Part 1 emphasizes the importance of focusing on Jesus Christ whenever we teach the principles of His gospel. This section describes what we teach.

Part 2 emphasizes the principles of Christlike teaching. This section describes how we teach.

Part 3 gives practical suggestions to help teachers apply the principles of Christlike teaching.

The following charts provide an overview of the principles taught in this resource.

We can place Jesus Christ at the center of teaching and learning by recognizing and emphasizing that He is the perfect example of all gospel principles. As disciples, we don’t just follow principles—we follow Jesus Christ. As we focus on the Savior’s perfect example, the Holy Ghost will testify of Him and inspire us to follow Him.

Imagine for a moment that you are teaching the principle of enduring to the end. A discussion about how the Savior is an example of enduring to the end could bring feelings of sweet reverence for Him. What might those you teach learn and feel from His example?

Jesus Christ has many titles in the scriptures. Each one reflects one of His roles in God’s plan and teaches us about His divine attributes. You might consider exploring with learners what titles like Lamb of God, Advocate, Finisher of Our Faith, and Light of the World teach us about Jesus Christ. Also, as you help learners come to know more about the Savior, go beyond what He said and did to who He is and what role He desires to play in our lives. As you learn together about the Savior’s character and attributes, the Holy Ghost will deepen your understanding of and love for Him.

“All things,” the Lord declared, “are created and made to bear record of me” (Moses 6:63; see also 2 Nephi 11:4). With that truth in mind, we can learn to see a multitude of symbols in the scriptures that testify of the Savior. These symbols include things like bread, water, and light. Once we understand how these objects relate to the Savior, they can teach us of His power and attributes. You can even find parallels to the Savior’s life in the lives of prophets and other faithful men and women in the scriptures. Looking for symbols reveals truths about the Savior in places you might otherwise overlook.

It’s good to know about the Savior’s love, power, and mercy, but we also need to experience it. Seeing how He blessed and healed people in the scriptures helps us develop greater faith that He can bless and heal us. For example, learning about the experiences of Daniel is incomplete if it doesn’t inspire us to trust the Lord when we face our own figurative den of lions.

As you help learners recognize the Lord’s “tender mercies” (1 Nephi 1:20), both in the scriptures and in their own experiences, they will feel and know that the Lord is with them and will lovingly stand by them (see Doctrine and Covenants 68:6). They will see and feel the reality of the Lord’s love and mercy in their personal needs and circumstances.

The purpose of teaching and learning about Jesus Christ is to help each person draw closer to Him and our Heavenly Father. Help the people you teach to never lose sight of that purpose. Encourage them to strengthen their relationship with Heavenly Father and Jesus Christ by studying the scriptures, repenting continually, speaking with the Father in prayer, and testifying of the Father and Son. Teach learners by word and example how making and keeping covenants binds us to Them. Help them know how precious and beloved we are to Them. Strengthen their faith that Jesus Christ, by virtue of His perfect Atonement, is the only way back to our Father. Provide opportunities for learners to receive a witness from the Holy Ghost, “which beareth record of the Father and the Son” (Moses 5:9).

Ultimately, learning about Jesus Christ inspires us to become more like Him. But becoming like Him happens only as we act in faith, both in and out of class, making intentional choices to follow His example and receive His grace. Invite learners to seek the help of the Holy Ghost to identify ways they can become more like the Savior. Offer guidance and support as learners make striving to be like Him a lifetime pursuit.

Jacob taught that “all things which have been given of God from the beginning of the world” can teach us about Jesus Christ (2 Nephi 11:4). Your teaching can be one of those things. Place Jesus Christ at the center of each teaching and learning experience. As you and the learners “talk of Christ, … rejoice in Christ, … preach of Christ” (2 Nephi 25:26), the Holy Ghost can plant a witness of the Savior deep in each person’s mind and heart. As you help your learners come to know Heavenly Father and Jesus Christ for themselves, they will be more likely to turn to Them for help, hope, and healing throughout their lives.

Most people in Jericho thought they knew all they needed to know about Zacchaeus. He was a publican and a tax collector—the chief publican, in fact—and he was rich. Clearly, they thought, he must be dishonest and corrupt. But Jesus looked on Zacchaeus’s heart and saw an honorable “son of Abraham” (see Luke 19:1–10). The Savior saw people not just as they appeared to be but as they really were—and as they could become. In unpolished fishermen like Simon, Andrew, James, and John, He saw the future leaders of His Church. In the feared persecutor Saul, He saw “a chosen vessel,” who would preach His gospel before kings and nations (see Acts 9:10–15). And in you and each person you teach, the Savior sees a son or daughter of God with limitless potential.

