It seems an odd question, perhaps, but start looking around. Start noticing the interactions of individuals around you. For example, the next time you are in a restaurant watch the people near you.

If you’re standing in line, watch the parents in line with their children. How often do the parents look the child in the face while talking with them?

In fact, the next time you are speaking to your own children, notice where your eyes are. Do you ever look longer than a second or two in your child’s direction? Or are you generally focused on the task at hand?

When I read some time ago that most parents gaze past their children in interactions, I decided to start noticing my own activities with my children. What disturbed me is that the study I’d read about actually occurred in my own home! I saw my husband doing it; I found myself doing it. We might “act” like we were listening, but so often we were focusing on something else.

Don’t get me wrong; we’ve had many fun times as a family. But I don’t want to stop on some plateau. I want to strengthen, daily, my relationships with my children. I want to be aware of their needs. I want to be the mother God intends me to be. Thus, I’m always on the lookout for skills, strengths and approaches that can make me a better mother.

Thus, after reading the study years ago, I began watching myself closely. Oh, it took some time to change – for you know what they say – old habits die hard. But I’m glad to announce that I do a better job than I’ve done in the past.

Here is what I’ve learned. For example, if one of my children approaches me to talk with me – yet I’m struggling with a tight deadline on a project or Sunday School lesson, etc. – if I actually leave what I’m doing and go sit with them to listen, the time they need from me is actually less.

I find that I look them straight in the eye and listen better. They are like little flowers receiving a refreshing rain. Their emotional “turgidity” is strengthened and very quickly, their needs have been met and they run off to play.

If I don’t use this approach, and I try to do my job while pretending to attend to their needs, they linger and linger and linger…continuing to ask me questions.

Children have needs. So do we as adults. Regardless of our needs (and it is important we meet those too), the Lord’s expects that we attend to our children’s needs. No one else is in the same position to do so as well, nor would another person be expected to.

Like it or not, young people need the adults in their lives. Therefore, the more we look our young family members in the eye while they share their day, their question, or their concern with us, the more they are “fed” and are able to experience positive growth. This is what we want after all, isn’t it?

As I’ve increased taking the time to look directly in my children’s eyes when they speak to me – and sustain that look – I’ve noticed with ever-deepening appreciation each child’s unique beauty and value. Joy fills me as I take time for them. You’ve probably already beaten me to this knowledge, but if not, try it! You’ll not only find yourself chuckling and enjoying each child more, but you just might be amazed how awesome each one is – even those who at times aggravate you.

Cindy B

How do you deal with the constant barrage of unanswerable questions? Here are three simple tips:

1. Don’t be afraid to say, “I don’t know.” Ask for some time to think about it. Whether they’re toddlers or a little more grown up, they’ll respect you for being honest. You never know – they might even forget they asked the question in the first place.

2. Use resources close at hand: the library is a wonderful tool to look up the answers to many questions. The Internet is a valuable resource as well. If you take a moment to search for the answers together, you’ll find yourselves blessed in several ways. Not only will you both become just a little bit smarter, the process will give you and your child quality time together, and it will go towards your child’s required twenty-minutes of reading for the day.

3. Try turning the question around. Ask your child what he/she thinks. An added benefit will be finding insight into your child’s mind. It could be fascinating…or frightening.

4. Use your friends. Especially those who’ve been there before. You’d be surprised at how many different useful (and perhaps some not so useful) suggestions they have. Don’t ever feel pressured to follow their advice. Just as every person is different, every family dynamic is different as well.

5. Realize every child is unique, and they’ll react in their own way as they grow older. Someone who could once be easily led into the realms of imagination may later demand facts instead of guesses.

6. Above all, don’t ignore them. Children who stop asking questions lose the desire to learn, and no child should ever come to that point. No adult should come to that point either. If you don’t know the answer, relish in the chance to learn something new.

7. Lastly, don’t be afraid to pray about the tough questions. Guidance is only ever a prayer away.

Answering the unanswerable doesn’t have to be the panic-inducing ordeal we often picture.

When it comes to dealing with the word ‘why’, I’m sorry to say you’re talking to a woman who, when pestered, told her then four-year old daughter, “Because I said so!”

I’m afraid you’re on your own there.

