Help from The Friend – January 2010

This month's Friend is packed with ideas for leaders and teachers in the Primary.
Here are a few:

1. The "Sharing Time" page (p 40-41) no longer provides teaching ideas for Sunday Sharing Time. See the following note from FAQ on lds.org/pa:
   
   
   "Will sharing time ideas still be in the Friend magazine?
   Starting with the January 2010 issue of the Friend magazine, the sharing time ideas for leaders will no longer be included. These ideas are incorporated into the outline for sharing time. The sharing time for children will still be in the magazine". http://www.lds.org/pa/display/0,17884,7701-1,00.html
   
   One possible way of using the "Sharing Time" pages this year could be in Activity Days for Girls and Scouting. Completing the Scripture Journal suggested for this year could be a great goal for Faith in God. This month focuses specifically on the first Article of Faith and its meaning.
   
   
2. "I Know that My Savior Loves Me", p 24-25 – Includes a teaching suggestion for Primary music leaders.
   
   
   
3. Primary is a time to prepare children to receive their first temple recommend. They will have the opportunity to do baptisms for the dead at age twelve. "A Year on Temple Square: The Salt Lake Temple", p 6-7 gives information about temples and provides a link to an online video that will show what it is like to go inside the temple to be baptized for the dead.
   
   
   
4. The Friend Magazine Resource page http://www.lds.org/pa/display/0,17884,8879-1,00.html is an index of "activities, songs, and stories . . . collected from the Friend magazine and arranged by topic. This resource can be used by Primary leaders, teachers, and parents as they plan sharing time, class lessons, and family home evening".
   

Teaching “I Know That My Savior Loves Me”

During January the children in Primary will be learning the song, "I Know That My Savior Loves Me", pages 28-29 of 2010 Outline for Sharing Time: I Know My Savior Lives. In the North American Southeast Area Training for Primary, Young Women, and Relief Society presidencies conducted on December 5, 2009, Sister Margaret S. Lifferth of the General Primary Presidency asked that Young Women, Relief Society, and Priesthood members be given the opportunity also to learn this song during the year. She suggested that it could be taught by the music leader of that organization or the Primary music leader could assist. The important message of this song could then be enjoyed in every home. Primary presidents can coordinate this effort through the ward/branch council.

The music can be listened to and downloaded at http://www.lds.org/pa/display/0,17884,8893-1,00.html . The knowledge that the Savior loves each of us personally can benefit everyone regardless of age, gender, or circumstance.

New Boy Scout Rank Requirements

Leaders of Eleven-year-old Scouts – make sure you have a copy of the new Boy Scout Handbook and begin using the requirements that go into effect on January 1, 2010. If you would like a tracking sheet for record keeping that has been updated with the new requirements contact joytuckett@sbcgolbal.net.

The following is from an article in Scouting, Nov-Dec 2009, p 11:

"Did You Know?

Rank Requirements Change

Along with the Year of Celebration marking Scouting's 100th anniversary comes a real collector's item: The centennial edition of The Boy Scout Handbook, which carries several rank requirement changes that go into effect Jan. 1, 2010:

• Tenderfoot
  A Scout must teach another person how to tie a square knot using the EDGE model (explain, demonstrate, guide, and enable). He also must be able to discuss four specific examples of how he lived the points of the Scout Law in his daily life.
  
• Second Class
  A Scout must discuss the principles of Leave No Trace and explain the factors to consider when choosing a patrol site and where to pitch a tent.
  He must explain what respect is due the flag of the United States.
  He must again discuss four examples of how he lived four different points of the Scout Law in his daily life.
  He must earn an amount of money agreed upon by the Scout and his parents and save at least 50 percent of it.
  
• First Class
  An additional requirement to the 10 separate troop/patrol activities states he must demonstrate the principles of Leave No Trace on these outings.
  He must discuss four more examples of how he lived the remaining four points of the Scout Law in his daily life.
  
• Life
  A Scout must use the EDGE model to teach a younger Scout a specified skill.
  
• Star, Life, and Eagle
  Troop Webmaster and Leave No Trace Trainer are two new leadership positions.
  

Note: If a Boy Scout is working out of the old edition of the handbook, he may continue using those requirements until he completes that rank. Then he must move to the new edition."

Blog note: Learn how to teach "EDGE" and "Leave No Trace" by requesting LDS/BSA Training for Leaders of Eleven-year-old Scouts from the Stake Primary Presidency.

2010 Outline for Sharing Time and Changes in Sharing Time

2010 Outline for Sharing Time

• The 2010 Outline for Sharing Time: I Know My Savior Lives has been posted at lds.org.
  
• The music for the Children's Sacrament Meeting Presentation and use during 2010 sharing times is available online. 
• A helpful introduction on How to Use and Teach from the newly formatted 2010 outline is also available.
  