Among the people you teach, you are likely to have some who seem faithful and converted and others who seem uninterested or even rebellious. Be careful not to make assumptions based only on what you see. The Holy Ghost can help you see in each person some of what the Savior sees—and help you begin to love them the way He does.

Questions to Ponder: Think about each person you teach, and ponder how Heavenly Father and Jesus feel about each one. What might They see in him or her? How will these thoughts affect the way you teach that person?

From the Scriptures: 1 Samuel 16:7; Psalm 8:4–5; Romans 8:16–17; Doctrine and Covenants 18:10–14

The Samaritan woman did not come to the well to hear a gospel message. She came to get water. But the Savior could perceive that her thirst was more than physical. He knew that she had a troubled past with unstable relationships. So Jesus took the physical need that had her immediate interest—life-sustaining water—and connected it with her deeper spiritual needs for “living water” and “everlasting life.” By the end of their conversation, the woman had a personal witness that Jesus was the Christ, inspired in part by how well He knew her. “[He] told me all things that ever I did,” she said. “Is not this the Christ?” (see John 4:6–29).

Being a Christlike teacher includes getting to know the people you teach and striving to understand what is in their hearts. You can take an interest in their lives and show compassion. You can look for ways to understand their backgrounds, talents, interests, and needs. You can find out how they learn best. You can ask questions, listen carefully, and observe. Above all, you can pray for the understanding that only the Spirit can give. The better you know a person, the better able you are to help him or her find personal meaning and power in the gospel of Jesus Christ. Once you understand a person’s thirst, the Spirit can teach you how to help quench it with the Savior’s living water.

Questions to Ponder: What do you already know about the people you teach? What is important to them? What are their strengths? What do they struggle with? What can you do to understand them better?

From the Scriptures: Psalm 139:1–5; Matthew 6:25–32; Mark 10:17–21; John 10:14; 3 Nephi 17:1–9

Imagine how Simon Peter must have felt when he heard the Savior say to him, “Simon, Simon, behold, Satan hath desired to have you, … but I have prayed for thee, that thy faith fail not” (Luke 22:31–32). How would it have affected you to know that Jesus Christ prayed to the Father for you? The people of ancient America had an experience like this, and they described it in this way: “No one can conceive of the joy which filled our souls at the time we heard [Jesus] pray for us unto the Father” (3 Nephi 17:17).

You might also think about what happens inside you when you pray for someone—consistently, by name. How do your prayers affect the way you feel about that person? How do they affect your actions? Certainly our Father in Heaven hears and answers the sincere prayers of a teacher who desires to help a learner. And in many cases, one way He answers those prayers is by touching the heart of the teacher and inspiring him or her to do or say something that will help the learner feel His love.

Questions to Ponder: As you think about the people you teach, is there anyone who you feel has a special need for your prayers? What do you feel inspired to pray for on his or her behalf? What blessings might come as you invite learners to pray for each other?

From the Scriptures: John 17; Alma 31:24–36; 3 Nephi 18:15–24; 19:19–23, 27–34

The general attitude among religious leaders in Jesus’s day was that sinners should be shunned. Because of this, when these leaders saw Jesus interacting with sinners, they were appalled. How could someone who associated with such people be a spiritual teacher?

Jesus, of course, had a different approach. He sought to heal those who were spiritually sick (see Mark 2:15–17; Luke 4:17–18). He consistently reached out to those who were different from those around them or who had a troubled past, and He interacted with those who had sinned. He praised the faith of a Roman soldier (see Matthew 8:5–13). He called a mistrusted tax collector to be one of His trusted disciples (see Mark 2:14). When a woman was accused of adultery, He made her feel safe and inspired her to repent and live a better life (see John 8:1–11).

But Jesus did more than that. He fostered this same attitude of acceptance and love among His followers. His example was surely in the hearts of His Apostles when the time came for them to take the gospel to all people. It is reflected in Peter’s words: “Of a truth I perceive that God is no respecter of persons” (Acts 10:34).

There’s a very good chance that almost everyone you are called to teach is struggling in some way to feel respected and valued. By the way you love and respect them, you can communicate that they are not only welcome but needed. You can reach out to those who don’t attend, who struggle, or who don’t seem interested, being patient if progress seems slow. You can help everyone feel safe and comfortable sharing their concerns with fellow believers. And you can do more than that. You can inspire all learners to help you create an environment where the doctrine is taught in a spirit of respect, belonging, and love.

