"Our Father in Heaven has given priesthood and Primary leaders the sacred responsibility to help parents teach children the gospel of Jesus Christ and to prepare boys to receive the Aaronic Priesthood and girls to become righteous young women. Through Sunday meetings and weekday activities, the Primary auxiliary helps children learn and live gospel principles; remember and keep their baptismal covenants;
and build strong, enduring testimonies". lds.org
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.
The Sacrament Meeting Presentation is under the direction of the bishop or branch president.
Meet with the counselor in the bishopric or branch presidency who oversees Primary early in the year to discuss preliminary plans.
Obtain approval when the plans are completed.
Plan for the presentation to be based on the monthly sharing time themes.
Keep notes throughout the year of children's talks and personal experiences for possible use in the presentation.
Think of ways to help the congregation focus on the gospel doctrines the children are teaching.
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.
It is not necessary to give each child a scripted speaking part.
Effective presentations involve the children in a variety of ways.
"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:
Cut individual pictures into squares (about 1.25 inches)
Laminate and cut into individual pictures
Place a piece of the "loop" side of self-adhesive Velcro on the back of each picture
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:
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)
The child will remove the picture and place it in an envelope or other container as each part of the schedule is completed.
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.
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.
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
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:
"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.