Laurie W

Yesterday in Relief Society, the lesson was on teaching and sharing the gospel.  At first I thought, ‘I don’t openly share the gospel, and since I’ve changed wards, I no longer have a calling, so I don’t teach, how will this apply to me now?’  The teacher had opened with,

“Who feels inadequate when they are asked to teach a lesson here at church? You worry about how the class will perceive it.  You wonder how well they understand what you’re trying to teach them in this lesson.  Well, Don’t!  If you come prepared, if you’ve prayed for the spirit to help you, you are not teaching.  The Holy Ghost is teaching.”

That touched me, because even though I have sometimes felt inadequate teaching the 9 year olds in my previous ward, I was still always able to get through the lesson and get the point across.  And at the end, they seemed to understand.  I did notice that lessons that I didn’t spend as much time preparing, the class didn’t seem to run as smoothly that day.  I always knew that it was because I hadn’t prepped for it the way I should have, but never connected the two.  

In my previous ward, on top of teaching the 9 year olds, I was involved with Activity Days.  Activity Days is an activity group for girls that are 8 through 11.  They meet twice a month, and work on Gospel based goals.  Just to name a few, one is memorizing the Articles of Faith.  Another could be that they focus on a talent, focus on serving others, learning how to cook so they can cook for their family, etc.  There are also a list of standards, called, “My Gospel Standards,” that list standards that the girls are asked to follow. They are all good and honest things.  

While I was participating in Activity Days as a leader, I would bring my 6 year old daughter along, so she could somewhat be a part of it.  There were also my teaching partner’s little girls that she would play with too.  Well, early on, I had bought a poster of the gospel standards for my daughter.  Last night at bedtime, she proceeded to read the whole list, with minimal help.  She didn’t quite understand the meaning of all of it at that point, but she understood the basics.  It made me so happy to see her reading that.  Because I’m thinking that may reinforce some of the things I try to teach her every day.  

Prayers were said, and then it was Articles of Faith practice time.  She’s memorized the first two, which is great, and then we were reading the third.  I had them all up on my phone, and she proceeded to read through to the 8th Article of Faith.  

I was on cloud nine!  Not only was she being an excellent reader, she was interested in learning the Articles of Faith!  To be perfectly honest, we do not have a set schedule on Family Home Evening, because I can’t get her to sit long enough to listen to anything.  

So, often times, she’ll listen to ONE quick story in the Book of Mormon stories book, or I’m trying to tell her about something in the car on the way home from Grandma’s after school.  I have to sneak in little things about the gospel every chance I get!  Usually it’s at bedtime, but we do our Articles of Faith, she says her prayer, and then I usually try to quickly tell her about something.  Last night, I knew that my little sneaky ways were paying off!  

Shower time is my reflection time.  This morning as I took my shower at 3:30 am, I thought back to the lesson in Relief Society.  I am a teacher, and I do share the gospel with others.  Friends, this is our calling on this earth too.  Teach your little ones the gospel.  I know we all get caught up in life, and we focus on what we can, when we can.  Trust me, I am the queen of, “Let’s just focus on today.”  But then in the same breath, “Oh my gosh!  What are we going to do about (insert necessary trial here) next year?!”  

If you would like to read more of Maya’s articles, please click here.

Slow it down friends.  Take time with your Littles, take time with your spouses.  Take time with a friend that may need you at that moment.  Be patient, and loving.  I know I am not perfect.  We all make our mistakes.  Just remember to be the best kind of teacher you can be for your little ones, and share the gospel with them.  

They will follow in your footsteps, and as little children like to share what they know, often times you will find that they will share the gospel with their friends.  Seed planted.  SCORE!  If it doesn’t happen that way, their example can be another way that we all can plant that seed.  

Don’t forget to #LIGHTtheWORLD!  I love you all!

Maya Oak

I’m a Supermom and wife who works full time. I love cooking for my family and friends. But most of all, I love the Gospel and my journey back to it!

Little ones like simple games. Anything with a bit of action will entertain them and the same games can be played week after week. Toddlers like that which is familiar, so don’t try to think of new games for each week. It takes time for them to learn activities. Introduce one or two new games at a time. Eventually you’ll learn to stop just before the children become bored, but this takes practice. Watch your students to see if you can tell when they are getting tired or perhaps too stimulated. Then notice what happens just before that.