Questions to Ponder: What helps a person feel respected and valued? What inspires a person to respect and value others? As you prayerfully think about the people you teach, what are you prompted to do so that they all can feel welcome and needed?

From the Scriptures: John 4; 2 Nephi 26:27–28, 33; Alma 1:26; 3 Nephi 18:22–25

At the end of a wonderful, uplifting day of teaching and ministering among the Nephites, Jesus observed that it was time for Him to go. He had other people to visit. “Go ye unto your homes,” He said, “and prepare your minds for the morrow.” But the people just sat there “in tears,” looking “steadfastly upon him as if they would ask him to tarry a little longer with them.” Perceiving their unspoken need and “filled with compassion,” Jesus did stay a little longer (3 Nephi 17:3, 5–6). He blessed their sick and afflicted. He knelt and prayed with them. He wept with them, and He rejoiced with them.

Consider prayerfully studying the Savior’s words and actions in 3 Nephi 17. Ponder the love He expressed for those He taught. Look for expressions of His love in other places in the scriptures. Then think about the people you teach. How do you appropriately express love for them? Let the Spirit guide you. If you find it difficult to feel or express love for those you teach, start by testifying of God’s love. Then “pray unto the Father with all the energy of heart, that ye may be filled with [the pure love of Christ], which he hath bestowed upon all who are true followers of his Son, Jesus Christ” (Moroni 7:48). And remember that your concern for teaching a lesson should never distract you from expressing love through your words and actions. Often the way you treat people is just as important as what you teach them.

Questions to Ponder: How has the Savior helped you know of His love for you? How has a parent or other teacher helped you feel His love? Do the people you teach know that you love them? Do they know that the Savior loves them?

From the Scriptures: Mark 6:31–42; John 13:3–16, 34–35; 15:12–13; 1 Corinthians 13:1–7; 1 John 4:7–11

To prepare for His ministry, the Savior spent 40 days in the wilderness “to be with God” (Joseph Smith Translation, Matthew 4:1 [in Matthew 4:1, footnote b]). But His spiritual preparation had begun long before. When Satan tempted Him, He was able to draw upon the “words of life” that He had treasured up for the “very hour” when He would need them (Doctrine and Covenants 84:85). Think about your own efforts to prepare yourself spiritually to teach. What do you learn from Matthew 4:1–11 about how you can follow the Savior’s example in your spiritual preparation?

The Spirit is the real teacher and the true source of conversion. Powerful gospel teaching requires not just preparing a lesson but preparing yourself spiritually well before you begin to teach. If you are spiritually prepared, you will be better able to hear and follow the guidance of the Spirit as you teach. The way to invite the Holy Ghost into your teaching is to invite Him into your life. This includes diligently striving to follow the Savior’s example and live His gospel with all your heart. And because none of us does this perfectly, it also means repenting each day.

Questions to Ponder: What does it mean to you to prepare yourself spiritually to teach? What do you feel inspired to do to improve the way you prepare yourself spiritually? How do you think spiritual preparation can make a difference in your teaching?

From the Scriptures: Ezra 7:10; Luke 6:12; Alma 17:2–3, 9; Doctrine and Covenants 11:21; 42:13–14

Jairus, the ruler of the synagogue, had fallen at Jesus’s feet, begging Him to help his dying daughter. Jesus and His disciples were pressing their way through the crowded streets toward Jairus’s house when suddenly Jesus stopped. “Who touched me?” He asked. It seemed like an odd question—in the press of people, who wasn’t touching Him? But the Savior perceived that in that multitude, someone had approached Him with a specific need and with the faith to receive the healing He offered. There would still be time to visit Jairus’s daughter. But first He said to the woman who had touched His clothes, “Daughter, be of good comfort: thy faith hath made thee whole; go in peace” (see Luke 8:41–48).

As a teacher, you might sometimes find yourself in a rush to cover something you had prepared to teach. While that may be important, be sure that in your haste you don’t unintentionally hurry past an urgent need of someone you’re teaching. In addition to the spiritual guidance you sought as you prepared to teach, seek also the Spirit’s guidance while you are teaching. Try to be aware of the needs, the questions, and the interests of learners. The Holy Ghost can help you discern how a learner is receiving or understanding something you have taught. He may prompt you, at times, to alter your plans. For example, you might be impressed to spend more time than you had intended on a topic or to leave some discussions for later in favor of something that is more important to learners now.

Questions to Ponder: When have you felt that a parent or other teacher was aware of your needs as a learner? Do those you teach know that you are more interested in their learning than in completing a lesson? How can you better communicate your interest?

