Preparing for General Conference

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[Seminary-Notes] ==================================== FOR YOUR INFORMATION... ==================================== If you asked your students to make a list of Fun Things To Do, "listening to General Conference" would probably not appear on their list. There are several things you can do, though, to help your students better appreciate and learn from General Conference. In a recent sacrament talk, one of the Seminary teachers in our ward shared a simple idea that she uses to help her students prepare for General Conference. She called it "PST" (pronounced "pssst" -- said like you're going to tell someone a secret or get their attention). The "P" stands for PRAYER. Students can pray for themselves (that they will see how to apply the Conference talks to their lives) as well as for those who will speak during Conference. The "S" stands for SCRIPTURES. Daily scripture reading is an excellent way to prepare for General Conference. The "T" stands for TITHING. Paying tithing will enable students to qualify for the Lord's promise that He will open "the windows of heaven, and pour you out a blessing, that there shall not be room enough to receive it" (Malachi 3:10). Part of those promised blessings could involve understanding the truthfulness and importance of principles taught during General Conference. Encourage your students to always be full-tithe payers. In a recent Priesthood Meeting, a member of our high priests group mentioned that his father (who is a member of the First Quorum of the Seventy) listens during each General Conference to learn "the Prophet's Priorities" -- and then he works to make them his priorities during the following six months. That's good advice, and you may wish to encourage your students to take special note of the topics that the First Presidency and Quorum of the Twelve apostles address during this upcoming General Conference. It has been said that "A dull pencil is better than a sharp memory," therefore, you may wish to also encourage your students to take notes during the General Conference sessions that they listen to. Ask students to bring their General Conference notes to class, and then make sure that you provide time for them to share some of the things that they found helpful or important during General Conference. General Conference can be a great experience for teenagers, too -- once they learn how and give it a chance! Best wishes, Ken www.KenAlford.com ScriptureMastery@KenAlford.com

Using the Bible Dictionary

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[Seminary-Notes] ==================================== FOR YOUR INFORMATION... ==================================== Your students will be able to love the scriptures easier if they learn how to use their scriptures. The Bible Dictionary is a wonderful tool that contains a tremendous amount of interesting and insightful information. It's one of the easiest Bible aids to use and provides immediate feedback for students. Here are a few ideas to help your students learn to use the Bible Dictionary: Look up the meaning of names when new people are introduced throughout the year Learn more about Old Testament weights and measures Find where scriptures you are studying are quoted in the New Testament Learn about ancient kingdoms and kings Follow the Old Testament chronology Read summaries for each Old Testament book etc. You may also wish to take an activity day to let students see what interesting things they can find in the Bible Dictionary and share with their classmates. I recommend that you look for ways each week to incorporate the Bible Dictionary into your lessons (even if it is only for a minute or so while they look up a quick entry). Best wishes, Ken www.KenAlford.com ScriptureMastery@KenAlford.com

Handling Incorrect Answers

You're in the middle of a great discussion with your class,
and you ask a question about a gospel principle or practice...

A student enthusiastically raises their hand and shares their
answer. Unfortunately, it isn't just slightly incorrect,
it is seriously incorrect.

What would you say? How would you react?

The key is to lovingly teach students correct principles
and doctrine -- while letting them know that you value them
and their contributions to the class.

An article in the April 2006 issue of "The Teaching Professor"
("Tell Students When They're Wrong," page 2) shared some
additional thoughts on this topic. Here are some of the
suggestions from that article:

"Instructors need to be thoughtful and reflective about
those strategies they use when they respond to student's
answers, and this is especially true when the answer given
is wrong. Most of us understand that the stakes are high
in this case. Students are easily intimidated. Even those
not participating can be negatively affected by how an
instructor handles incorrect answers."

The article then shares some quotations from Robert Ehrlich
and Stanley zoltek ("Journal of College Science Teaching,
35(4), pp. 8-10):

"First, telling students they are wrong must be done in a
noninsulting and nonpersonal manner."

"Second, it is not enough to tell students that they are
wrong; they must also be told which aspects of their
answers are correct, and which aspects are incorrect."

"If you succeed in creating a class environment in which
everyone is treated with mutual respect, and being wrong
is okay, you should find that students are less fearful
of being wrong, and more apt to contribute to class
discussion. In this case, students will also be apt to
analyze your comments more carefully and may on occasion
have the pleasure of correcting you the next time you
are wrong."

Best wishes,

Ken

www.KenAlford.com
ScriptureMastery@KenAlford.com