Here are answers to frequently asked questions regarding this outline. (Frequently Asked Questions http://www.lds.org/pa/display/0,17884,7701-1,00.html)

• What do we do for sharing time for the fifth Sunday of the month?
  "When there is a fifth Sunday, use this time to review previous lessons" (2010 Outline for Sharing Time, inside front cover).
  
• Do we still do class presentations during sharing time?
  Starting January 2010, there will be no class presentations. However, "occasionally you [the Primary presidency] may invite teachers and their classes to help you with parts of the gospel instruction" (2010 Outline for Sharing Time, inside front cover).
  
• How should we divide up sharing time and singing time?
  Fifteen minutes should be for gospel teaching and twenty minutes for teaching music (see 2010 Outline for Sharing Time, 1).
  
• Can we use pictures in the sacrament meeting presentation?
  "Visuals, costumes, and media presentations are not appropriate for sacrament meeting" (2010 Outline for Sharing Time, 1).
  
• Have class names been changed?
  The Primary class names have been aligned with the ages of the children on January 1. For example, the CTR 4 class is for children age four on January 1, the Valiant 8 class is for children age eight on January 1, and so forth (see 2010 Outline for Sharing Time, 1).
  
• Will sharing time ideas still be in the Friend magazine?
  Starting with the January 2010 issue of the Friend magazine, the sharing time ideas for leaders will no longer be included. These ideas are incorporated into the outline for sharing time. The sharing time for children will still be in the magazine.
  

Help from The Friend, December 2009

http://lds.org/gospellibrary/pdfmagazine/0,7779,594-7-1,00.html#

http://lds.org/churchmagazines/FR_2009_12_00___04272_000_000.pdf

The following are examples of a few ways you can use this month's Friend to enrich Primary.

Opening/Closing Exercises
Message from the Primary presidency or Priesthood leader – "The Reason for the Wonder", p 2; "Grandma's Gift", p 5

Decorating for Christmas in Primary
"A Gift for Jesus", p 18-19

Christmas Lesson Enrichment
Primary 1: Lesson 46 – "Jesus Is Born", p 19
Primary 2, CTR A: Lesson 46 - "Grandma's Gift", p 5; "Jesus Is Born", p 19

Activity Days for Girls
"Bundling Up for Christmas", p 22-23
Gathering Activity – "Song Scramble", p 30
"Memory Box", p 31

Music
"Matt and Mandy", p 27

Faith in God
My Gospel Standards – "Why is what I wear to church important?", p 32

Activity Day for All Children
"This Is God's House", p 40

Children’s Sacrament Meeting Presentations

A CTR 5 runs to his parents in the congregation and announces, "I did it!"; an eleven-year-old boy quotes from memory James 1:5 and tell of Joseph Smith's search for answers; and a Sunbeam makes a fist and raises it into the air with a triumphant "yes". These are some of the familiar scenes from the annual Children's Sacrament Meeting Presentation. Personal growth and spiritual understanding are realized through a year's experiences in Primary focused on one meaningful gospel theme. The music that they have learned will be remembered throughout a lifetime. They will sing the songs to their own children and the words will come into their minds when important decisions are made. What an awesome tool for spiritual preparedness.

For most of you, this year's presentation is completed and now it is time to begin preparing for next year. I have emphasized several things you need to start in the beginning of 2010.

The following information is in the 2010 Outline for Sharing Time: I Know My Savior Lives, p 1.

1. The Sacrament Meeting Presentation is under the direction of the bishop or branch president.
   
2. Meet with the counselor in the bishopric or branch presidency who oversees Primary early in the year to discuss preliminary plans.
   
3. Obtain approval when the plans are completed.
   
4. Plan for the presentation to be based on the monthly sharing time themes.
   
5. Keep notes throughout the year of children's talks and personal experiences for possible use in the presentation.
   
6. Think of ways to help the congregation focus on the gospel doctrines the children are teaching.
   
7. As you prepare the presentation, remember the following guidelines:
   
   • Practices should not take time away from classes or families unnecessarily.
     
   • Visuals, costumes, and media presentations are not appropriate for sacrament meeting.
     