From the Scriptures: 1 Peter 3:15; Alma 32:1–9; 40:1; 41:1; 42:1

It was difficult for many in Jesus’s time to understand who He really was, but there were plenty of opinions. “Some say that thou art John the Baptist,” His disciples reported, “some, Elias; and others, Jeremias, or one of the prophets.” But then Jesus asked a question that invited His disciples to set aside the opinions of others and look inside their own hearts: “Whom say ye that I am?” He wanted them to find their answer not from “flesh and blood” but directly from “my Father which is in heaven.” It was this kind of witness—personal revelation from the Holy Ghost—that enabled Peter to declare, “Thou art the Christ, the Son of the living God” (see Matthew 16:13–17).

To survive spiritually in the latter days, the people you teach will need a spiritual witness of the truth. You can’t give it to them, but you can invite, encourage, inspire, and teach them to seek it. You can make clear—through your words and actions—how crucial the Holy Ghost is to gospel learning. Consider, for example, the learning environment you create and encourage. Something as simple as the arrangement of the chairs in a room or the way you greet and interact with learners sets a spiritual tone for the experience the learners will have. You can also invite learners to prepare themselves spiritually to learn, just as you prepare spiritually to teach. Ask them to take responsibility for the spirit they bring. And you can provide opportunities for them to feel the Spirit testify of Jesus Christ and His gospel. That witness will become a “rock” for them, “and the gates of hell shall not prevail against [them]” (Matthew 16:18).

Questions to Ponder: What have you observed that contributes to a spiritual environment for learning the gospel? What detracts from it? What helps the people you teach learn from the Spirit? Think about the setting where you most often teach. How do you feel when you are there? How can you more effectively invite the Spirit to be present there?

From the Scriptures: Luke 24:31–32; John 14:26; 16:13–15; Moroni 10:4–5; Doctrine and Covenants 42:16–17; 50:13–24

The Lord wants to communicate with us—and He wants us to know that He’s communicating with us. In 1829, a 22-year-old schoolteacher named Oliver Cowdery was learning about the bold, exciting doctrine that anyone can receive personal revelation. But he had questions similar to what many of us have asked: “Is the Lord really trying to speak to me? And how can I know what He is saying?” To answer these questions, Jesus Christ invited Oliver to think back on a private moment of spiritual searching. “Did I not speak peace to your mind?” He asked (see Doctrine and Covenants 6:21–24). Later, He taught Oliver about other ways the Spirit could speak to him (see Doctrine and Covenants 8:2–3; 9:7–9; see also Doctrine and Covenants 11:12–14).

Living in a world that is so often oblivious to spiritual things, we all need help recognizing the voice of the Spirit. We may have felt the Spirit without realizing it. And we all can learn more about how to seek the Spirit, recognize His influence, and act on the promptings He gives us. As you teach, help learners discover the ways the Spirit can communicate—and how He has communicated with them. One of the greatest gifts you can give as a teacher is to help those you teach progress in this lifelong pursuit of personal revelation.

Questions to Ponder: Why is it important to learn to receive personal revelation? Has someone ever helped you understand how to seek and recognize revelation? How can you encourage those you teach to seek, recognize, and act on revelation from the Holy Ghost?

From the Scriptures: Galatians 5:22–23; Alma 5:45–47; Doctrine and Covenants 42:61; 121:33; Joseph Smith—History 1:8–20

During an especially tender moment of teaching and ministering, Jesus sought to comfort His friend Martha, whose brother had died. He shared with her a simple testimony of an eternal truth: “Thy brother shall rise again” (John 11:23). His witness prompted Martha to share her own testimony: “I know that he shall rise again in the resurrection at the last day” (John 11:24). Notice how this pattern repeats in John 11:25–27. What impresses you about the Savior’s example? Why is sharing testimony of gospel truths such an important part of teaching?

Your testimony can have a powerful influence on those you teach. It doesn’t need to be eloquent or lengthy. And it doesn’t need to begin with “I’d like to bear my testimony.” Simply share what you know by the power of the Holy Ghost. A testimony of truth is most powerful when it is direct and heartfelt. Bear testimony often of the Savior, His gospel, and His power in your life, and encourage those you teach to do the same. And remember that sometimes the most powerful witness is borne not by the teacher but by a fellow learner.

Questions to Ponder: Look for examples in the scriptures that illustrate the powerful influence of someone bearing testimony. What do you learn from those examples? When have you been blessed by someone’s testimony? How has sharing your testimony influenced those you teach? How has it influenced you?

