Saturday, August 31, 2013

The Power of Words

From Tammy in Box Elder:
 
Do you guys want to take word study to a whole new level? I highly recommend the book "Aspire; The Power of Words" by Kevin Hall. You can read the first chapter for free here:

http://www.powerofwords.com/aspire-chapter-one.html

Here is a brief video with Kevin Hall, who is an LDS author, coach, speaker, etc. He is amazing. 



I am in the process of trying to connect with him on getting his books in bulk at a discount. I am also working with him to come and possibly speak to our youth. After viewing the chapter above and the video clip, let me know if this would be a good master day for a combined Vanguard activity. :)

He is so moving and ... inspiring. This guy understands WORDS

Sunday, August 18, 2013

Overwhelmed?

I keep going back to the excellent reference that Becky Edwards had us read to prepare for the Vanguard Mentor Training day: "Teaching and Learning in the Church" .

Here is an excerpt that stuck out to me today as I reviewed it again:

Elder Steven E. Snow: Many of us when we are called to teach are just overwhelmed with the enormity of the assignment and feel inadequate and unprepared. But you know, if we will do our best to study the resources we are given and get into the scriptures and then just trust in the Spirit, we will be helped through the process. I think sometimes we just are overwhelmed because we don’t know enough. (Mary: "Amen!")

Elder Holland: Absolutely. We all feel that way; every teacher who has ever taught has felt that way. I think it’s fair to say that all of us here represent the collective effort of the Church to put good material in people’s hands. We really do have good curricular materials. We have good lesson manuals. They don’t teach themselves, but there is a great reassurance there that we are not in this alone, and we don’t have to reinvent the wheel. We have wonderful resources. That helps us not feel quite so overwhelmed.
One of the resources is the greatness of our youth!  I am so excited, after all this preparation, to actually get into doing with the youth...that's the best!  I am reminded of a nightmare I had before my second year of doing this, with many new youth coming in.  I sat in the front of a room full of kids that, not only did I now know most of their names, but those I thought I knew all of a sudden became youth that I didn't know!  Whew.  Fortunately, with a two week old baby on my hip, it was wonderful.   And it was not just because of me:  it was because my resources (the Spirit, inspiration, the resources, the youth, the fellow adults) were so awesome!  When we are using the Spirit, the scriptures, classics, and these youth, the blend is MAGIC.

Monday, August 12, 2013

Creating a Classroom of Growth

The Classroom
http://lds.org/general-conference/1996/10/the-ordinary-classroom-a-powerful-place-for-steady-and-continued-growth.head?lang=eng 
This talk is incredible and perfect about our three levels of learning and letting the student own it!


