Heirs of God

I read an article for a class this week that talked about how classroom dynamics often are thought to be the sole responsibility of the Teacher in the class.
   It says, "as we understand the nature of learning we will... help teachers understand how to initiate and maintain conditions in their classrooms conducive to the emergence of learning--because the action of learning is emergent."
                    Emergent meaning: arising as a natural or logical consequence.

As I was thinking about this, I thought of how as teachers we really need to be aware of purposefully creating learner enabling atmospheres. Part of that is helping the class be actively involved in being agents by choosing the class dynamics. 
   In order for this to occur, clearly and simply helping them understand, throughout their stay, how to be agents and choose is vital. Agency will influence their entire lives. Even choices as simple as choosing to be happy, or choosing to be sad depending on what they focus on. Choosing to let things go... choosing their attitudes toward missionary work and what they are doing in general. 
   As I think about this more, I love how being an agent helps us emerge. We learn characteristics about ourselves and strengths about ourselves we never would have seen or recognized before. 
   I hope we all take some time to think about how we can use our agency, as teachers, to create learner enabling environments that help our missionaries develop their awareness of their own agency... and by doing this begin to learn and emerge into the Heirs of God that they are.

Leaving the Worm's Eye View

As I have floated these last couple of days, I have reflected on the broader MTC experience that missionaries have outside of the classroom. The first would be their experience with the TRC. I had an opportunity to sit down with one of the supervisors and to watch the TRC Orientation video. I think it is important to note that the missionaries are having experiences and learning principles in both of these settings. The TRC Orientation video goes over the plan, study, and teach cycle again as they prepare to teach TRC investigators. The video also has a FAQ section that goes over a lot of the questions that missionaries typically have about the TRC. Finding ways to observe their TRC visits can also provide insight as to how well the missionaries are progressing.

Another setting that oftentimes gets overlooked by teachers is the study periods that missionaries have in between classroom blocks. There are segments such as "Missionary Portal/Assessments," "Doctrinal Study," and "Additional Study" that take up several hours of the missionaries' week. While staying within the bounds of our role as a guide to the missionaries, we can keep these sacred hours in mind as we consider the full experience that missionaries are having at the MTC.

One final activity of note would be the Zone Leader Orientation held on Wednesday or Thursday nights for incoming missionaries. I actually sat in on one of these meetings a few weeks ago. I was both impressed and surprised at what I saw there. A lot of the missionaries' first impressions of the MTC come from the pick-up experience, the meeting with the MTC Presidency, and this meeting. I thought the zone leaders did a a great job in leading the meeting. It would also be important to consider the training that these Elders had beforehand. The feeling I had in the meeting is that these zone leaders are "just doing whatever the guys before them did." This is a great opportunity for them to learn about leadership and especially the importance of setting a spiritual tone as they "being teaching."

The "Sunday School" Answer

        "How do you live the Gospel of Jesus Christ in your every day life?".... This reluctant group of missionaries was quiet for a moment while they contemplated their potential answers to their teachers question. Almost like a group of school children standing at the edge of a frozen pond unsure of whether the ice is thick enough. Eventually a confident elder raises his hand and makes a comment. He says, "I try to live the gospel of Jesus Christ by studying my scriptures daily"  "Thank you Elder", the teacher responds. Just as if one brave child had ventured out on to the ice, skated around a little, and  then exclaimed "Its safe come on out!" more hands shoot up. The missionaries begin to make comments similar to the first elders, they add things such as going to church and praying. After a few more moments of participation the teacher moves on in the lesson. In the moment it seems like the class is energized, interactive, and learning together; but in retrospect, did the missionaries' answers demonstrate an understanding of the Gospel of Jesus Christ?  
        I have been thinking recently about how to help Elders and Sisters dig deeper and have real learning experiences as a result of class room discussion. One of the conclusions I have made is that we need to facilitate a change in classroom environment in order for this to happen.
       One day I was talking with Lisanne about this idea and she gave me some interesting ideas to consider. She taught me that people are trained to behave a specific way when they are in a classroom environment. This "public school mentality" as she described it is formed from our very first days of kindergarten through our entire public school experience. At the root of this mentality is the desire to please the teacher, or impress peers. Although the MTC is a place of powerful spiritual learning, the desks, marker board, and pattern of our teaching can engender this dangerous mentality. While missionaries are approaching questions from this perspective I have observed that the original question is significantly less important than the first response. Like the children on the ice, missionaries wait for someone to "step out", not because they aren't formulating their own answers to the question but because they are waiting to see if they're potential responses are "safe". I fear that missionaries may stop thinking critically about the question, and start listing responses patterned after the original response, out of a sincere desire to contribute in a safe way, a way that will receive their teachers accolades.
       I am not writing to say that there is any one answer to this problem, or to share applications that I have observed that may help change this mentality. However I feel that in order to facilitate more meaningful discussion in our classrooms there needs to be a change of environment. Perhaps there needs to be less discussion overall? Its hard to say, but I sincerely feel that missionaries need to approach classroom discussion asking "What does God understand about this topic that he would like me to know?"
                     

An interesting trend.