From the Scriptures: Acts 2:32–38; Mosiah 5:1–3; Alma 5:45–48; 18:24–42; 22:12–18; Doctrine and Covenants 46:13–14; 62:3

It seems clear that the Savior learned from the scriptures in His youth as He increased “in wisdom … and in favour with God” (Luke 2:52). His deep understanding of the Father’s doctrine became evident when His parents found Him in the temple at a young age, teaching Jewish teachers and answering their questions (see Joseph Smith Translation, Luke 2:46 [in Luke 2:46, footnote c]). Later, when Satan presented him with extreme temptation in the wilderness, Jesus’s knowledge of the doctrine in the scriptures helped Him resist the temptation (see Luke 4:3–12).

You too can seek to learn true doctrine more deeply before you teach it. As you prepare to teach and learn with others, look carefully for what the Lord has said about the truths you are teaching. Search the scriptures and words of living prophets for explanation and counsel. Living and applying the truths you study will invite the Spirit to teach you the doctrine in even deeper ways and to confirm the doctrine’s truthfulness in the hearts of those you teach.

Questions to Ponder: Why is it important to understand gospel truths for yourself? How have you gained a deeper understanding of the truths of the gospel? What do you feel inspired to do to improve your study of the scriptures and the words of living prophets?

From the Scriptures: Proverbs 7:1–3; 2 Nephi 4:15–16; Doctrine and Covenants 11:21; 88:118

After the Savior’s death, two of His disciples were walking and talking with a mix of sadness and astonishment in their hearts. How could they make sense of what had just happened? Jesus of Nazareth, the man they trusted to be their Redeemer, had been dead for three days now. And then there were the reports that His tomb was empty, with angels declaring that He was alive! At this pivotal point in these disciples’ faith, a stranger joined their journey. He consoled them by “expound[ing] unto them in all the scriptures the things concerning [the Savior].” Eventually, the travelers realized that their teacher was Jesus Christ Himself and that He was indeed risen. How did they recognize Him? “Did not our heart burn within us,” they later reflected, “while he talked with us by the way, and while he opened to us the scriptures?” (Luke 24:27, 32).

Elder D. Todd Christofferson taught, “The central purpose of all scripture is to fill our souls with faith in God the Father and in His Son, Jesus Christ” (“The Blessing of Scripture,” Ensign or Liahona, May 2010, 34). Throughout His ministry, Jesus used the scriptures to teach, correct, and inspire others. Be sure that your teaching does not drift away from the scriptures and words of prophets. As you faithfully rely on God’s word in your teaching, you can do for others what the Savior did. You can help them to know Him, for we all need our faith in the Savior strengthened regularly. Your love for the scriptures will be evident to those you teach, and your teaching will invite the Spirit to cause their hearts to burn with a testimony of the Father and the Son.

Questions to Ponder: How have you been influenced by a teacher who used the scriptures to help you come to better know the Savior? What might you do to rely more on the scriptures and words of prophets as you teach? How can you help those you teach know and love God’s word?

From the Scriptures: Luke 4:14–21; Alma 31:5; Helaman 3:29–30;3 Nephi 23

A lawyer once asked Jesus, “Master, what shall I do to inherit eternal life?” In response, the Savior guided the questioner to the scriptures: “What is written in the law? how readest thou?” This led the man not only to his answer—“Love the Lord thy God … and thy neighbour”—but also to a follow-up question: “And who is my neighbour?” The Savior answered this question with a parable about three men who saw a fellow traveler in need. Only one of the three, a Samaritan, who was hated by the Jews just because of where he came from, stopped to help. Jesus then invited the lawyer to answer his own question: “Which now of these three, thinkest thou, was neighbour unto him?” (see Luke 10:25–37).

Why do you think the Savior taught in this way—responding to questions with invitations to search, ponder, and discover? Part of the answer is that the Lord values the effort of seeking truth. “Seek, and ye shall find,” He has invited over and over again (see, for example, Matthew 7:7; Luke 11:9; Doctrine and Covenants 4:7). He rewards the seeker’s acts of faith and patience.

Like the Savior, you can help those you teach recognize and understand truth. The scriptures, for example, are filled with gospel truths, but sometimes it takes conscious effort to find them. As you are learning together from the scriptures, stop and ask those you teach what gospel truths they notice. Help them see how these truths relate to Heavenly Father’s plan of salvation. Sometimes eternal truths are stated in the scriptures, and sometimes they are illustrated in the stories and lives of the people we read about. It can also be helpful to explore together the historical background of the verses you are reading, as well as the meaning of the verses and how they apply to us today.