The Ordinary Classroom—a Powerful Place for Steady and Continued Growth

Virginia H. Pearce

Several months ago my husband performed the baptism of a dear friend. As I sat in the service, my mind and heart raced over her years of preparation for that single event—the principles carefully taught, constantly observed, and quietly accepted, the acknowledgment of God’s hand in life events, the sweet confirmation of the Spirit as difficult, but right, choices were made. My mind recalled the past and rejoiced in the present, and I couldn’t help but anticipate the future. I hoped with all my heart that this good woman would remain actively connected to The Church of Jesus Christ of Latter-day Saints for the rest of her life—that she would continue to learn and live the gospel and experience the fulness of its blessings.
This morning, as I remember those hopes, I think about the 375,469 1 others who were baptized last year. And then I think of the rest of us, the roughly nine million who have stepped into the waters of baptism sometime in the past. Though our stories are individual, each of us came to that ordinance having been taught the true doctrines of the kingdom, having felt the Spirit, having understood how the doctrines fit into the context of our lives, and having demonstrated a willingness to try always to live those truths.
It seems too hard to think about the possibility, even the probability, that not all of us will continue to “cling to the Church and live its principles.” 2 Many of us will leave and never return to this happy fellowship. Some of us will leave for a time and find our way back with a heightened sense of gratitude for participation in the kingdom of God on earth. The reality of life is that each of us is daily at risk for drifting or even marching into inactivity.
There are so many things in place to help us remain active. This morning I would like to talk about just one of them. I would like to suggest that the ordinary Church classroom is a powerful setting for steady and continued growth in the gospel.
Sunday School, priesthood, Relief Society, Young Women, Primary, seminary, and institute classes may be held in dedicated buildings, under a tree, or in a home. But each class is part of a plan for lifelong gospel learning. We can have great expectations for the power of those learning hours! Church classes provide a place where we can repeatedly experience the very things that brought us into the waters of baptism, where we learn doctrine and receive the ratifying witness of its truth, where we come to understand how doctrine is applied in the reality of our daily lives and accept the challenge to change our behavior accordingly.
The fundamental curriculum for all classes in the Church is the scriptures 3 —they contain the unchanging doctrines of the kingdom of God. These truths are what brought us into the Church. If we fail to continue learning them, we may not stay. “You shall teach one another the doctrine of the kingdom … that ye may be prepared in all things.” 4
Elder Boyd K. Packer said, “True doctrine, understood, changes attitudes and behavior.” 5 How do we know which doctrine to teach each week? It is stated in the lesson objective. But how do we come to understand the doctrine in a way that it will change our attitudes and behavior?
In order to really understand, we have to see the way doctrine is applied. In the lesson manuals, the suggested stories, examples, activities, and games are intended to help the learners understand doctrine in real-life settings.
Because the daily life of people varies so much in the 160 different countries where we have organized classes, the stories and examples in the manuals may sometimes confuse the learners. Teachers can prayerfully make adaptations, always taking care that the learning activities chosen truly reflect the doctrine.
A teacher’s goal is greater than just delivering a lecture about truth. It is to invite the Spirit and use techniques which will enhance the possibility that the learner will discover the truth for herself and then be motivated to apply it. Although some seem to be born teachers, teaching skills can successfully be learned. Where can you go as a teacher to enhance your skills? Could you watch and learn from others? Perhaps approach an admired teacher, asking him to observe and offer suggestions? What about your Primary presidency, if you are a Primary teacher, or your Sunday School presidency, if you teach Sunday School? Asking your ward teacher development coordinator for regular and specific help would put you in touch with a multitude of resources. 6 We don’t have to struggle alone in this Church. There is help everywhere. We can prayerfully and courageously seek to learn and practice new techniques.
