The three guiding principles can best be implemented by Sunday School teachers and leaders as they participate in the following activities. The following information is adapted from “Leader Support of Teachers,” in Improving Gospel Teaching: A Leader’s Guide, 4–5.

A. Leaders give an orientation to each newly called teacher. 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.
• 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 the name of every Church member who should attend the class and how to contact him or her.
• Ensure that the teacher has copies of “Gospel Teaching and Leadership,” section 16 of the Church Handbook of Instructions, Book 2, and Teaching, No Greater Call. Conduct a brief review of these materials to help the teacher understand how to use them effectively.
• Inform the teacher of Church-produced materials available in the meetinghouse library.
• Inform the teacher of the Teaching the Gospel course (see “The Teaching the Gospel Course,” in Improving Gospel Teaching: A Leader’s Guide, 10).
• Offer ongoing support.
• Encourage the teacher to contact the leader individually at least once every three months to counsel together about the teacher’s calling (see “Counseling with Teachers,” in Improving Gospel Teaching: A Leader’s Guide, 5–6). After a newly called teacher has taught his or her first lesson, a leader should contact the teacher to answer questions and give encouragement.

Watch video

B. Leaders provide ongoing support for each teacher by counseling with teachers.

In priesthood and auxiliary organizations, leaders are assigned to work with specific teachers. For example, a member of a Sunday School presidency may divide the Sunday School faculty by three and each member of the presidency could be assigned to work with one-third of those who teach the regular and optional courses. These designated leaders should encourage teachers to contact them regularly—at least once every three months. If teachers do not contact their leaders at least once every three months, leaders are instructed to initiate a contact.

In these contacts, teachers should feel free to share experiences, discuss the needs of individuals in the quorum or class, and seek help and counsel. These contacts are most effective in person, but if necessary they may be made by telephone, mail, e-mail, or some other means. When a Sunday School leader meets with a female teacher, another adult should be present.

As teachers strive to meet challenges, leaders can do much to personally support and assist them. In their efforts to help teachers, leaders should remember that they are teachers themselves. They should be receptive to the promptings of the Holy Ghost and look for opportunities to bear testimony, teach from the scriptures, and give appropriate counsel.

Leaders may feel uncomfortable or even inadequate as they consider their responsibility to counsel with teachers. They will receive insight and ability to carry out this important responsibility as they pray for guidance, study and live the gospel, and remember that they are called of the Lord. They can also receive valuable instruction as they attend teacher improvement meetings if scheduled; participate in the Teaching the Gospel course; and study Teaching, No Greater Call; “Gospel Teaching and Leadership,” section 16 of the Church Handbook of Instructions, Book 2; and Improving Gospel Teaching: A Leader's Guide.

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?
• What have been your most successful teaching experiences?
• 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 at our next meeting?

Watch video