Questions to Ponder: How do you identify eternal truths in the scriptures or words of prophets? How are those truths blessing your life? What are some ways you can help learners recognize and understand truths that will be meaningful to them and bring them closer to God?

From the Scriptures: John 5:39; 1 Nephi 15:14; Doctrine and Covenants 42:12

One Sabbath day, the Savior and His disciples, feeling hungry, passed a field and started eating the grain. The Pharisees, always eager to emphasize the finer points of the law of Moses, pointed out that gathering grain was technically a form of work, which was forbidden on the Sabbath (see Mark 2:23–24). To use the Book of Mormon prophet Jacob’s phrase, the Pharisees were “looking beyond the mark” (Jacob 4:14). In other words, they were so focused on traditional interpretations of the commandments that they missed the divine purpose of those commandments—to draw us closer to God. In fact, the Pharisees didn’t even realize that the One who gave the commandment to honor the Sabbath was standing before them.

The Savior took this opportunity to testify of His divine identity and to teach why the Sabbath is important. It was created for us as a day to worship the Lord of the Sabbath, Jesus Christ Himself (see Mark 2:27–28). Such truths help us understand that God’s commandments are about more than just our outward behavior. They are meant to help us change our hearts and become more fully converted.

Carefully consider the doctrine and principles you decide to focus on. While there are many truths in the scriptures that can be discussed, it is best to focus on truths of the gospel that lead to conversion and build faith in Jesus Christ. The simple, basic truths the Savior taught and exemplified have the greatest power to change our lives—truths about His Atonement, the plan of salvation, the commandments to love God and love our neighbor, and so on. Invite the Spirit to bear witness of these truths, helping them go deep into the hearts of those you teach.

Questions to Ponder: What are some truths of the gospel that have helped you become more converted to Jesus Christ and have greater faith in Him? How has a teacher helped you focus on the most essential truths of the gospel? What can you teach that will help others become more deeply converted to Jesus Christ?

From the Scriptures: 2 Nephi 25:26; 3 Nephi 11:34–41; Doctrine and Covenants 19:31–32; 68:25–28; 133:57; Moses 6:57–62

“This man receiveth sinners, and eateth with them,” the Pharisees complained about Jesus—implying that this was not appropriate behavior for a spiritual teacher (Luke 15:2). Jesus saw that this was an opportunity to teach them some profound spiritual truths. How would He do it? How would He help the Pharisees see that it was their hearts—not His—that were impure and needed healing? How would He use His doctrine to show them that their thinking and behavior needed to change?

He did this by speaking to them of a sheep that wandered from the flock and of a coin that went missing. He spoke of a rebellious son who sought forgiveness and of an older brother who refused to receive him or eat with him. Each of these parables contained truths that were relevant to how the Pharisees viewed others, teaching them that every soul has great worth (see Luke 15). The Savior did not tell the Pharisees—or any of us—who to identify with in His parables. Sometimes we’re the anxious father. Sometimes we’re the envious brother. Often we’re the lost sheep or the foolish son. But whatever our circumstances, through His parables, the Savior invites us to find relevance in His teachings—to discover what He wants us to learn and what we may need to change in our own thinking and behavior.

You may notice that some learners don’t see why some truths matter to them. As you consider the needs of those you teach, think about how the truths in the scriptures could be meaningful and useful in their circumstances. One way you can help learners see the relevance of the truths they are discovering is by asking questions like “How can this help you with something you are experiencing now?” “Why is it important for you to know this?” “What difference can this make in your life?” Listen to those you teach. Allow them to ask questions. Encourage them to make connections between the Savior’s teachings and their own lives. You could also share how you have found relevance to your own life in what you are teaching. Doing this can invite the Spirit to teach learners individually how the doctrine can make a difference in their lives.

Questions to Ponder: What is it that makes gospel truths meaningful and useful to you? What helps you find personal relevance as you study the gospel? What are you doing to focus on truths that are relevant to those you teach?

From the Scriptures: 1 Nephi 19:23; 2 Nephi 32:3; Doctrine and Covenants 43:7–9

Building barges that would safely cross oceans would be a difficult task for anyone. The brother of Jared was “directed continually by the hand of the Lord” (Ether 2:6), receiving instructions about the shape of the vessels and how they would be ventilated. But what do you notice about how the Lord responded when the brother of Jared asked about providing light in the barges? (see Ether 2:22–25). How was the brother of Jared blessed by the invitation to exercise his faith in this way? (see Ether 3:1–16).