I had a conversation once with a young man I cannot forget. His story of activity, complete inactivity, and a return to activity included the description of two classrooms. He said: “When I was about 15, I started to have a lot of questions about the Church. I thought maybe there would be a chance to talk about my questions at church, but it didn’t happen. In priesthood it seemed like most of the time everybody talked about the game the night before. Sunday School was about the same—maybe a little lesson thrown in during the last five minutes where the teacher asked questions, and it was kind of ‘guess-the-right-answer-from-the-manual-time.’”
Well, other things happened—late Saturday nights, a switch to an earlier meeting schedule—and soon the young man’s attendance dropped to nothing. Several years passed by until he found himself in church again. This time his face lit up as he described his Sunday School class:
“The teacher was this unimpressive-looking guy, but he was so excited about what he was teaching. He didn’t waste a minute. He asked important questions. Everyone had their scriptures. They looked up verses. Shared ideas. They listened to each other. They talked about problems at school and how they fit in with the lesson. You could tell that the people in the class were all different, but they had one amazing thing in common—they were all interested in learning the gospel. After five minutes, I knew that this was a good place for me.”
What a difference in those experiences! Can you imagine hundreds of thousands of classrooms every Sunday, each with a teacher who understands that “the learning has to be done by the pupil. Therefore it is the pupil who has to be put into action. When a teacher takes the spotlight, becomes the star of the show, does all the talking, and otherwise takes over all of the activity, it is almost certain that he is interfering with the learning of the class members.” 7
A skilled teacher doesn’t think, “What shall I do in class today?” but asks, “What will my students do in class today?”; not, “What will I teach today?” but rather, “How will I help my students discover what they need to know?” 8 The skilled teacher does not want students who leave the class talking about how magnificent and unusual the teacher is. This teacher wants students who leave talking about how magnificent the gospel is!
Learning occurs best in an atmosphere of trust and safety. This means that each person’s questions and contributions are respected. When we feel safe and included, we can ask questions that will help us to understand the gospel. We can share insights and faith that might help someone else. 9 We can stumble without embarrassment as we try to apply the lessons taught. Conversely, when we feel that we must protect and defend ourselves or seem more righteous than we are, our energy is used counterproductively and our learning and the learning of others is severely limited. Maintaining a climate of trust and safety is a responsibility the teacher and the learners share.
I have heard Sister Janette Beckham, Young Women general president, talk simply about teaching a class. She says:
“It is the teacher’s responsibility to introduce the lesson and help lay the groundwork. The middle part belongs to the students where they participate and work toward understanding and application. Then the teacher must watch the time, because she owns the last few minutes of class. She has a responsibility to clarify and summarize the doctrine taught so that learners will not leave confused about the message. Then she can bear personal testimony of the principle under discussion.” 10
In conclusion, will you come with me into a classroom of 12- and 13-year-old young women. Listen as you hear the learners discover doctrine. Notice the experience the teacher provides for the learners so that they can connect the doctrine to the reality of their lives. Feel the accompanying witness of the Spirit:
Our teacher moves her chair closer into the semicircle of five girls. “We have a guest waiting outside,” she begins. “It is Sister Jonas. She has agreed to show us her tiny baby and tell us how she feels about being a new mother. As you watch this new little baby, would you also notice his mother, how she treats the baby, what she does, what she says. We’ll talk about her visit after she leaves.”