Following are some simple activities that will keep your little ones occupied for the fifteen minute gathering time:

Blanket and Ball

Have all the children hold the edge of a blanket or sheet. Place an under-inflated ball, cloth doll, stuffed animal or other safe toy on the blanket. Have all the children bounce the blanket up and down to make the toy bounce. This may not sound exciting, but toddlers find this highly amusing. They especially enjoy trying to knock the toy off the blanket, which is why it must be safe.  Eventually, someone will try jumping on the blanket. Sadly, that often puts an end to this game, since they all want to do it each week after that–but it’s fun while it lasts.

Blowing Up a Balloon

I believe this was in a previous nursery manual. Children join hands and move in very close together. They gradually move backwards, blowing as they move. When they are stretched as far as their arms will go, yell “Pop!” and fall down. Children love anything involving falling down.

Flashlight Chase

Move a flashlight beam slowly around the room. Let the children try to stomp on it. If each adult has a light, you can keep a number of children occupied at once.

Balance Beam Game

Create a masking tape line around the room in a square. Have the children line up on the line and move around it following your instructions. Have the children hop, wiggle, tip-toe, take large and small steps and so on. Tell them to pretend they are on a high wire or balance beam way up high.

Let’s Pretend

Have the children pretend to be anything that fits your lesson or interests them. They can be animals, trees, butterflies, fish, and so on.

Line Ball

Have the children sit in a line facing to the left. Give the first child on the left a ball. He must turn around (scooting while sitting) and roll it to the next child. That child catches it and also turns around to roll it. If you have a large nursery, make two lines. The last child could get up and run to the front of the line and sit down.

Toy Pass

To read more of Terrie’s articles, click the picture.

Have all the children sit or stand in a line. Give the first child a toy. Have her place it on her head and take it to the next child. Vary this game by thinking of new ways to get the toy from child to child.  The littlest ones are happy just passing it the normal way.

Block Stack

If your nursery has blocks or other stacking toys, let each child in turn get a block and stack it up. Build the excitement. When it topples, laugh. This helps children decide it’s okay to make mistakes.

Terrie Lynn Bittner

The late Terrie Lynn Bittner—beloved wife, mother, grandmother, and friend—was the author of two homeschooling books and numerous articles, including several that appeared in Latter-day Saint magazines. She became a member of the Church at the age of 17 and began sharing her faith online in 1992.

It was the worst lesson I’d ever taught–not the lesson itself, but the class experience in general. None of the tricks I’d learned over the years to keep children under control were working. My little three-year-olds were running around, hitting, and kicking. Then one grabbed the scissors I was using in a demonstration and started trying to cut hair.

At that point, I simply opened the classroom door and called into the hallway, “Help!” A member of the Primary presidency came running and removed the two ringleaders while I regained control. After class, I sank into a chair and wondered where I had gone wrong. I’d had terrible classes before, but this was the worst.

Later that week I met with the Primary president to ask what to do. She assured me that life was not ruined because I’d lost control. Together we went over the class and identified the problem. I saw that if I had realized how bad things were getting, I could have stopped it. However, I’d gotten so busy teaching a lesson that I had stopped teaching students. I had not even noticed how excited the children were becoming until they finally exploded. I had over-excited them with too many visual aids, hands-on activities, and stimulation.

I had several choices now. I could resign immediately, since it was clear I was the world’s worst teacher. Or…I could go back into that classroom and start over. I started over. It wasn’t the first time I had started over and it wouldn’t be the last.  Even after more than 20 years of teaching, I still have days when my class is so bad that I just have to start over next week.

It’s perfectly normal to go home and be upset with yourself, to get angry, or even to cry. You may need to call a friend and collect some sympathy and wisdom. However, don’t stay in that stage too long or you may never get back out. It is self-defeating to keep reliving the terrible experience and telling yourself how awful you are. It’s better to move on to the next step.

Review the class objectively, leaving your emotions packed away in your teaching supplies for the moment. If you can’t do this alone, ask someone to help you. Remember to choose someone who is kind and supportive. You won’t benefit from hearing that yes, you were an awful teacher and ought to resign right now. You want someone who will help you figure out what went wrong and what you are going to do about it. You want someone who will help you feel good about yourself again.