It might seem easier to just tell learners all the things you think they should know. However, Elder David A. Bednar counseled: “Our intent ought not to be ‘What do I tell them?’ Instead, the questions to ask ourselves are ‘What can I invite them to do? What inspired questions can I ask that, if they are willing to respond, will begin to invite the Holy Ghost into their lives?’” (evening with a General Authority, Feb. 7, 2020, broadcasts.ChurchofJesusChrist.org).

Consider how you can invite learners to take responsibility for their learning. For example, you could invite them to ask their own questions, search for answers, ponder, and share or record their thoughts and feelings. As they do, they will strengthen their faith, discover truths in God’s word, and have their own experiences with these truths. As we take responsibility for our own learning, we can say, as Joseph Smith did, “I have learned for myself” (Joseph Smith—History 1:20).

Questions to Ponder: Why is it important for learners to be active rather than passive in their learning? How can you help them take responsibility for their learning? How have teachers helped you do this? What examples from the scriptures can you think of where people were invited to learn for themselves? How do these examples affect how you teach?

From the Scriptures: 1 Nephi 11; Doctrine and Covenants 9:7–8; 58:26–28; 88:118–125; Joseph Smith—History 1:11–20

When it came time for the Savior to officially organize His Church in the latter days, He told His servants, “Rely upon the things which are written” (Doctrine and Covenants 18:3). Indeed, the Book of Mormon, which they had nearly finished translating, contained helpful instruction for the task, including how to baptize, how to administer the sacrament, and other valuable details. But the Savior also wanted His servants to see His revelations as an opportunity to hear Him and to come to know Him more deeply. In that same revelation, He told them, “It is my voice which speaketh [these words] unto you; … wherefore, you can testify that you have heard my voice, and know my words” (Doctrine and Covenants 18:35–36).

Think about the people you teach. How do they see scripture study? For that matter, how do you see it? Is it more than a daily obligation? When you study the scriptures, do you sense the Savior speaking directly to you? President Russell M. Nelson taught: “Where can we go to hear Him? We can go to the scriptures. … Daily immersion in the word of God is crucial for spiritual survival, especially in these days of increasing upheaval. As we feast on the words of Christ daily, the words of Christ will tell us how to respond to difficulties we never thought we would face” (“Hear Him,” Ensign or Liahona, May 2020, 89). As you teach, encourage learners to study the scriptures with the purpose of finding the Savior—not just finding verses or facts about Him but finding Him. Hearing the Lord’s voice every day in the scriptures is foundational to a lifetime of diligent, independent gospel learning.

Questions to Ponder: Consider your own scripture study habits. How has studying the word of God strengthened your relationship with Him? What can you do to improve your study? How will you inspire others to study God’s word diligently and regularly? What blessings will they receive as they do?

From the Scriptures: Joshua 1:8; 2 Timothy 3:15–17; 2 Nephi 32:3; Jacob 2:8; 4:6; Doctrine and Covenants 33:16

Even the best seeds cannot grow on hard, stony, or thorny ground. Similarly, even the most precious and faith-promoting doctrine is unlikely to change a heart that is unprepared to receive it. That’s part of the message of the Savior’s parable about a sower, seeds, and soil of various conditions. It is in the “good ground”—the heart that has been softened and cleared of spiritual stones and thorns—that the word of God bears life-giving fruit (see Matthew 13:1–9, 18–23).

Spiritual preparation matters—for you and for the people you teach. So how do we help prepare our hearts so they are “good ground” for God’s word? Consider the following principles of preparation, which you can apply in your life and encourage in the lives of those you teach. Pray to find out what the Lord wants you to learn. Live in a way that invites His presence in your life. Repent daily. Nurture your desire to learn by asking sincere questions. Study the word of God with faith that He will lead you to answers. Open your heart to whatever He will teach you.

As learners prepare to learn in this way, they will have spiritual eyes to see and ears to hear what the Lord would have them know (see Matthew 13:16).

Questions to Ponder: What do you do to prepare yourself to learn? How does your preparation affect the way you see, hear, and understand the word of God? How can you inspire others to prepare to learn? What difference could that make in how they receive the truths of the gospel?

From the Scriptures: Enos 1:1–8; Alma 16:16–17; 32:6, 27–43; 3 Nephi 17:3

“I am slow of speech,” Enoch lamented when the Lord called him to preach the gospel. But eloquence has never been a requirement for a servant of the Lord. Instead, the Lord promised Enoch that if he had enough faith to open his mouth, the words would come. “I will give thee utterance,” He said (Moses 6:31–32). Enoch exercised his faith, and the Lord did indeed speak through him, with words so powerful that they caused the people to tremble (see Moses 6:47). In fact, they caused the earth itself to tremble. Mountains fled, rivers changed their course, and nations feared the people of God, “so powerful was the word of Enoch, and so great was the power of the language which God had given him” (Moses 7:13).

