Are you having a hard time motivating students to be on time? You are not alone. February and March are often the hardest months with tardiness. Here are Carrots (incentives) and Sticks (penalties) that can help you help your class be on time better. There is also some good general advice, and what the policy manual has to say on the matter. I am sure that if you read through the list, you will come away with a few things to try, which will help your class do better.
Here is a worksheet to help you teach Section 107. As you go over the answers, make sure to discuss with follow up questions and focus on the principles and doctrines that are taught.
On the website, you will notice I changed the graphic from yesterday's email. Go to http://nwseminaryshare.weebly.com/home/the-life-changing-lesson to see that.
I think the goal of all of us teachers is to teach “Life Changing” lessons. But how can a lesson be life changing unless it motivates a student to “change”. All the techniques, activities, scriptures, and skills really come down to the one or two life changing principles or doctrines you hope sunk in, that they take away from class. Everything else we do is window-dressing.
Years ago when I was teaching Seminary, I had a great Principal who, when the students were leaving my class, would take a student by the arm and say, “Hey, what did you learn in there today?” Being in earshot I would pray the student would say one of those life changing principles, and that it sunk in.
This graphic represents two students walking away from class, and thinking and considering how they are going to implement what they learned. The one is saying to himself, “I’m going to…” and the other’s testimony of a doctrine has grown because they are saying, “I know that…”
Try it with your students. After a lesson, hold up the graphic and say, “Complete the sentences based on today’s lesson.” If they can do it, you know the lesson just might have sunk into their hearts, and will change a life.
Cutout the 3 definitions on each of the 3 pages. Have three students come up at a time. Have each read the word and give a definition as noted on the paper. Afterwards have the class vote on whose definition they believe was the correct one. Do not tell them whose definition was the correct one. Have them read D&C 91 to figure out the correct definition.
Pseudepigrapha is found in the LDS Bible dictionary. This is good to let students know about so they are not deceived when some news report talks about, “The Lost Gospel of Judas” or something like that.
This website is intended for teachers in the North West S&I Area