Don’t write down things that won’t help you. “The lesson I prepared was stupid.” “I’m a terrible storyteller.” These types of explanations make you feel like a bad teacher, and that is the attitude you are trying to avoid. My list for that day included these observations: “I over-stimulated the children with too many activities.” “I neglected to notice at what point they became too excited.” “I allowed the two least well-behaved children to sit together.” These were all things I could change.

By identifying specific problems in the lesson preparation and presentation, I was able to decide what needed to change. My very first Primary class had included two hearing impaired students and one visually challenged student and I had developed the habit of using all the senses in presenting lessons.

I now had to learn to do this selectively, and to pace my lessons. Seating arrangements, pacing, and monitoring of moods became my first goals. Having specific skills to work on allowed me to come to class the next week with a plan and to feel confident. I understood that I could not fix all the problems the first week, but I had a plan and could make progress.

To read more of Terrie’s articles, click the picture.

It is very important to forgive yourself when things go completely wrong. Prayer is essential in this process. It’s also important to realize that no one at all is a perfect teacher. Some days are good and some are bad. Sometimes the problems are not even your fault. I’ve had days when students were excited about something outside of Primary, when leaders interrupted over and over and when the classroom temperature was too hot or cold. There are just days like that. Whether the bad day is my fault or not, I have learned to see each class as a learning experience, an opportunity to evaluate my skills and to grow.

And if that doesn’t work: If all else fails…laugh!

Terrie Lynn Bittner

The late Terrie Lynn Bittner—beloved wife, mother, grandmother, and friend—was the author of two homeschooling books and numerous articles, including several that appeared in Latter-day Saint magazines. She became a member of the Church at the age of 17 and began sharing her faith online in 1992.

People sometimes ask how I end up with so many moving moments in my Primary classes–or so many humorous ones. I’m not a talented Primary teacher, but I am an experienced one and I’ve learned some things over the years that cause people to mistake experience for talent.

When I first started to teach Primary as a teenager new to the Church, I would look over the lesson and mentally cross out large portions of it as being too hard for my preschool students. I wondered what the Church was thinking in discussing things so hard for little children to understand.

Nothing is too hard for Primary Children

Many years later, I taught a class of preschoolers in which most of the children had at least one non-LDS parent and many of them had a semi-active LDS parent, as well. For most of them, everything I taught was new to them. However, while I was busy trying to make the class “fun” and keeping it as simple as I thought it needed to be, they were busy gaining testimonies. While they gained them, their curiosity about the gospel grew and they began to ask me hard questions. My simple Primary answers weren’t enough. They wanted more. Gradually, I learned to give them what they really wanted–a spiritually powerful lesson that dug deeply into the gospel they were learning to love.

I began to change the way I taught Primary forever. While the lessons were still fun, I learned that just learning the gospel was also fun. I didn’t need to be so entertaining. I didn’t need snacks or fancy crafts. I could have games, acting, flannel boards, and puppets–but a limited number of them, and always with the intent of teaching the gospel, not for entertainment. What I needed was to spend the week studying the gospel principle in-depth and thinking about it, so I could share with them what I was learning, increase my testimony,  and answer their questions.

Encourage Serious Questions from Your Primary Students

I began to value questions in a way I never had before. Today, when so many people are accusing Mormons–incorrectly–of not being allowed to ask hard questions, it is essential that we teach our Primary children that God wants us to ask questions. They need to know this before they are doubting teenagers. The gospel restoration started with the question of a fourteen-year-old boy.  A person who feels safe asking hard questions is less likely to leave the Church–as long as we teach them how to approach questions in a faith-based manner, and Primary is the place to start the process.

This year, I have set a goal to teach my students that questions are important. It isn’t the question–it’s what we do with it. When we approach it from a faith-based perspective, questions are wonderful, important, and testimony building. Each week I ask my students if they have any questions for me. Often their questions are off-topic: How old are you? What is two plus two? Are you a grandma? Why is the sky blue?

I answer their questions anyway. I want them to feel my love for their curiosity so that if they have a gospel question, they will feel safe asking it, and they do. We discuss a lot of important questions in our class.

I encouraged the children I teach to ask questions about what we’re learning.  When I teach Senior Primary, I am especially encouraging of questions. Even the hard questions–even the ones that hint that a child is beginning to question his faith–I answer them all with respect, not condemnation. I stop the lesson and we dig in. If they express doubts, I congratulate them for having the courage to say so and for taking that question to a person who has a testimony, instead of to a world that doesn’t understand God. And then we talk about it.