8. It is not necessary to give each child a scripted speaking part.
   
9. Effective presentations involve the children in a variety of ways.

Help for Children with Disabilities – Visual Schedules

"And all thy children shall be taught of the Lord, and great shall be the peace of thy children." 3 Nephi 22:13, emphasis added

"The Lord has given Primary leaders an important charge to teach the gospel of Jesus Christ to all children, including those who have disabilities. Like all other children, those who have disabilities can be touched by the Spirit and blessed by caring teachers and leaders in Primary. Integrating children with disabilities into Primary offers unique opportunities for spiritual growth and development for the disabled children, for the other children, and for their leaders. Children with disabilities have the same needs as all children: they need to feel loved, accepted, and understood; they need to feel the Spirit as they learn about the Savior and His gospel; and they need to participate successfully in Primary. Children with disabilities also need to feel the joy that comes from serving others". http://www.lds.org/pa/display/0,17884,4847-1,00.html

Many Primary leaders are faced with the challenge of meeting the needs of children with disabilities. The first line of help is visiting with the parents to receive insight and direction. This post will focus on one commonly used resource, the visual schedule. For many children, especially those with Autism Spectrum Disorder, a predictable, consistent routine helps to minimize agitation. 

Visual Schedules

The most common method of creating visual schedules is to have individually titled pictures representing the different parts of an activity posted consecutively. As each part is completed the picture is removed so that the child can prepare for what is next. The post title picture is an examples of what these picture look like. A set of commonly used Sunday Primary activities can be requested by e-mail to joytuckett@sbcglobal.net. Specify if you want a PDF or Word version.

Directions:

1. Cut individual pictures into squares (about 1.25 inches)
   
2. Laminate and cut into individual pictures
   
3. Place a piece of the "loop" side of self-adhesive Velcro on the back of each picture
   
4. Create a timeline by placing the "hook" side of a strip of self-adhesive Velcro on a notebook, loose leaf binder, clipboard, or ruler.
   

How to Use:

1. Use the laminated pictures to sequence the Primary schedule on the timeline. (Example for Closing Exercises: Quiet Song, Scripture, Bishopric Visit, Presidency Message, Talks, Quiet Song, Closing Prayer, Time to Go Home)
   
2. The child will remove the picture and place it in an envelope or other container as each part of the schedule is completed.
   
3. Provide a second line to place needs such as "Get a Drink", "Walk for one minute", or "Go Potty". The child will then have the option of communicating these needs easily with the teacher.
   

Using a visual schedule may help reduce the anxiousness and agitation experienced by many children with disabilities, especially autism. For more information on autism see http://www.lds.org/pa/display/0,17884,5450-1,00.html.

Voice from the Past on Wood Badge

The BSA Lincoln Heritage Council is sponsoring a Wood Badge Course with scheduling and accommodations especially for LDS Scouters. This advanced training focuses on leadership skills rather than Scouting skills. The principles learned can be applied to all aspects of your life: personal; professional; church; and community service. Money to help pay for this course is available through council camperships and funds from the stake. Go to the council web page for more information and an application or contact a member of the Stake Primary presidency for additional details. http://www.lhcbsa.org/registration/calendardetail.asp?ActivityKey=672373 

I am going to depart from the usual format of our weekly posts and share with you a portion of a personal letter I recently found. I wrote this letter to report on my Wood Badge Ticket. A ticket is a series of goals set as part of Wood Badge training. One of my goals was to organize a Scout camp for the 11-year-old Scouts in the Lexington Kentucky Stake.

". . . The biggest challenge has been the stake over-night camp for the 11-year-old Scouts. It was held early in August. All of the hours of planning were worth it. The camp was run by a leadership corps made up of an Eagle and two Star Scouts. One of the younger boys came to camp complaining that he was going to do "Scout stuff". By the next night he wanted to know if they were going to do this when he got into "real" Scouts (patrol of older boys). He was committed to make rank advancements so that he could come back and be on staff. The leadership corps said it was the "funnest" camp they had ever been to. The sad part is that unless these boys' leaders catch the vision of Scouting (through a great Wood Badge experience) it may remain their only experience of what Scouting should be every week. . . . I have reflected many times on the experience of our week at SE456. The experiences and testimonies of others have been a real source of inspiration. The sacrifice has been well-worth it. One Scout came to me following camp. He ignored the calls of his leader and father to bring me a Grape Newton. May each of your lives be blessed with "Grape Newtons" to sweeten the hours of preparation".

As a follow-up note, one of the Scouts attending that camp died several years later when he was hit by a car. His father told us that Scouting had made a huge difference in the last few years of his son's life. He was focused, happy, and felt success as he progressed in Scouting ranks and leadership. His funeral was an Eagle Scout Court of Honor. 

We each have the opportunity to make a difference in a child's life. Wood Badge training gave me insight into the real purpose of the Scouting movement and helped me develop personally as a leader. I have used those skills throughout my life in church and community service. I would encourage you to check your calendar and see if this training could fit into your busy life. I can promise you that the experience will be life changing for both you and those you serve.


Joy Tuckett
Stake Primary President

Help from The Friend, November 2009

http://lds.org/ldsorg/v/index.jsp?locale=0&sourceId=34c1ad2dbbb94210VgnVCM100000176f620a____&vgnextoid=336b9fbee98db010VgnVCM1000004d82620aRCRD


The following are examples of a few of the ways you can use this month's Friend to enrich Primary.



