Two Different Ways of Teaching

Here is a way to think about teaching the scriptures more powerfully. Do you teach the scriptures "inside out" or "outside in"? Inside and outside both refer to the scriptures and reference where you start and where you spend more time. I will explain both methods.

'Outside-in' is when you use the scriptures as a support for a story or a thought or an experience that you share with the class. You begin class by sharing what you have with the students. A great story will certainly grab the attention of the class - they will be with you and eager to hear your tale. You tell them the story or relate the experience. When the story concludes you say something like "Everyone now turn to the following verses and let's see how they are just like the story I told you."  You have everyone turn to the scriptures to see how your story is strengthened by what you read there.

'Inside-out' is when you use a story or experience to support a clear doctrinal teaching from the scriptures. You begin class by first going to the scriptures. You spend time there and come to understand the context and content, and then discover a principle or doctrine. You have the class chew on it a while, analyzing it together so that it can be understood by all. Finally you move to an illustration of that doctrine in action with a story from the teacher or a student, one that illustrates how it works in real time, today.

Both methods get students into the scriptures but one of them is much stronger than the other. Obviously the 'inside-out' method is stronger because it begins with the scriptures and the lesson is centered on the scriptures and not on my personal life. It starts where the action really is - in the written word of God. Once we have helped students understand a portion of that word we can then help them to rely on it by showing how it works in a real person's life. That person could be the teacher or a student, or both. In the 'outside-in' method the focus is on the teacher and the teacher's story. It could be a great story, one that illustrates a true principle. But if the focus is on the teacher then the scriptures stay unfocused in the minds of the student. They are just there as a backup to a great story.

I have a story that I have used for years to illustrate the doctrine that the Savior has a plan and that His plan will roll out as He has prepared, so we can be confident that we can see the end from the beginning and we have no need to fear because we know how things will end up. My story is about a football game I was watching on TV years ago. It was on a tape delay and so I knew the result of the game as I was watching it. It is a great story and illustrates the doctrine perfectly. I have used that story as the focus of a class and later, when I knew more, I have used it simply as an illustration of a scriptural principle. The second way has worked better every time.

What is needed more than ever is for students to see the scriptures and what they teach as the focus. That would of course include the words of living prophets. The teacher will someday leave the class. The students may or may not remember the great stories but if we can help them learn to dig in and understand the scriptures, they will have that skill forever and it will bless them for the same length of time.

Increasing the Clarity of your Teaching

Details matter. Sometimes in lesson preparation I think of large themes and big things to do in class. But if I forget the details I lose some of the power that the lesson could have. For example, there are some words that pop up frequently that beg for definition. I happen to think that it is not a good idea to ask students for word definitions because almost always they will be wrong, either completely, or miss the mark by enough that what they say is not very useful. If they really knew the words there would not be a need to define them. I prefer definitions to be teacher directed, not student led. Here are a couple of examples of common scriptural words that, if defined properly, have the ability to really deepen our understanding.

The word 'steadfast' comes to mind. When I've asked students to define the word, what I usually get is something like "hanging in there when it gets tough". That is sort of it, but if you break the word in half you get a much better feel for it. "Stead" means 'place' as in, "I'll do that instead of you" (in your place). "Fast" comes from the same word as 'fastener' and means to lock into place. So 'steadfast' means to be locked into your place and not capable of moving. Think of nuts and bolts, staples, glue guns, nails, things like that. If I am steadfast then I'm not moving, no matter what is going on around me. That is why Moroni in his first chapter, verse 3 says, "And I Moroni will not deny the Christ." You could read that as a cocky statement, or you could see it as an expression of a man who is steadfast in the right place. When students understand that word they start to get a better picture of what it means to make a covenant and keep it, in spite of everything around them.

Here is one more word to think about: "suffer". The word in it's scriptural form does not mean to writhe around in pain. The definition of the word is "to allow". Now think about the Savior saying "Suffer the little children to come unto me". He is inviting them to come to Him and for those around them to allow it and to help make it happen. When the Savior says that we should be people who are long-suffering, He is not saying that we should be in agony for a long time. He is teaching that we need to allow people time and space to do what is right, to come to understanding in their own way and time. Parents who are long suffering with their children know that it takes time for them to grow up and there will be bumps along way and that we should allow for that. Teachers with normal, everyday students know that too. That clear definition of 'suffer' has really opened my eyes in scripture study.

So what's the best way to get real definitions to words in class? One way is simply for the teacher to tell students what it is. Remember that not everything needs to be student discovery. Sometimes it is more effective and efficient to just say it.

I always had a copy of the dictionary in my classroom. If I knew that a troublesome word was going to pop up, I would look it up and note that there were 3 or 4 definitions for it. Then when it did arise I would give the book to a student and have them read the definitions and ask the class to pick the one that fit the best in this situation. Sometimes it would be obvious and other times there was a good discussion about the appropriate one.

But now that everyone has a phone or tablet or laptop, I can just ask someone to find the word and tell us what it means. They all dig in and find it and we can clarify the meaning of the word and move on, enlightened.

It seems like a little thing to take a minute to define a word, but that little thing can yield much better understanding of any passage. Keep an eye out for words that confuse you. As you encounter such a word try to define it to yourself. If you struggle look it up and be ready to help students do the same.

I Love Teaching, However...

I love the process of teaching.  I love to think about teaching, to prepare lessons, to stand in front of a class and watch things get stirred up, and finally I love to watch the light bulbs come on and see students begin to understand something that was heretofore a mystery in their lives.  I love what I do so much that if I am not careful, I just do it for myself.  I focus on what I am doing and what I am going to do next.  I get a little dialogue going in my mind where I say to myself "you didn't say that right; say something else; you're losing them, be more creative or funnier".  In other words, I just worry about me and the role I'm playing.

   I've been in that mode many times and it is as though the students fade into the background.  It is as though they just exist to support me and the carefully crafted show that I have put together and am now delivering to them.  And it is usually a pretty good show, but if that is all it is, it's not good teaching because learning has taken a backseat.

My daughter Rachel helped me create this blog.  She is a blogger and a good classroom teacher.  She got me onto the computer, showed me which buttons to push, and then let me practice a few times.  Each time I practiced she would ask if I understood what I was doing.  I did and the blog was created.  Later that evening I thought that I should practice one more time while she was still around, just to make sure.  I opened the page and immediately got stuck.  "Rachel, I'm stuck here - what do I do?"  She smiled and said, "You know what to do.  Just think and remember."  I thought "What a cheeky child I've raised who won't help her father" but in her refusal to come running to my aid she helped me more.  I did poke around and I did remember what to do and I learned.

This blog is dedicated to the idea that teaching and learning are linked and need to be approached as twins.  To separate them is to do a disservice to students.