We’ve spent long periods of time answering a child’s questions on why women don’t have the priesthood (yes, in Primary), addressing the reasons a nine-year-old who didn’t join the church with her family was unsure it was right for her, and on trying to better understand why God lets terrible things happen to children in the world. While I generally try to stay on the lesson topic, if a child’s faith is in danger, helping that is the most important task for the day, and often I can tie it back into the lesson.

I am not afraid of questions. I am a questioner. I thrilled my non-LDS parents with my questions and aggravated everyone else with them. When I began to investigate the gospel, I was surprised to discover everyone welcomed my hard questions. Perhaps I was fortunate, since I know some members have not had that experience. The missionaries treated my questions with great respect and so did my bishop, my home teacher (and later my visiting teachers) and my classroom teachers. Their ability to not feel threatened by my questions strengthened my testimony. I felt secure, knowing that if they weren’t afraid of my questions, it must be because they really did have testimonies.

My secret to a great Primary class? Don’t water down the gospel. Teach the hardest thing the manual has to offer even to the youngest students. If a child asks a hard question, answer it with faith–and teach them how to use a faith-based approach to find their own answers.

The New Youth Program is a Model for Question-based Learning

I love the new youth program. It begins with a question. The youth are taught how to appropriately research the answers from a faith-based perspective. When the program first came out, I was teaching a class of extremely gifted ten-year-olds who wished they were already in Mutual getting harder lessons. I told them we had to teach the lesson in the manual, but we could use the methods of the new Mutual program. They were excited and we went to work. Today, having continued to study the program, I could do this so much better and look forward to getting to try my new ideas one day, but even then, with only a basic understanding at the time, I began to better understand the extraordinary inspiration that led to that program. The children became more involved. They asked hard follow-up questions but our discussions were so powerful as we researched, thought, questioned, and came to a testimony of the question we were answering.

To read more of Terrie’s articles, click the picture.

While every lesson has some questions that have right answers, don’t be afraid to ask some that don’t. Those are the questions that give me the amusing or inspirational things I share with others. Don’t scold if they ask a question that seems critical of the Church. “I love that question. You always ask wonderful questions that really make me think. Let’s see if we can find an answer for you.” Don’t discourage guessing. A wrong guess gives you insights into the child’s mind and heart and shows you where you need to focus. “That isn’t the answer, but it was an amazing guess. It showed you know Heavenly Father always has a plan for us. Your guess is exactly what I used to think when I was younger. Who else has a guess for me?” Let your children be unafraid of guessing.

There is a Primary song that says, “I”ll seek the Lord early while in my youth.” Seeking the gospel is not a shallow, light-weight activity and no child is too young to start digging deep. After all, some of my best insights into the gospel have come from preschoolers!

And that is my personal secret for teaching a great Primary lesson.

Terrie Lynn Bittner

The late Terrie Lynn Bittner—beloved wife, mother, grandmother, and friend—was the author of two homeschooling books and numerous articles, including several that appeared in Latter-day Saint magazines. She became a member of the Church at the age of 17 and began sharing her faith online in 1992.

Two hours is a long time to entertain toddlers. The schedule suggested in the lesson manual is valuable for making the time move along without allowing children to become bored or fussy. However, it can be challenging to think of games to play with children so young.

Little ones like simple games. Anything with a bit of action will entertain them and the same games can be played week after week. Toddlers like that which is familiar, so don’t try to think of new games for each week. It takes time for them to learn activities. Introduce one or two new games at a time. Eventually you’ll learn to stop just before the children become bored, but this takes practice. Watch your students to see if you can tell when they are getting tired or perhaps too stimulated. Then notice what happens just before that.

Following are some simple activities that will keep your little ones occupied for the fifteen minute gathering time:

Blanket and Ball

Have all the children hold the edge of a blanket or sheet. Place an under-inflated ball, cloth doll, stuffed animal or other safe toy on the blanket. Have all the children bounce the blanket up and down to make the toy bounce. This may not sound exciting, but toddlers find this highly amusing. They especially enjoy trying to knock the toy off the blanket, which is why it must be safe.  Eventually, someone will try jumping on the blanket. Sadly, that often puts an end to this game, since they all want to do it each week after that–but it’s fun while it lasts.