Sister Jonas comes in, spends seven or eight minutes talking about her baby and answering questions. The girls thank her, and she leaves the classroom.
“The baby was darling, wasn’t he?” our teacher responds to the delighted hum of the class. “But what did you notice about the mother?”
A minute of silence and then a response: “Well, she was happy.” Another: “She kind of rocked back and forth the whole time she was holding him.” A few more responses, and then Katie slowly begins, “She—ummm—she talked really quietly.”
“Could you say more about that?” the teacher coaxes.
“Well, her voice reminds me of my mother’s voice when she called from the hospital to tell us we had a new baby sister last year.”
The teacher, turning to the other girls: “What do you think? Did anyone else notice her voice?”
The girls become more thoughtful and begin to reply with words like “reverence,” “heaven,” “love.”
The teacher: “I think I understand. I believe those words come to our minds because we are recognizing a great gift from our Heavenly Father. He loves us and trusts us so much that He is willing to share His creative powers with us. We feel such gratitude and reverence for this trust. Motherhood is a divine role.”
After this clear statement of doctrine and testimony, our teacher moves on to an activity where the girls identify qualities their own mothers exhibit that show an understanding of the divinity of motherhood. “Could each of you prepare for motherhood right now by practicing one of these very virtues—maybe being more patient, kinder, or more positive this week?”
Each girl talks about her choice. Our teacher bears personal testimony. The closing prayer is offered.
A simple class. No sensational stories. No scholarly class members. Just ones who come prepared to participate. No extraordinarily gifted teacher. Just one who prayerfully prepares and uses techniques that allow her to help class members understand and apply true doctrine.
I telephoned our newly baptized friend last week to ask how things were going for her. Her response was enthusiastic: “My husband and I have been called to teach the 15- and 16-year-olds, and I’m learning so much!” I felt reassured and excited. What better place than a classroom—for her and for each of us!
President Hinckley encourages us: “We are all in it together, all of us, and we have a great work to do. Every teacher can be a better teacher than he or she is today.” 11 I would add: Every learner can be a better learner than he or she is today. And every classroom can be a better classroom.
I pray that we will continue to hold on to one another through effective classroom learning. In the name of Jesus Christ, amen.
  1.   1.  Ensign, May 1996, 21.
  2.   2. “Cling to the Church and live its principles and I do not hesitate to promise you that your lives will be happy, that your accomplishments will be significant, and that you will have reason to get on your knees and thank the Lord for all He has done for you in giving to you the marvelous and wonderful opportunities that you have” (Gordon B. Hinckley, quoted in Church News, 3 Aug. 1996, 2).
  3.   3.  Instructions for Priesthood and Auxiliary Leaders on Curriculum (1994), 1.
  4.   4.  D&C 88:77, 80.
  5.   5. “True doctrine, understood, changes attitudes and behavior. The study of the doctrines of the gospel will improve behavior quicker than a study of behavior will improve behavior” (Ensign, Nov. 1986, 17).
  6.   6. See Teaching—No Greater Call (1978); Instructions for Priesthood and Auxiliary Leaders on Teacher Development (1993); Teach One Another (videocassette, 1990).
  7.   7.  Teaching the Gospel: A Handbook for CES Teachers and Leaders (1994), 14.
  8.   8.  Teaching the Gospel, 13.
  9.   9. See Rom. 1:11–12.
  10.   10. Unpublished talk.
  11.   11. “We are all in it together, all of us, and we have a great work to do. Every teacher can be a better teacher than he or she is today. Every officer can be a better officer than he or she is today. Every father can be a better father, every mother can be a better mother, every husband can be a better husband, every wife a better wife, every child a better child. We are on the road that leads to immortality and eternal life and today is a part of it. Let us never forget it” (Gordon B. Hinckley, quoted in Church News, 4 Nov. 1995, 2). Additional references: 1 Thes. 5:11; Jacob 1:19; Alma 1:26; Alma 29:8; D&C 42:12; D&C 43:8; D&C 50:22; D&C 88:122.