Activity Days for Girls, Cub Scouts, 11-year-old Boy Scouts
Gathering Activity - Fearless in Sharing the Gospel, p 3
My Gospel Standards - Being Modest, p 10
Articles of Faith, meaning - The Right Kind of Friend, p 20-21

Activity Days for Girls
Cooking and Serving - Autumn Surprise Pumpkin Cookies, p 15
Prepare a FHE lesson - A Happy Home, p 24-25
Faith in God "I Am a Child of God" - Does Heavenly Father love others more than He loves me?, p 37

Activity Days for All Children
Friends in the News:Idaho Falls 15th Ward, p 23
Friends in the News: Ben Lomond 11th Ward, p 23

Nursery
Lesson 16 - Showing Sorry, p 28-29

Primary 1: I Am a Child of God
Lesson 29 - Showing Sorry, p 28-29

Don't forget to check-out The Friend page at lds.org (http://lds.org/ldsorg/v/index.jsp?locale=0&vgnextoid=ae20e975d2a2b010VgnVCM1000004d82620aRCRD).  It has many interactive options for listening, watching, and printing activities from this and past month's magazines. 

President Osguthorpe’s Special Training for Leaders and Teachers, Part II

In the Saturday, October 24, Training for Leaders and Teachers, President Russell T. Osguthorpe, General Sunday School, asked leaders to commit to provide ongoing support to teachers through follow-up and praise. President Osguthorpe quoted Neal A. Maxwell, "We can add to each other's storehouse of self-esteem by giving deserved, specific commendation more often . . ." (Neal A. Maxwell, "Notwithstanding My Weakness," Ensign, Nov 1976, 12).


The following are resources that may help you accomplish this goal of providing follow-up assistance:


1.  http://www.lds.org/pa/display/0,17884,4839-1,00.html

"In counseling with teachers, leaders should allow the teachers' needs and concerns to guide the direction of the discussion. To help teachers think about how they are doing and what they can do to improve, leaders may want to ask questions that prompt careful thought, such as those in the following list. Such questions can also help leaders discover specific ways to help.

• How are you feeling about your calling as a teacher?
  
• Are there some experiences you have had with your class that you would like to talk about?
  
• Will you share some examples of how class members are responding to the lessons you teach?
  
• What are some specific needs of individual class members?
  
• What are some of your goals as a teacher?
  
• What can I do to help you accomplish your goals?
  
• What are some topics that you feel should be addressed in teacher improvement meetings?
  

Leaders should listen carefully to teachers' responses and help them find answers to their questions and concerns. Leaders can encourage teachers by helping them see their strengths and the good things they are accomplishing. When they offer suggestions, they should do so with humility and love. They should keep in mind the following statement by President Spencer W. Kimball:

"I find myself hungering and thirsting for just a word of appreciation or of honest evaluation from my superiors and my peers. I want no praise; I want no flattery; I am seeking only to know if what I gave was acceptable" (The Teachings of Spencer W. Kimball, ed. Edward L. Kimball [1982], 489)."

2.  Many aspects of teacher support are discussed on pages 4-6 of Improving Gospel Teaching: A Leader's Guide. Topics include: Counseling with Teachers; Helping Teachers Plan for Improvement; Helping Teachers Who Feel Inadequate; Visiting Classes; Encouraging Quorum or Class Members to Support Their Teachers; and Expressing Appreciation for Teachers' Efforts.



3.  Additionally, Teaching No Greater Call has two chapters that will assist in on-going support: Making a Plan to Improve Your Teaching (p 24) and Obtaining Support from Your leaders (p 28).



Following these suggestions will build unity within your Primary and children's lives will be changed through effective teaching.

Orientation for New Teachers

President Russell T. Osguthorpe, General Sunday School President, spoke to leaders and teachers in the New Albany Stake on October 24, 2009.  He challenged leaders to orient all new teachers.  He promised that teaching and learning would improve as a result. 

These are the steps he outlined for teacher orientation:

 

1.  Discuss the needs of the learners

a.  Focus first on who they will teach not on what they will teach

b.  Talk about the needs of their specific class members

2.  Introduce Teaching No Greater Call.

a.  Open the book and review the table of contents, point out the many types of resources included

b.  Turn to page 24, "Making a Plan to Improve Your Teaching," and discuss goal setting

3.  Invite the new teacher to set goals

4.  Show them the class manual and discuss how to prepare a lesson

a.  Show them an example of how to use the manual

b.  Encourage them to use examples and suggest applications (action) from the lives of the learners.