I have done a great deal of observation in the past few weeks and months. I have frequently observed that the part of the lesson that is arguably most crucial is the part of the lesson that is given the least amount of attention in our preparation. I am referring to the practices. I have been guilty of this on numerous occasions, and it's amazing/alarming how much I have learned about myself through observation. I have been guilty of planning my speech or my innovative/catchy way of introducing the lesson while neglecting to give adequate thought and preparation to how the missionaries practices will be structure and geared towards powerful experience and fulfillment of the objective.

I feel that there are a couple major reaons for which we fall into this trap. One, we don't trust the missionaries enough to let them learn on their own, or two, we trust ourselves excessively in believing that we can transfer our understanding to the missionaries.

I think these are to be overcome by trusting our Father to teach His missionaries, and handing them over to Him in their studies and practices. I think it comes by being humble enough to let the missionaries learn from the Master Teacher, instead of ourselves. I think it comes as we study and trust the curriculum and follow it closely, without being confined to it. The curriculum is designed to put learning into the missionaries' hands. As we prepare for the missionaries' learning, as opposed to preparing solely for our teaching, we will more carefully and deliberately structure their practices and studies to be the most crucial part of class.

I love this work!

CJ Bacon

Allowing Learning to Take Place

Over the past couple of weeks I've been thinking a lot about teaching in such a way that true learning takes place. Through study, discussion, observation and practice, I feel like I've learned a few principles about helping others learn (learner enabling). Here they are! These thoughts aren't complete yet, and I appreciate any input so that I can better understand this.

Principles of Learner Enabling
*Understanding what you teach: One thing I've noticed about teachers who I have perceived to be learner enabling is that they have a great understanding of what they teach. They have treasured up the word and know it well. The doctrine is understood both in their head and in their heart. They learn often from their missionaries and from the Spirit.
*Faith in what you teach: Learner-enabling teachers have a great faith in what they're teaching, including the doctrine, the curriculum, the training model (explain, demonstrate, practice, evaluate, re-practice), etc. These teachers, for example (the following is an application), leave adequate time for solid practices.
*Faith in God: These teachers of course have a great faith that the Spirit is the teacher, that it will confirm truth to the learner's heart.
*Faith in the people you're teaching: Teachers who allow learning to take place have a great faith in the people they teach. They treat them as agents, not as objects. They allow their students to exercise their agency. These teachers also learn much from their interactions with their missionaries. They have faith that their missionaries are capable of being taught by the Spirit.

Any additional thoughts? I want to be better at learner-enabling. If you have any additional principles of being a learner enabler  that would be great!

People And Your Purpose Workshop!

There have been a lot of questions circulating this workshop. I attended it to get a feel, and it was phenomenal. I watched Chris Billings teach it. I recommend that everybody attend it, but here is a run down on what happens there:

Initially, the missionaries talk about who they are teaching, and how God feels about these people. A foundation is established on the love God has for His children and the fueling motive that love should be for us. Chris talked specifically about how God as dealt with these investigators long before us, and that missionaries are NEVER starting from scratch. He spoke also about how these  dealings have not been performed by Heavenly Father just for the sake of dealing, but because He expects to lead and guide to progress and the fulfillment of our potential. He sees us as we are but desires for us to become so much more, regardless of our current standing.

Next, we talked about needs, as listed in Preach My Gospel under, "Your Commission To Teach" in chapter 1. It was really powerful to get a feel for real needs (belonging, redemption, peace, relief of guilt/pain, purpose, etc), and then Chris asked if the missionaries were commissioned to meet these needs, to which they responded with a pretty confident, "yes." And Chris corrected them. This was a pivotal teaching moment in helping the missionaries understand their role. This point was further driven through use of the conversion diagram, and a brief explication of the purpose statement, and the associated principles. This was SO powerful, for me and the missionaries to see that our role is significant, but ONLY because we invite and help people to come to true master and healer of all needs: Jesus Christ. It's amazing how obvious this seems, but how little it is actually seen. Let's do this, all of us! Let's live to invite and help people come to the gentle healer  and author or all peace, our missionaries and everybody. In the process, I know that we too are healed and afforded His peace.

CJ Bacon

Help Them Aim High!

I read Elder Eyring's Priesthood Session talk from the last conference (Help Them Aim High) and wanted to share a couple of lines from it.

"You will bless them to help them recognize the spiritual gifts with which they were born. Every person is different and has a different contribution to make. No one is destined to fail. As you seek revelation to see gifts God sees in those you lead [in the priesthood-particularly the young] you will be blessed to lift their sights to the service they can perform. With your guidance, those you lead will be able to see, want, and believe they can achieve their full potential for service in God's kingdom."

One of the points in the Principles for MTC training (pg 81 of your blue book) says, "I encourage missionaries to earnestly seek spiritual gifts."

I have come to know that as we pray for the spiritual eyes to see our missionaries for what they can become, that God grants us that desire. God may not grant us an immaculate view of their lives/service, but He will give us what we need to help them reach higher. We can find out their spiritual gifts and design activities that will support them and help them grow within their capacity.

In closing words from Elder Eyring: "I promise you that if you ask, you will be blessed to help and lift others to their full potential in the service of those they lead and love."

You are all awesome! God has placed you here at this time to help the missionaries you are serving. Make Him proud!