Wednesday, August 7, 2013

Courage!

We can do this!

As Everett Hale said,
“I am only one, but I am one. I can't do everything, but I can do something. The something I ought to do, I can do. And by the grace of God, I will.”

Like a woman says in this media clip, sometimes you don't know how strong you are until it is all you have left.
 

Study, Pray, and Serve

I was touched, yesterday, as Karen spoke of helping the youth be less "me" centered in their inspirements.  One of the five foundational goals is to help the youth become service-oriented.  I had pulled up the following article in my research for the word study of RaNae on "education" so it pulled up when I went to study my scriptures this morning.  As I saw the title, "Three Goals to Guide You,"  I instantly thought, "I wonder if this would work in some aspect of Vanguard?"

As I read through, I saw that his three goals specified was to:
#1-Study
#2-Pray (and prayerfully apply what you studied)
#3-Serve

So many of the stories and examples directly relate to the three levels of learning we discussed:
#1-Know
#2-Understand
#3-Intelligence

and Karen's group's newer labels:
#1-Study
#2-Teach
#3-Serve

I encourage you to read this article to expand your understanding of these three degrees of learning, and share it in your own Vanguard group as you feel inspired to do so.


Three Goals to Guide You

Thomas S. Monson
First Counselor in the First Presidency

Thomas S. Monson
Your influence ranges far beyond yourself and your home and touches others all around the globe.
This evening our souls have reached toward heaven. We have been blessed with beautiful music and inspired messages. The Spirit of the Lord is here.
Sisters Julie Beck, Silvia Allred, Barbara Thompson—thank heaven for your dear mothers and fathers, your teachers, your youth leaders, and others who recognized in you your potential.
To paraphrase a thought:
You never know what a girl is worth,
You’ll have to wait and see;
But every woman in a noble place,
A girl once used to be. 1
It is a great privilege for me to be with you. I recognize that beyond you who are gathered in the Conference Center, there are many thousands watching and listening to the proceedings by way of satellite transmission.
As I speak to you, I realize that as a man I am in the minority and must be cautious in my comments. I’m reminded of the man who walked into a bookstore and asked the clerk—a woman—for help: “Have you got a book titled Man, the Master of Women?” The clerk looked him straight in the eye and said sarcastically, “Try the fiction section!”
I assure you tonight that I honor you, the women of the Church, and am well aware, to quote William R. Wallace, that “the hand that rocks the cradle is the hand that rules the world.”2
In 1901 President Lorenzo Snow said: “The members of the Relief Society have … ministered to those in affliction, they have thrown their arms of love around the fatherless and the widows, and they have kept themselves unspotted from the world. I can testify that there are no purer and more God-fearing women in the world than are to be found within the ranks of the Relief Society.”3
As in President Snow’s time, there are, here and now, visits to be made, greetings to be shared, and hungry souls to be fed. As I contemplate the Relief Society of today, humbled by my privilege to speak to you, I turn to our Heavenly Father for His divine guidance.
In this spirit, I have felt to provide each member of the Relief Society throughout the world three goals to meet:
  1. 1. Study diligently.
  2. 2. Pray earnestly.
  3. 3. Serve willingly.
Let us consider each of these goals. First, study diligently. The Savior of the world instructed: “Seek ye out of the best books words of wisdom; seek learning, even by study and also by faith.”4 He added: “Search the scriptures; for in them ye think ye have eternal life: and they are they which testify of me.”5
A study of the scriptures will help our testimonies and the testimonies of our family members. Our children today are growing up surrounded by voices urging them to abandon that which is right and to pursue, instead, the pleasures of the world. Unless they have a firm foundation in the gospel of Jesus Christ, a testimony of the truth, and a determination to live righteously, they are susceptible to these influences. It is our responsibility to fortify and protect them.
To an alarming extent, our children today are being educated by the media, including the Internet. In the United States, it is reported that the average child watches approximately four hours of television daily, much of the programming being filled with violence, alcohol and drug use, and sexual content. Watching movies and playing video games is in addition to the four hours.6 And the statistics are much the same for other developed countries. The messages portrayed on television, in movies, and in other media are very often in direct opposition to that which we want our children to embrace and hold dear. It is our responsibility not only to teach them to be sound in spirit and doctrine but also to help them stay that way, regardless of the outside forces they may encounter. This will require much time and effort on our part—and in order to help others, we ourselves need the spiritual and moral courage to withstand the evil we see on every side.
We live in the time spoken of in 2 Nephi, chapter 9:
“O the vainness, and the frailties, and the foolishness of men! When they are learned they think they are wise, and they hearken not unto the counsel of God, for they set it aside, supposing they know of themselves, wherefore, their wisdom is foolishness and it profiteth them not. And they shall perish.