Blowing Up a Balloon

I believe this was in a previous nursery manual. Children join hands and move in very close together. They gradually move backwards, blowing as they move. When they are stretched as far as their arms will go, yell “Pop!” and fall down. Children love anything involving falling down.

Flashlight Chase

Move a flashlight beam slowly around the room. Let the children try to stomp on it. If each adult has a light, you can keep a number of children occupied at once.

Balance Beam Game

Create a masking tape line around the room in a square. Have the children line up on the line and move around it following your instructions. Have the children hop, wiggle, tip-toe, take large and small steps and so on. Tell them to pretend they are on a high wire or balance beam way up high.

Let’s Pretend

Have the children pretend to be anything that fits your lesson or interests them. They can be animals, trees, butterflies, fish, and so on.

Line Ball

Have the children sit in a line facing to the left. Give the first child on the left a ball. He must turn around (scooting while sitting) and roll it to the next child. That child catches it and also turns around to roll it. If you have a large nursery, make two lines. The last child could get up and run to the front of the line and sit down.

Toy Pass

To read more of Terrie’s articles, click the picture.

Have all the children sit or stand in a line. Give the first child a toy. Have her place it on her head and take it to the next child. Vary this game by thinking of new ways to get the toy from child to child.  The littlest ones are happy just passing it the normal way.

Block Stack

If your nursery has blocks or other stacking toys, let each child in turn get a block and stack it up. Build the excitement. When it topples, laugh. This helps children decide it’s okay to make mistakes.

Terrie Lynn Bittner

The late Terrie Lynn Bittner—beloved wife, mother, grandmother, and friend—was the author of two homeschooling books and numerous articles, including several that appeared in Latter-day Saint magazines. She became a member of the Church at the age of 17 and began sharing her faith online in 1992.

A few years ago, I sent the following email to the parents of my Primary students:

Hi Parents,
I was so nervous about getting a new calling (I’m not being released from old ones) that I forgot my Primary bag, so you didn’t get a letter today. If you want to know what the lesson said to teach, check LDS.org. If you want to know what we really learned, read on. It was one of our more interesting days. Names have been removed to protect the parents–the kids could care less!

1. The official topic was “I am thankful for food and clothing.” This was to include a discussion of how we get food and clothing from plants and animals.

2. Much of our time was spent correcting false doctrine:
a. Cotton candy is not made from cotton.
b. McDonald’s does not have french fry trees.
c. Chocolate milk does not come from brown cows.
d. God does not place food directly on grocery store shelves.
e. Even though some of things our clothes are made from are grown, we cannot grow clothes pre-made.
f. Chocolate cake does too count as junk food.

3. I’ve taught long enough to know to skip the part of the lesson about where meat comes from. (You’re welcome to teach that part at home, but I’ve traumatized many Sunbeams in my time trying to teach it because it’s in the book.) I stuck to milk and eggs as the contributions of animals. One child did say hamburgers come from cows, and another child said it was very nice of cows to share their hamburgers with us. I changed the subject.

To read more of Terrie’s articles, click the picture.

4. Those parents studying to be dentists are doing a great job. All the children know all about cavities, and those who didn’t do now.

5. The tablecloth that comes in the Primary bags was wrinkled. We got a detailed lesson on how to iron and why. Some of you are very tidy people.

These are the days I remember why I love Primary. Not one of you had as much fun in class as we did!

Love, Terrie

Terrie Lynn Bittner

The late Terrie Lynn Bittner—beloved wife, mother, grandmother, and friend—was the author of two homeschooling books and numerous articles, including several that appeared in Latter-day Saint magazines. She became a member of the Church at the age of 17 and began sharing her faith online in 1992.

We tried to recognize them and show curiosity in their interests. We truly loved each one of them, showed excitement in what was important to them, and testified of Christ and his goodness and gospel truths. Following the example of Sister Madsen, every week at the end of the lesson, my wife stood by the door of the classroom and told each student that she loved them as they filed their way to the next meeting. We hope it made a difference in their world. It literally changed our lives.

A friend of mine told how he interacts with his students each week. He finds out about their activities and discusses their interests. Then, when he teaches the lesson, he can make application to his students’ lives and draw conclusions that are significant and relevant to them.