Additional resources for orienting new teachers can be found at lds.org:

http://www.lds.org/pa/display/0,17884,4838-1,00.html

"Ward priesthood and auxiliary leaders meet individually with each newly called teacher in their organizations, preferably before the teacher's first class, to provide a brief orientation. As part of each orientation, the leader should:

• Help the teacher understand the importance of the call to teach.
• Discuss the principles of effective teaching outlined on pages 300-304 of "Gospel Teaching and Leadership," section 16 of the Church Handbook of Instructions Book 2: Priesthood and Auxiliary Leaders (1998).
• Ensure that the teacher receives all the materials needed to be able to teach successfully, including the lesson materials for the class and a roll listing every Church member who should attend the class.
• Ensure that the teacher has copies of the "Gospel Teaching and Leadership" section of the Church Handbook of Instructions and Teaching, No Greater Call. Conduct a brief review of these materials to help the teacher understand how to use them effectively. 
• Offer ongoing support.  After a newly called teacher has taught his or her first lesson, a leader should contact the teacher to answer questions and give encouragement".

http://www.lds.org/pa/display/0,17884,6971-1,00.html.

This training video about orienting and giving on-going support to teachers is provided by the General Sunday School.  The Sunday School organization has been charged to assist all priesthood and auxiliary leaders in training and improving gospel teaching.

How to Teach a Song

http://www.lds.org/pa/primary/pdf/PRI_2009_HowToTeachASong_eng.pdf



Know the song: Before you can teach a song effectively, you must know the song yourself. Become familiar with the words and melody by playing the song on the piano, listening to a recording of the Children's Songbook, or listening to the music on the internet (lds.org church music web site)



Sing the Song: Children learn to sing a song by hearing it sung and by singing it themselves.


Use the scriptures: Study the song to learn what message the words convey. How could you use the scripture references at the end of the song in your preparation or in teaching the song.


Capture the children's attention: Capture the children's attention with an object, a picture, a scripture, an experience, or simply a whisper.


Direct children's listening: Ask questions that will encourage children to listen to the song and help children understand the gospel message…for example, What? Where? When? Why?…and state the question in such a way children can discover the answer as you sing the song.


Involve the children: Have children improvise actions. Assign small groups to sing different sections or verses.


Sing, sing, sing: Have children hum or sing the prelude music. For special occasions have a child sing a solo or ask a group of children to sing a chorus. Have the children sing a song that teaches the gospel principle being taught in a sharing time.


Bear testimony: Bear your personal testimony, or read testimonies recorded in the scriptures. As children hear the testimonies of others they will be strengthened.

How to Clean and Sanitize Toys

The nursery has many little hands and mouths touching blocks and toy cars and snuggling up to stuffed animals. It is important to ensure that the toys children play with remain clean and safe. Nursery leaders can take turns sanitizing the toys that need to be cleaned each week. The youth and older Primary children could do periodic sanitizing for all the toys. Additionally, always check for toys that are broken; have small loose pieces; or have rough edges. Throw away any toys that are unsafe.

The following guidelines come from a variety of government and childcare agencies. I have included the directions and amounts that are consistently given and come from reliable sources.

Instructions:

• Wash and dry stuffed or plush animals in your washing machine and dryer. Use hot water and bleach, if possible. Make sure you check the toys for any parts, such as plastic eyes, that may have come loose in the washing or drying cycle. (This should be done each week with the toys are used by the children).
• Plastic toys should be cleaned at least monthly (or weekly if the children put them in their mouths). The following are three methods for sanitizing plastic toys:
1. Dishwasher: Place toys in a dishwasher and run a sanitizing cycle. (This is easiest method for toys that need weekly attention).
2. 
   
   Bleach:
   
   • Place the toys in a large tub or sink filled with warm, soapy water. Scrub the toys well, making sure to get in between any crevices where germs can hide. You may want to use a toothbrush for hard-to-reach places. Just like hands, the most effective cleaning comes from soap and water with plenty of scrubbing. This is your most important step.
     
   • Rinse the toys well, making sure to remove all soap residue.
     
   • Submerge toys in a tub or sink that contains a bleach and water solution and allow to soak for 10 minutes. One gallon of water to ¼ cup of bleach is the general rule. Don't use too much bleach, as this can be dangerous. Also, bleach tends to be more effective in cool to warm, rather than hot, water.
     
   • Allow the toys to air-dry after sanitizing them. Drying them with a towel can lead to cross-contamination problems, so it's better to just lay them out on a rack and let them dry on their own.
   
   
3. 
   
   Oxygenated bleach powder: Oxygenated bleach is a non-toxic, sanitizing powder that you can mix with water to clean infant toys. It is also an environmentally friendly alternative to regular household bleach.
   
   • Clean toys as directed above.
     
   • Substitute oxygenated bleach powder for bleach. Mix oxygenated bleach powder with water according to package instructions.
     
   • Rinse the toys a second time in this solution.
     