“But to be learned is good if they hearken unto the counsels of God.”7
Required is the courage to hold fast to our standards despite the derision of the world. Said President J. Reuben Clark Jr., for many years a member of the First Presidency: “Not unknown are cases where [those] of presumed faith … have felt that, since by affirming their full faith they might call down upon themselves the ridicule of their unbelieving colleagues, they must either modify or explain away their faith or destructively dilute it, or even pretend to cast it away. Such are hypocrites.”8
There comes to mind the powerful verses found in 2 Timothy, in the New Testament, chapter 1, verses 7 and 8:
“For God hath not given us the spirit of fear; but of power, and of love, and of a sound mind.
“Be not thou therefore ashamed of the testimony of our Lord.”
Beyond our study of spiritual matters, secular learning is also essential. Often the future is unknown; therefore, it behooves us to prepare for uncertainties. Statistics reveal that at some time, because of the illness or death of a husband or because of economic necessity, you may find yourself in the role of financial provider. Some of you already occupy that role. I urge you to pursue your education—if you are not already doing so or have not done so—that you might be prepared to provide if circumstances necessitate such.
Your talents will expand as you study and learn. You will be able to better assist your families in their learning, and you will have peace of mind in knowing that you have prepared yourself for the eventualities that you may encounter in life.
I reiterate: Study diligently.
The second goal I wish to mention: Pray earnestly. The Lord directed, “Pray always, and I will pour out my Spirit upon you, and great shall be your blessing.”9
Perhaps there has never been a time when we had greater need to pray and to teach our family members to pray. Prayer is a defense against temptation. It is through earnest and heartfelt prayer that we can receive the needed blessings and the support required to make our way in this sometimes difficult and challenging journey we call mortality.
We can teach the importance of prayer to our children and grandchildren both by word and by example. I share with you a lesson in teaching by example as described in a mother’s letter to me relating to prayer. “Dear President Monson: Sometimes I wonder if I make a difference in my children’s lives. Especially as a single mother working two jobs to make ends meet, I sometimes come home to confusion, but I never give up hope.”
Her letter continues as she describes how she and her children were watching general conference, where I was speaking about prayer. Her son made the comment, “Mother, you’ve already taught us that.” She asked, “What do you mean?” Her son replied, “Well, you’ve taught us to pray and showed us how, but the other night I came to your room to ask something and found you on your knees praying to Heavenly Father. If He’s important to you, He’ll be important to me.” The letter concluded, “I guess you never know what kind of influence you’ll be until a child observes you doing yourself what you have tried to teach him to do.”
Some years ago, just before leaving Salt Lake to attend the annual meetings of Boy Scouts of America in Atlanta, Georgia, I decided to take with me enough copies of the New Era so that I might share with Scouting officials this excellent publication. When I arrived at the hotel in Atlanta, I opened the package of magazines. I found that my secretary, for no accountable reason, had put in the package two extra copies of the June issue, an issue that featured temple marriage. I left the two copies in the hotel room and, as planned, distributed the other copies.
On the final day of meetings, I had no desire to attend the scheduled luncheon but felt compelled to return to my room. The telephone was ringing as I entered. The caller was a member of the Church who had heard I was in Atlanta. She introduced herself and asked if I could provide a blessing for her 10-year-old daughter. I agreed readily, and she indicated that she and her husband, their daughter, and their son would come immediately to my hotel room. As I waited, I prayed for help. The applause of the convention was replaced by the feelings of peace which accompanied prayer.
Then came the knock at the door and the privilege which was mine to meet a choice family. The 10-year-old daughter walked with the aid of crutches. Cancer had required the amputation of her left leg; however, her countenance was radiant, her trust in God unwavering. A blessing was provided. Mother and son knelt by the side of the bed while the father and I placed our hands on the tiny daughter. We were directed by the Spirit of God. We were humbled by its power.
I felt the tears course down my cheeks and tumble upon my hands as they rested on the head of that beautiful child of God. I spoke of eternal ordinances and family exaltation. The Lord prompted me to urge this family to enter the holy temple of God. At the conclusion of the blessing, I learned that such a temple visit was planned. Questions pertaining to the temple were asked. I heard no heavenly voice, nor did I see a vision. Yet there came clearly into my mind the words, “Refer to the New Era.” I looked toward the dresser, and there were the two extra copies of the temple issue of the New Era. One copy was given to the daughter and the other to her parents. We reviewed them together.