During a severe winter several years ago, President Boyd K. Packer noted that a goodly number of deer had died of starvation while their stomachs were full of hay. In an honest effort to assist, agencies had supplied the superficial when the substantial was what had been needed. Regrettably they had fed the deer, but they had not nourished them.

When I was an impressionable young man in a small community down south, our seminary teacher influenced my whole life. He and his wife spoke in our branch some years ago. My father related what happened next in the following experience from his journal:

Her talk was on a matter I have long been concerned about. The problem comes into perspective at a sacrament meeting: Adults as well as children give tender loving praise for bishops, teachers, neighbors, and the prophet. But too few feel and express it for the Savior. We are not achieving our most important goal until we have established in the hearts of our children and the saints, an even greater love for Him.

 

Friends may betray us, spouses may leave us, health may fail, and our possessions burn up. But Christ, his promises, understanding, and love will never fail us. With some trials and most tragedies, only this can get us through. When we can take a thankless, demanding calling; give up something we wanted greatly, so we can pay our tithing; or help out someone who has badly hurt us and say “I wouldn’t do that for anyone except I’ll do it for Christ,” then the power for good that he can have in our lives is becoming a reality. He must be the foundation of our lives.”

To do this, we must listen to the Spirit, pray for each one of them, call our students by their names and impart to our children their importance in our families, and love them and tell them that you love them, then testify of the Lord’s limitless power and matchless love. You and they will feel the Spirit together “that all may be edified” Doctrine & Covenants 88:122

As you relate your testimony of the Savior, the Spirit of the Holy Ghost will testify of these truths and you and those you teach will all be edified. And what is good for the gander is also good for the goose, which is to say that what is true for your class is also true for your family members. Identify the influence of the Holy Ghost, ask your students to describe their feelings, and tell them they are feeling the Spirit when the Spirit is present.

Nephi taught that “[God] loveth his children; nevertheless, I do not know the meaning of all things.” Some things we truly may not understand, but like Nephi, we know God loves us. Our students and families need to know that. The Lord loves them and sees their inherent good, especially during tough times. The adversary will create obstacles to hedge their way and sow seeds of doubt. Yet when we have lots of questions and experience many challenges in life, we can hold on to the fact that God loves us.

To read more of Walter’s articles, click the picture.

Feeling His love encourages us all to press forward, reassures us that we are His, and confirms to us that He cherishes us even when we stumble and experience temporary setbacks. You are his messengers. You can change other’s lives—you will change your life—by loving your children and students and concentrating on teaching them the Savior is mindful of their needs and will provide a way for them to overcome hardship. That is the gospel of Jesus Christ in its pure and undefiled form.

And like Sister Madsen in the attached video, your students and children will know that someone is waiting there for them and will tell them regularly that they are loved. This is following the example of the Savior who is waiting for you and for me and for each one of His children with his arms extended still. Mosiah 29:20

Make sure your students and families know that.

Walter Penning

In 1989, Walter Penning formed a consultancy based in Salt Lake City and empowered his clients by streamlining processes and building a loyal, lifetime customer base with great customer service. His true passion is found in his family. He says the best decision he ever made was to marry his sweetheart and have children. The wonderful family she has given him and her constant love, support, and patience amid life’s challenges is his panacea.

A couple of years ago I was teaching some very bright senior Primary students as a long-term sub. The new youth program, “Come, Follow Me” had just been released and we decided to try using some of those techniques while still teaching the actual Primary lesson. I didn’t do it very well, partly because the program was so new I only had a few lessons to look at. Over time, I have given it more thought. The idea still appeals to me and I’ve tried to imagine how I would do it if I found myself back in Senior Primary. I am looking forward to getting to try it out someday, even if it means having to leave my puppets at home.

Following is a sample of what I have in mind. Since I have a lot more experience with preschoolers than I do older students, I’d love to hear your thoughts on this subject. Do you think it’s a good idea? How would you do it? What changes would you make to the lesson I’ve posted here? I do realize there is more in this plan than I can do in forty minutes. This is how I plan lessons. I plan a lot and then choose among the list based on the individual students and the direction the class takes. I try to teach students, not lessons, so I need to be prepared to follow their leads and needs.

