Frustrated with calling…

Cnsl1,

I like your answer. I think that one of the lessons we can learn from the Adam and Eve story is that often in life we are thinking about a problem in a very black and white kind of way and really we need to consider the bigger picture. Some have thought that Eve glimpsed a bit of the big picture and that is why she partook of the fruit. Adam on the other hand saw the matter as a this or that question. Most problems in life have a spectrum of answers and if we try to see the big picture we can get a better understanding of the action we should take.

That’s a stab at it anyway.

Roadlesstravelled,

I feel for you. I had to quit teaching RS because of my cognitive dissonance, but through this site and others I’m beginning to see how I can work on a different level and perhaps even find deeper meaning and dare I say “truth” in the stories and counsel in our scriptures. But it is oh so time consuming isn’t it.

I am having a really difficult time trying to find any type of principle in the stories that I can base the lesson around.

I’m a full-time teacher….so I’ve been there. I have that problem with teaching Gospel Essentials since the trial of my faith. So, this is what I do.

I read the whole lesson, and read the scriptures. In the course of reading it over, often there is some life experience or principle that I have internalized that may be remotely related to the lesson, and I definitely include that in the lesson. I often reflect on the story itself, and see what truths can be learned from the story that aren’t even in the manual.

Here’s an example. Today’s lesson was on developing talents, and there was a section on humility as a prereq to learning. This got me thinking about the many arrogant people I’ve run into over the years, who were arrogant because of their substantial talents. This got me thinking about the prosperity cycle — properity, pride, chastening, suffering, humility, repentence, prosperity. I adapted that cycle to talents — Learning — Competence — Pride — Fall/Correction — Reflection — Humility — return to Learning (picture a circle with all these elements as you go clockwise). And then we discussed how to stop the cycle from degenerating into Pride. I got comments at the end of the lesson from people about what a cool principle that was; one they had never heard before. Someone said I should write a book ….etcetera.

And I was totally into it because it was a new idea to me. It all came from reflecting on the lesson material and then going off on my own path with it, but consistent with gospel principles Could you try something like that?

Also, for some of the stories in the old testament, consider being content with the students learning the facts of the story through some kind of memory game or game that teaches. This will spare you of having to find a principle in it. You could even do that with the Adam/Eve lesson. At least the kids will learn the facts of the situation, and will have fun with the game. I did that when there was nothing that grabbed me in the lesson material. The games are important too for perking everyone up. Each class I tried to have a game or activity that reinforced learning, and the youth started bringing their friends. Personally, some of the greatest influence you will have will NOT be from the principles of the lesson as it is the relationship capital you develop with the students. Relationship strength that allows you to answer their questions about life, or strengthen their positivity about being at Church in general.

About conflicting scriptures — I love them!!! Today I juxtaposed the commanment to let your light shine before men, with the one that says that we should give anonymously so as not to be seen of men. I asked how those two scriptures can be true at the same time. They sat dumfounded for a while — I waited — and then they came out with good things. These conflicting scriptures are goldmines for making class interesting — part of making class interesting is giving people something to think about. Plus, having your own zinger-answer (if possible) helps elevate your capital as a teacher with the class. Sometimes there is no answer, and I just let everyone reflect on everyone else’s answers — and tell them that was the purpose of the open answer section of the lesson to the hard question so everyone can draw their own conclusions.

Regarding Adam and Eve — the conflict there, for me, is how Adam and Eve were given conflicting commandments. To replenish the earth and multiply, while not eating from the fruit of the tree of KNowledge which would give them the knowledge they lacked to live the replenish the earth commandement. Why the tension? Why would God give two commandments that couldn’t possibly be satisfied given Adam and Eve’s current state of knowledge? My answer — God needed opposition/evil to come into the world, but couldn’t be held responsible for its creation — as God. So he gave the conflicting commandments which would force Adam and Eve and Satan to be responsible for it since they lacked the intellect or ability to figure it out any other way. Just my opinion, but I state that it’s just my opinion. After the students wade through that sea of confusion, your answer may well resonate with them.

Even Teaching No Greater Call says to teach the “main idea of the lesson” so I never feel bound to teach the rote lesson in the book. If its boring or irrelevent to me, the class will be boring. Also, there are times when I throw out the manual entirely and teach a lesson that worked for me in the past, claiming inspiration. I also teach the lessons out of order if the current week is outside of my testimony boundaries, or a principle about which I have no enthusiasm. No one has ever criticized me about it in the last 10 years. When I was younger someone commented on it, and I gave a reason why I did it and everyone left me alone.

I say be flexible without teaching anything questionable. Do what excites you in the class, and keep it fun and interesting as much as possible….

I am personally totally on the side of the Adam and Eve story being metaphorical only. I think I am a rarity, at least in my ward.

The youth here are converts, and are VERY quiet, (an understatement),

If they aren’t talking, it might be because the trust level isn’t high enough with you. Consider inviting them over to your house or out somewhere to do things together with no gospel fetters attached. After they feel trust and safe with you, they will be more likely to talk.

Also, if you’re left with unused time in class, try reframing the lesson as an activity period. Try to come up with as many activities as you can so you can pull from them depending how the lesson is going. Even dedicate part of a lesson to ice-breaking activities, say, where they write their name on one recipe card, and some things they like doing in their spare time on a second recipe card. Mix up the cards, place them face down on the floor, and everyone has to pull pairs off the floor. When they match a name with the person’s interests, they get to keep the pair. Person with the most pairs wins….has little to do with the gospel and everything to do with gospel teaching and trust between teacher and student…..good luck in your reflection. I know you’ll come to your own conclusions and they will be right and good!

Regarding the contradictory commands to Adam and Eve, I have heard it explained this way:

God essentially wore two different hats when he gave the two conflicting commands. As God he said “multiply and replenish the earth.” The “do not eat of the tree of knowledge” was more of a civil command, it was law according to the society that existed in the garden (as limited as it was). In stating this one God was acting as the civil authority.

Eve chose civil disobedience to obey the “higher” law.

Of course this reasoning can open up a mine field as well as give some meaningful food for thought.