask them to discuss their thoughts and feelings with someone nearby. Allow the partners a few minutes to talk.  As the discussion seems to be winding down, ask the class to come back together and discuss what they talked about with their partners. You may want to create 2 lists on the board-- 1) implications for individuals and 2) implications for the world at large. Using the Activity: As I said in the introduction, this is a doctrine that resonates deeply with me.  All too often, th