My goals: In light of so many people incorrectly suggesting questions aren’t allowed in the Church, I would want my students to see that questions are very respectable, but that they need to be approached from a faith-based perspective. I would want them to feel safe asking even difficult questions. I would want them to learn how to research answers to their questions, using faith-based methods. Finally, I would want them to grow their testimonies.

I am imagining myself teaching nine children, since I tend to be assigned larger classes. Two are from less active families and may not know what fasting is.

Sample Lesson: Lesson 38: Esther Saves Her People

This lesson is in the Primary 6 Manual on the Old Testament.

The purpose of the lesson is to help the students learn how fasting can help them. I need to keep that in mind as I prepare.

If I was teaching this class using the ‘Come, Follow Me’ methods, I would give each student a folder with brads to keep their materials in. Each week, I would hand them a page for the coming week, which tells what lesson we will be learning, the major thought question, and a list of resources. I would encourage them to learn a little about the topic before coming to class. I would also ask them to write the thought question on a card and decorate it at home (if they like to decorate) and to put it where they will see it throughout the week. This will help them think about it and come to class with some thoughts in mind.

Lesson Plan:

On the board I would have the week’s major thought question: Why should I fast?

1. Since I love to tell stories, I would begin by telling the story. I would use flannel board pictures, not to act out the story, but merely as visual aids. When I was finished, I would lead a discussion on the story, making sure to learn whether or not the students had any concerns or questions about it.
2. I would then use the attention activity given at the start of the lesson, teaching it essentially as offered, but, since they’ve already heard the story, I would ask them what this demonstration has to do with Esther, and let them start discussing it.
3. I would then divide the students into three groups of three. We would rotate the group memberships each week so the students learned to work with different people. I would want a table in our classroom so I could have each group assigned a station. They could work in another area of the room if they chose, but their materials would be at their station. Each station would have appropriate research materials for their question—church magazines, General Conference talks, scriptures, and so on. Ask them to make a chart showing the most important answers. As they work, I would move between the groups, making suggestions. (We would have had training at the start of my calling to teach them how to do this.)
4. Group One: What do the scriptures say about how and why to fast?
5. Group Two: What do the modern prophets say about how and why to fast?
6. Group Three: What blessings come from fasting?

7. I would have each group find the answers to their questions from the resource packet I give them. Then we’d return to a full group and each group would present their findings.

8. After we did this, I would point out the week’s question again. What does what we’ve learned tell us about how to answer this question? Turn their attention to the blessings list. Are these blessings something you want to have? Why? What would your life be like if you had them? Do they have any further questions they would like to discuss on this subject?

9. Next, I’d address practical issues. Some children find it scary and others don’t feel they have the self-discipline to fast. Some people can’t fast due to health or because their parents won’t allow it (less active children in the class)—what can they do instead? I would like to have a Missionary Rehearsal every week, and this is a good time to use it. Have the students pretend they are missionaries teaching an investigator (this can be me unless some of the students have shown a gift for playing investigator). This allows children to figure out the solutions to their own concerns without having to admit they have concerns, if they are shy about doing that.

10. Present fears and concerns and let the missionaries help the investigator become confident enough to agree to fast

11. Application: Invite students to decide how to make a fast effective and to outline a plan for a really great fasting experience, including what sorts of things are appropriate to fast for. Write it out and promise to give them a copy next week or to email it to them.

To read more of Terrie’s articles, click the picture.

12. Inspiration: Tell the story in the lesson plan about the Mexican Saints. Talk about when Jesus fasted for forty days and nights. Finally, return to Esther. Ask the students what they think about fasting. Do they consider it valuable? Do they still have any concerns? Which story we learned today do they find most helpful in gaining a testimony of fasting?

13. Scripture story wrap-up: Ask them to share their thoughts about Esther as a person. Invite them to add her to their scripture hero list if they feel that she makes a good hero for them. (Have the students keep a list in their notebooks.)

14. Encourage them to talk about this subject at home and to plan for a personal experience with it if health allows.

15. Testimony

Terrie Lynn Bittner

The late Terrie Lynn Bittner—beloved wife, mother, grandmother, and friend—was the author of two homeschooling books and numerous articles, including several that appeared in Latter-day Saint magazines. She became a member of the Church at the age of 17 and began sharing her faith online in 1992.