The family said farewell, and once again the room was still. A prayer of gratitude came easily and, once more, the resolve to ever provide a place for prayer.
My dear sisters, do not pray for tasks equal to your abilities, but pray for abilities equal to your tasks. Then the performance of your tasks will be no miracle, but you will be the miracle.
Pray earnestly.
Finally, serve willingly. You are a mighty force for good, one of the most powerful in the entire world. Your influence ranges far beyond yourself and your home and touches others all around the globe. You have reached out to your brothers and sisters across streets, across cities, across nations, across continents, across oceans. You personify the Relief Society motto: “Charity never faileth.”
You are, of course, surrounded by opportunities for service. No doubt at times you recognize so many such opportunities that you may feel somewhat overwhelmed. Where do you begin? How can you do it all? How do you choose, from all the needs you observe, where and how to serve?
Often small acts of service are all that is required to lift and bless another: a question concerning a person’s family, quick words of encouragement, a sincere compliment, a small note of thanks, a brief telephone call. If we are observant and aware, and if we act on the promptings which come to us, we can accomplish much good. Sometimes, of course, more is needed.
I learned recently of loving service given to a mother when her children were very young. Frequently she would be up in the middle of the night tending to the needs of her little ones, as mothers do. Often her friend and neighbor across the street would come over the next day and say, “I saw your lights on in the middle of the night and know you were up with the children. I’m going to take them to my house for a couple of hours while you take a nap.” Said this grateful mother: “I was so thankful for her welcome offer, it wasn’t until this had happened many times that I realized if she had seen my lights on in the middle of the night, she was up with one of her children as well and needed a nap just as much as I did. She taught me a great lesson, and I’ve since tried to be as observant as she was in looking for opportunities to serve others.”
Countless are the acts of service provided by the vast army of Relief Society visiting teachers. A few years ago I heard of two of them who aided a grieving widow, Angela, the granddaughter of a cousin of mine. Angela’s husband and a friend of his had gone snowmobiling and had become victims of suffocation through a snowslide. Each of them left a pregnant wife—in Angela’s case, their first child, and in the other case, a wife not only expecting a child but also the mother of a toddler. In the funeral held for Angela’s husband, the bishop reported that upon hearing of the tragic accident, he had gone immediately to Angela’s home. Almost as soon as he arrived, the doorbell sounded. The door was opened, and there stood Angela’s two visiting teachers. The bishop said he watched as they so sincerely expressed to Angela their love and compassion. The three women cried together, and it was apparent that these two fine visiting teachers cared deeply about Angela. As perhaps only women can, they gently indicated—without being asked—exactly what help they would be providing. That they would be close by as long as Angela needed them was obvious. The bishop expressed his deep gratitude in knowing they would be a real source of comfort to her in the days ahead.
Such acts of love and compassion are repeated again and again by the wonderful visiting teachers of this Church—not always in such dramatic situations but just as genuinely, nevertheless.
I extol you who, with loving care and compassionate concern, feed the hungry, clothe the naked, and house the homeless. He who notes the sparrow’s fall will not be unmindful of such service. The desire to lift, the willingness to help, and the graciousness to give come from a heart filled with love. Serve willingly.
Our beloved prophet, even President Gordon B. Hinckley, said of you, “God planted within women something divine that expresses itself in quiet strength, in refinement, in peace, in goodness, in virtue, in truth, in love.”10
My dear sisters, may our Heavenly Father bless each of you, married or single, in your homes, in your families, in your very lives—that you may merit the glorious salutation of the Savior of the World: “Well done, thou good and faithful servant”11 I pray, as I bless you and also the dear wife of James E. Faust, his beloved Ruth, who is here tonight on the front row, and their family, in the name of Jesus Christ, amen.
  1. 1. See “Nobody Knows What a Boy Is Worth,” in Best-Loved Poems of the LDS People, ed. Jack M. Lyon and others (1996), 19.
  2. 2. “The Hand That Rocks the Cradle Is the Hand That Rules the World,” in The World’s Best-Loved Poems, comp. James Gilchrist Lawson (1955), 242.
  3. 3. The Teachings of Lorenzo Snow, ed. Clyde J. Williams (1984), 143.
  4. 4. D&C 88:118.
  5. 5. John 5:39.
  6. 6. American Academy of Pediatrics, “Television and the Family,” 1, www.aap.org/family/tv1.htm.
  7. 7. 2 Nephi 9:28–29.
  8. 8. “The Charted Course of the Church in Education” (address delivered at the Summer Institute of Seminary, Institute, and Church School Teachers at Aspen Grove, Aug. 8, 1938), in James R. Clark, comp., Messages of the First Presidency of The Church of Jesus Christ of Latter-day Saints, 6 vols. (1965–75), 6:52.
  9. 9. D&C 19:38.
  10. 10. Teachings of Gordon B. Hinckley (1997), 387.
  11. 11. Matthew 25:21.
President Thomas S. Monson