   • Air dry.
     
   
   
   

Priesthood Preview

"The priesthood preview is a special opportunity for the bishopric to meet with all 11-year-old boys and their parents. The purpose of this meeting is to help boys understand the importance of the priesthood and strengthen their commitment to prepare to receive it.

The priesthood preview is usually held on a ward level so each boy can participate fully and feel the personal love and interest of his parents and priesthood leaders. This provides an opportunity for the bishop to express his love and concern for each boy and explain to the boys the interview he will hold with them before they receive the priesthood. He may also share his vision of what he hopes for the deacons quorum".

"The priesthood preview is usually held in November".

"The meeting is held under the direction of the bishop. The bishopric may plan the meeting or may invite the Primary presidency or others to assist. The bishop conducts the meeting". http://www.lds.org/pa/display/0,17884,5547-1,00.html


Examples of possible activities for a Priesthood Preview (General Primary Resource Room 9/07)


Attention Activity:  Turn off the room lights and turn on a flashlight.  Lead a discussion on power. 

• What gives the flashlight power?
  
• What else needs power to work?
  
• What is the greatest power of all, even greater than the forces of nature?
  

The power of God is called the priesthood.

Scripture Discussion:  The scriptures tell us of and how Jesus used the priesthood.  Review some stories.

• Mark 10:13-16 and 3 Nephi 17:11-12, 20-21 – Jesus blesses the children
  
• Luke 5:12-13 – Jesus heals a man with leprosy
  
• Matthew 26:2-28 – Jesus blesses and passes the sacrament
  

Jesus uses the priesthood and shares it with us.

Blessings We Receive:  How has the priesthood blessed your life?  And how will it continue to bless me?

• Name and blessing
  
• Baptism
  
• Confirmation
  
• Sacrament
  
• Father's blessings
  
• Health blessings
  
• Temple ordinances
  

Memorize the Fifth Article of Faith:  Use a memorization activity or game. 

                Show the video "A Boy and the Power of God #3" from Primary Video Collection (53170)


Learn the Duties of a Deacon: 

Have the deacons quorum president show the boys around the sacrament area and share his thoughts and experiences of being a deacon.

Music:

                Children's Song Book        #  89    The Priesthood is Restored
                                                           #166    A Young Man Prepared
                                                           #190    Love Is Spoken Here

                Hymns                                #320    The Priesthood of Our Lord
                                                           #321    Ye Who Are Called to Labor
                                                           #322    Come, All Ye Sons of God
                                                           #323    Rise Up, O Men of God

Help from The Friend – October 2009

In addition to Sharing Time, The Friend can be used in many ways to enrich Primary. The following are a few ideas from this month's Friend.


Presidency and Teachers

"A Prophet's Love", p 2-3 President Monson's example of putting aside personal comfort in order to minister to the needs of one member is a touching story. We could all benefit from following his steps in being truly Chirstlike.

Activity Days for Girls

"Friends in the News: Guelph Ward", p 12
"Friends in the News: Phoenix Branch", p 12 This activity would be especially good for one of the activities during the year when parents attend.
"Funstuf: The Family", p 17 gathering activity
"My Family Tree", p 24-25
"Apple Pie Spread", p 27 great for gift giving
"The Best Coach", p 28-29 My Gospel Standards

Activity Days for all Children

Friends in the News: Jacksonville Second Ward, p 13

Cub Scouts and Patrol of 11-year-old Boy Scouts

"Funstuf: The Family", p 17 gathering activity
"My Family Tree", p 24-25 Bear advancement 8.d
"The Best Coach", p 28-29 My Gospel Standards

Lessons

CTR B, Lesson 23 - "The Pumpkin Experiment", p 5
Primary 5 (Doctrine and Covenants), lesson 21 - "The Pumpkin Experiment", p 5
Primary 1, lesson 36 - "Andrew's Example", p 34-35

Note of Interest: "Cleaning the Temple Grounds", p 7 This story is about the Louisville Kentucky Temple and primary children helping take care of the grounds.

Annual Pack Adult’s Meeting (Parent’s Meeting)

"Scouting for boys of this age [8, 9, 10] when properly carried out, is a learning, happy, fun filled, home-centered, activity program. Parental involvement and help is the key to success in this program" LDS Scouting Handbook, p 4.


The Pack Meeting in September or October is a great time to inform and involve parents. After the recognition portion of the meeting, have a few of the adult leaders and Den Chiefs take the Cub Scouts and their siblings to another area for an activity. The Cubmaster and Pack Committee will then meet with the parents. Here is a list of some of the things that can be presented at this meeting.