The Lord wants all of us—not just His prophets—to have the power to speak His word. He wants that for all of us, including for the people you teach (see Doctrine and Covenants 1:20–21). Our words may not move mountains or redirect rivers, but they can help change hearts. That is why it is so important to give learners opportunities to share with each other what they are learning about the Savior and His gospel. Doing this will help them internalize the truths they are taught and express them. It will also help them gain confidence in their ability to share truths in other settings.

Questions to Ponder: Think about a time when you talked about a gospel truth with someone. What did you learn from the experience? When were you grateful that someone had the courage to share their thoughts and beliefs? How will the people you teach benefit from opportunities to talk about the things they are learning? What opportunities can you create for them?

From the Scriptures: Alma 17:2–3; Moroni 6:4–6; Doctrine and Covenants 84:85; 88:122; 100:5–8

“Let your light so shine before men.” “Love your enemies.” “Ask, and it shall be given.” “Enter ye in at the strait gate.” (Matthew 5:16, 44; 7:7, 13.) Some of the most vivid, memorable invitations in the Savior’s entire earthly ministry were spoken as He taught His disciples on a mountainside overlooking the Sea of Galilee. The Savior’s purpose was to change lives, as made clear by His concluding invitation: “Whosoever heareth these sayings of mine, and doeth them, I will liken him unto a wise man, which built his house upon a rock” (Matthew 7:24; emphasis added).

Rain descends and floods come and winds blow in everyone’s life. Learning about the gospel is not sufficient if learners are to withstand all the trials they will face. This is why we should not hesitate to invite learners to consider how they can live what they are learning. Out of respect for the agency of others, many of our invitations will be general: “What do you feel impressed to do?” Occasionally our invitations may need to be more specific: “Will you choose one attribute of the Savior you would like to work on?” As you provide opportunities for learners to hear, recognize, and share promptings from the Holy Ghost, He will teach them what personal actions they need to take. Help learners consider the blessings that will follow as they act on what they learn, and encourage them to persist even when it gets hard. Living the truth is the quickest path to greater faith, testimony, and conversion. As the Savior said, living the Father’s doctrine is the way for all of us to really know the doctrine is true (see John 7:17).

Questions to Ponder: When have you been inspired to act because of an invitation someone extended? How did your life change as a result? Notice invitations that have been given in the scriptures and by Church leaders. What do you learn that can help you as you invite others to act? In what ways can you follow up on your invitations?

From the Scriptures: Luke 10:36–37; John 7:17; James 1:22; Mosiah 4:9–10; Doctrine and Covenants 43:8–10; 82:10

Often the best way to meet the unique needs of teachers is through one-on-one interactions. For example, as a leader, you could have a brief discussion with a teacher before or after class to discuss the principles of Teaching in the Savior’s Way. You could prepare for this discussion by watching the teacher teach. Seek to better understand the teacher’s strengths and discover ways you can offer support.

Building on a teacher’s strengths is as important as identifying opportunities for improvement. It is helpful to start discussions with teachers by asking them to consider for themselves what is going well and where they feel progress can be made.

As you meet with teachers, consider ways to strengthen them and encourage them with kindness and gratitude for the service they give.

Each ward should hold quarterly teacher council meetings in which teachers can counsel together about principles of Christlike teaching. Teacher council meetings may also be held for parents (see General Handbook: Serving in The Church of Jesus Christ of Latter-day Saints, 13.5, ChurchofJesusChrist.org).

As a leader, you have the responsibility to “meet with newly called teachers” in your organization and “help them prepare for their callings” (General Handbook, 17.3, ChurchofJesusChrist.org). These meetings are an opportunity to introduce new teachers to their sacred callings and inspire them with a vision of what it means to teach in the Savior’s way. As a leader, you can help new teachers prepare to serve by doing the following:

• Express confidence that the Savior will help them in their calling (see Doctrine and Covenants 88:78).

• Give new teachers a copy of this resource, and encourage them to look for ways to apply its principles in their teaching.

• Share with new teachers anything about your organization that would be helpful for them to know.

• As needed, tell new teachers which room to teach in and what lesson to begin with. Provide any information they need about their class and class members.

• Explain to new teachers that you can help them with their calling. Offer support in the classroom and access to teaching resources if needed.

• Offer to observe teachers’ classes occasionally, and provide feedback as prompted by the Spirit.

• Invite teachers to participate in quarterly teacher council meetings.