When I was called to teach Relief Society spiritual living lessons a few years back, I found class participation a major problem. With fasting, prayer and the guidance of my Relief Society presidency, we came up with some answers that really worked. They are the following:
Ask questions ahead of time. Many of our sisters wanted time to consider the question ahead of class. One sister confided that she had not answered a question in 10 years but was eager to enrich our lessons when she had time to prepare. Now she has gained courage to participate without advanced preparation.- Wait for answers. I learned to wait a full 30 seconds, for I soon realized it may take that long to formulate a reply.
Rephrase the question.
Accept people as they are. A person may be shy or want to just listen and absorb the Spirit. Give them time. Don't pressure them.
Remember that participation is more important than finishing each point of the lesson, for it is through participation that we enhance our understanding and begin to relate our learning to our own lives. If lessons are to be repeated on a four-year rotation system, the points will be covered another time. Assisting the Spirit to touch the lives of members is our most important goal. - Debrah Roundy, Rupert, Idaho
What we did:
Encourage participation
Basic principles to encourage participation in Church classes focus on preparing class members to think about the subject being presented.
I suggest the following:
Focus the class with a picture, story, scripture, activity or by writing on the chalkboard. Develop the lesson by asking good questions that generate thought. Refer frequently to the Lord's answers in the scriptures.
Allow time for thought. Don't be afraid of silence. The teacher may even suggest thinking time to produce more thoughtful answers. Keep the discussion lively with more questions, students' experiences or assigned short topics.
Realize that telling is not teaching, and class members internalize best what they have contributed. Therefore, the teacher needs to keep himself or herself in the background and respond positively to students' answers.
This response should be brief: "Thank you," "Excellent," "Good answer." A teacher's negative response may discourage all class members from participating. - Maurine C. Winterton, Salt Lake City, Utah
Share experiences
Teach on the level of your group. Ask questions that require more than a yes or no. Ask, "How do you feel? What does this mean to you? Do you have an experience to share?"
Give assignments so everyone has a chance to join in. Ask for volunteers to read scriptures.
Share some of your personal experiences so that the class can relate.
Learn the classmates' talents, and invite them to use their abilities to help you out. Focus on each person's strengths.
Use honest praise and offer assistance for anything that isn't understood. Have a play or short skits. - Becky Robinette Wright, Richmond, Va.
Members' responsibility
I've learned how I, as a class member, can help encourage participation. In 1989, I was invited by the missionaries to hear the discussions. To read the Book of Mormon passages assigned was the challenge and commitment. This was sometimes done at 4 a.m., sitting on the floor to ease the pain resulting from my bicycle accident while my medication took effect. Keeping notes during classes did much so I could remember answers to the questions that arose during my study. The more questions I encountered, the more cross referencing I did with the Church's four standard works. This same process was used for Sunday School and priesthood classes. The notes I take at 4 a.m. during my recuperation are shared with the class as well as those I have gleaned in the past five years as a Church member.
When I travel, the first thing I do after checking in to a hotel is to look in the phone book and call for the names and phone numbers of the teachers for Sunday's lessons. - Judge T. Cook, Vallejo, Calif.
Know your subject
The most interesting teachers we have are those who know their subject well and don't need to refer to their notes very much. These are the type who feel at ease in front of people and ask questions of the class in such a way that they want to answer.
This talent can be acquired. One of our most endearing instructors in Relief Society this last year was a sweet little older lady who has spent much of her later years as a recreation director in a retirement home, and those people can be hard to encourage to participate. When she taught our class in Relief Society you would have thought she had been doing it for years. She asked questions that invited participation, she told stories of her life, she called for others to relate their own stories and she brought the gospel into every discussion. Another teacher that I enjoy is one who spends part of the time walking up and down the class and talking directly to some of the members so she gets them to want to be included in the discussion.
The main requirement, however, is the first one I mentioned - know your subject well so that you are comfortable with it. It takes time and effort, but it's worth it. - Oreen Jackson, Seattle, Wash.
Assign ahead of time
People feel good about a class when they have been allowed to contribute. When the teacher is open, pleasant and solicits remarks from the class, students are much more likely to participate.
Some lessons lend themselves to class participation. When preparing those lessons, I like to give assignments pertaining to the subject to several members of the class at least a week in advance so adequate preparation can be made. Letting class members know in advance that they will be asked to participate is often a better idea than calling upon them extemporaneously.
Smaller children are usually very enthusiastic about participating in classes, while teenagers tend to hold back. I have found that encouragement, praise for each answer given and a non-judgmental attitude work best.
In some adult classes, the same class members seem to offer most of the remarks, while others are hesitant. Assigning even a scripture or a series of scriptures to a reticent class member may help them feel more comfortable about participating.
Class members may have experiences that coincide with the lesson. Invite them to share those experiences.
Each participant should be thanked for his or her contribution, however small, to the class. - Peggy Pearce, Grantsville, Utah
How to checklist:
1 Pray, fast for guidance; seek counsel of leaders.
2 Be familiar with the subject; focus the class with scripture, story or activity.
3 Share your experiences; ask class members to do same.
4 Ask questions that require thought; allow some time for response.
WRITE TO US:
Oct. 14 "How to benefit from stake conference as an individual and/or as a family."
Oct. 21 "How to overcome discouragement while serving a full-time mission."
Oct. 28 "How to teach children to forgive."
Nov. 4 "How to protect yourself and loved ones from pornography."
Nov. 11 "How to safeguard your family from crime."
Nov. 18 "How to develop the gift of discernment."
Had any good experiences or practical success in any of the above subjects? Share them with our readers in about 100-150 words. Write the "How-to" editor, Church News, P.O. Box 1257, Salt Lake City, Utah 84110, or send fax to (801) 237-2121. Please include a name and phone number. Contributions may be edited or excerpted and will not be returned. Due to limited space, some contributions may not be used; those used should not be regarded as official Church doctrine or policy. Material must be received at least 12 days before publication date.