    Notes

  1.  1. See “Nobody Knows What a Boy Is Worth,” in Best-Loved Poems of the LDS People, ed. Jack M. Lyon and others (1996), 19.
  2.  2. “The Hand That Rocks the Cradle Is the Hand That Rules the World,” in The World’s Best-Loved Poems, comp. James Gilchrist Lawson (1955), 242.
  3.  3.  The Teachings of Lorenzo Snow, ed. Clyde J. Williams (1984), 143.
  4.  4.  D&C 88:118.
  5.  5.  John 5:39.
  6.  6. American Academy of Pediatrics, “Television and the Family,” 1, www.aap.org/family/tv1.htm.
  7.  7.  2 Nephi 9:28–29.
  8.  8. “The Charted Course of the Church in Education” (address delivered at the Summer Institute of Seminary, Institute, and Church School Teachers at Aspen Grove, Aug. 8, 1938), in James R. Clark, comp., Messages of the First Presidency of The Church of Jesus Christ of Latter-day Saints, 6 vols. (1965–75), 6:52.
  9.  9.  D&C 19:38.
  10.  10.  Teachings of Gordon B. Hinckley (1997), 387.
  11.  11.  Matthew 25:21.

Thanks for the inspiration!

We had an incredible mentor retreat yesterday!  Thanks to everyone involved with that!

I would like to make this post a repository for links to the talks, notes and articles from that meeting.  Presenters, if you could just "reply" in the bottom with links to skydrive versions or google drive versions of your notes, that would be fabulous!  Also, if anyone had any epiphanies/ah-hahs! from the event, please also feel free to share.  It would be a great time to synergize!

Please include, also, in the comments, any links that were shared (Tresta, :)!) so that those of us who didn't write those down have them.  Thanks, everyone!

Here was our outline for the day, in review:



AGENDA

-8 AM Kick-off: quintessential Vanguard: the basic vision-30 min Mary Biesinger
-8:30 AM Special Musical Number : the Petersons

-8:45 AM Creating a spirit-led learning environment 30-45 min Becky Edwards

-9:30 AM Review of the 4-R method and how to effectively use it...particularly discuss Word studies and the power of reflecting and recording 30 min RaNae Housholder
10 minute break

-10:15 AM Use of different methods/elements in classes: lacking other feedback, I think it would be great to just have a discussion about a list of elements/methods.  I will put the list in initial registration packet for people to ideally review before then, so they will have time to prepare some thoughts, experiences, or ideas about them to share.  Does anyone feel a delightful yearning to facilitate this part? :) 45 minutes

-11:00 AM Mentoring in class: 45 min, Julie Johnson
11:45 AM: LUNCH (serve up 15 min). Discussion 30 minutes in different rooms
Leadership: Kitchen
Eureka: Downstairs Living Room
Geo-conquest: Downstairs Back Room
Imaginative Arts: Front Living Room

-12:30 PM Different personality styles: different systems, how to use it in class: 30 min Mary
 Biesinger 
 -1:00 PM Parents!  Monthly mentor meetings, how to encourage WAMs with their youth (weekly accountability meetings), effective communication modes with parents in your group 30 min Genevieve Peterson
-1:30 PM Youth leadership and junior mentors: standards, expectations, and how to effectively incorporate them and help them feel ownership. 30 min Marni Hall

-2:00 PM Discussion of "agency education"--how to involve the youth!  how to write inspirements, etc. 45 min  Karen

-2:45 PM A panel of youth for Q & A.  1 hour led by  Melinda and Maretta Scott
Musical Number: the Petersons
Final brief presentation 15 min: Mary