• Review the parents' responsibilities for Cub Scout advancement and Faith in God
  
• Present the Pack calendar for the up-coming year (September-August)
  
• Provide the opportunity for parents to sign-up to help
  
• Give a list of recycled "supplies" that will be needed during the year
  
• Have each family fill-out and return the Annual Motor Vehicle Checklist http://www.scouting.org/filestore/pdf/mvcheck.pdf . This form will be used when completing Local Tour Permits applications for outings.

For additional information see Cub Scout Leader Book, Chapter 24.


As in any Cub Scout meeting, KIS-MIF (Keep it Simple – Make it Fun)

Play Dough Play

Children in nursery enjoy play dough.  There are several things to remember to keep this activity fun for the children, the teacher, and the carpet.

1. Place a plastic tablecloth (or someting similar) under the table and chairs.
2. Provide toys, such as cookie cutters and rolling pins, to be used exclusively with play dough.
3. Don’t allow other toys to be used at the “play dough table”.
4. Be sure that the children only use the play dough while seated at the “play dough table”.
5. Make your own play dough using the following recipe or another one that is similar.  Keep the entire batch the same color.  This eliminates the impossible task of trying to keep colors from being mixed or the discussion about who gets which color.
6. Put away the play dough, play dough toys, and plastic after Play Time.  It is most successful to have play dough available only once during nursery, so decided which time is best for the children.
7. If the play dough gets dropped, pick It up immediately.  It has a tendency to travel into the carpet on the bottom of shoes.
8. When play dough time is over, check for any spots on the carpet and brush away before the play dough hardens.

Play Dough (similar to commercially available Play-Doh)

This recipe makes a soft dough that can be brightly colored.  It is edible, although it tastes terrible.

1 cup flour

1 tablespoon salad oil

1 cup water

½ cup salt

2 teaspoons cream of tartar

Food coloring (1/8 - 1/4 teaspoon paste type coloring, unsweetened drink mix (Kool-Aid) or liquid food coloring)

Combine flour, oil, water, salt, and cream of tartar in a large saucepan.  Using a wooden spoon, stir over medium heat.  Stir constantly to prevent sticking.  The mix will be soupy and then suddenly stick together and can be stirred into a ball.  When it thickens, remove from the heat and continue stirring.  Turn hot ball out onto a floured surface.  When it is cool enough to handle, kneading until it is smooth and silky (a silicone mat can be used and no additional flour is needed). 

Add desired food coloring by kneading, adding more until the desired color is achieved.  To avoid staining your hands with the concentrated color you can wear gloves or use plastic wrap.  When the color is distributed the color won’t stain your hands.

Note:  If you plan on coloring the entire batch the same color, the food coloring can be added before the mixture is cooked.

Keep in an airtight container or Ziploc bag.

Other uses of play dough:

• With supervision, this play dough could be made by the girls during Activity Days.  It could be used as a service project for the nursery or made for gift giving.
• The dough could be used during Activity Days or teaching situations (sharing time or classes) for the children to make visual items to correlate with the lesson.

Bring Boys into Church Activity through Scouting

Sister Margaret Lifferth, First Counselor Primary General Presidency, LDS Relationships Newsletter – Boy Scouts of America, Vol. 4 No. 2 May 2009, Page 2

"President Monson has reminded youth leaders that "We are builders of boys and menders of men. In doing so, we remember that the greatest verb in the vocabulary is to love; the second is to help."   I can think of no great ways to love and help our youth than to bring those who are less active back into full church activity and give them a vision of who they are and the blessings that are in store for them as they fulfill their priesthood duties.

 At a recent Scout training, Scout leaders were invited to share experiences of bringing boys back into church activity through the Scouting program.  Several leaders volunteered to share their experiences with the group.  As I listened to these faithful leaders, common elements emerged from their stories.

First, each leader sought out the inactive boy and his family and made a personal invitation to the boy to join in the troop activities.  Often, the parents were happy to encourage the boy's participation whether they, as parents, were active in the church or not.  Their encouragement resided in the trust they felt in the Scouting program.

Second, it was obvious that the leader grew to love the boy as the leader became invested in the boy's progress and success in the Scouting program. Often this part of the story revealed a lot of effort on the part of the leader to keep the boy engaged and connected to the troop.

A third common element in these activation experiences was that, as the boy participated in Scouting, he also grew in faith, came back into Church activity, participated in his priesthood duties and became committed to missionary service.  Often the activation of the boy strengthened the whole family and the parents returned to church activity as well.

Most of the Scout leaders who shared their stories of activation did so with great emotion.  It was easy to feel the love they felt for each boy.  It was remarkable to know that they knew that the greatest blessing of Scouting was that, through the activities and programs, they could help build faith in Jesus Christ.  Each leader was grateful for the experience of touching a boy's life with increased testimony.  He knew that he had not only changed the life of that boy….and possibly his parents….but he had changed the lives of generations to come.

Scouting is one of the great activation tools for leaders of youth.  It provides a setting for friendship, fun activities, leadership skills, character building, advancement, and interaction with leaders of faith.  We hope that every leader will get to know all the boys on his roster and reach out to each one with the goal of building faith and testimony.  He will be successful as he reaches out in love with the desire to help.

Thanks to each of you for your committed work in behalf of our boys".

Sharing Time and the Children’s Sacrament Meeting Presentation

Summary of Auxiliary Training:  Use the Outline for Sharing Time booklet to teach the 15 minute lesson each week during sharing time.  Supplement these weekly lessons, as needed, by Church-approved materials. 

LOVE those you teach; teach by the SPIRIT; and invite DILIGENT learning by doing all of these things in every lesson:

• Identifying  the doctrine
  
• Encouraging understanding
  
• Encourage application
  

We noted the changes in sharing time:

1. It was a 30 minute period, now 15 minutes is designated for the lesson and 20 minutes for music. (Music can still be a part of the lesson too).
   
2. There were class presentations once a month, now there are no monthly class presentations, but you may occasionally invite teachers and their classes to help you with parts of the gospel instruction.
   
3. Fifth Sunday lessons will be a time to review previous lessons.
   
4. Although not a change, remember when inviting guest speakers to participate in Primary, you should get the approval of your bishop or branch president before making the invitation.
   

We looked through the new 2010 Outline for Sharing Time with excitement over the changes in format.  There are complete lessons, and some ideas for us to develop.  There are teaching tips all through the booklet and pictures to show what an activity will look like.  The images, and word strips will be available on-line.  Remember to use The Friend and other approved materials listed on the side as we develop some ideas.  We tried a few ideas from the music sections in the new booklet and took home buttons on strings to use with our units (see 2010 Outline for Sharing Time, page 15).

We talked about the Sacrament Meeting Presentation and went over how it should be developed throughout the year. We emphasized that it is under the direction of the Bishop or Branch President and that we should meet with the counselor who oversees primary early in the year to discuss preliminary plans.  We obtain approval when plans are completed.  Practices should not take time away from classes or families unnecessarily and visuals, costumes, and media presentations are not appropriate for sacrament meeting. 

We are all looking forward to the new and excited about finishing up what we have been doing this year.  The church has provided us with a wonderful resource to teach His children. Now we must dedicate ourselves to provide these beautiful lessons, prepare well and teach with the spirit. 

- Jackie Bowen

Take a Hand and Reach a Heart

Summary of Auxiliary Training Session - The prophet and our stake presidency encourage us to “reach out and rescue” those who are less active. There are children in each of our units who are not in Primary and need to feel the Savior’s love. You can be His hands. In the July Ensign the prophet spoke directly to Primary leaders:

“Primary leaders, do you know the children you are serving? . . . Do you understand their problems and their perplexities, their yearnings, ambitions, and hopes? Do you know how far they have traveled, the troubles they have experienced, the burdens they have carried, the sorrows they have borne?

I encourage you to reach out to those you serve and to love them. When you really love those you serve, they will not find themselves in that dreaded “Never, Never Land”—never the object of concern, never the recipient of needed aid. It may not be your privilege to open gates of cities or doors of palaces, but true happiness and lasting joy will come to you and to each one you serve as you take a hand and reach a heart”. President Thomas S. Monson, “Sugar Beets and the Worth of a Soul,” Ensign, Jul 2009, 4–7

We hope that each of you can reach out and take a child’s hand; your love and the love of the Savior can then be felt in their heart. Let us know if there is anything we can do to help you in this important rescue mission.

Stake Primary Presidency

Using the Scriptures in Primary

“When you teach children, you should use the scriptures frequently and find ways to have the children become comfortable using the scriptures” (Teaching, No Greater Call, p 59).

A special thank you goes to all those who attended the New Albany Indiana Stake Auxiliary Training on August 27, 2009; especially those who attended the “Teaching Scriptures in Primary” session. There were five units represented and we discussed the best ways to teach the primary children to know and love the Savior through the scriptures. Most importantly, we discussed that teaching and using the scriptures is very possible, even for the young ones who are not yet readers. Through a few very entertaining role playing sessions, our class learned that teaching scriptures to primary children is very achievable as long as love, patience, and the Holy Spirit are present. Explaining the stories with age appropriate emphasis is key, along with child participation. While the older children may read the verses straight from the scriptures, the little ones may hold the scriptures for those who are reading. The teacher’s role is to invite the spirit and allow the scriptures to connect with the children. The Lord’s children will remember the scriptures taught in primary, even if they appear to not be paying attention! Thank you to the sweet sisters who attended the scripture teaching workshop on Thursday evening. You are doing much good in your primaries!

-Jennifer Yingling