Encouraging LDS Members to read their Sunday Lesson ahead of time

A true gospel teacher is not satisfied when learners simply listen to what he or she has to say. Learning the gospel is not meant to be a passive experience. It is an act of faith and diligent effort. When you prepare to teach, instead of thinking, “What will I do to teach?” ask yourself, “What will my class members do to learn? How will I help them discover the gospel for themselves? How will I inspire them to act?” Elder David A. Bednar of the Quorum of the Twelve Apostles shared the familiar saying, “Giving a man a fish feeds him for one meal. Teaching a man to fish feeds him for a lifetime.” He then taught, “As parents and gospel instructors, you and I are not in the business of distributing fish; rather, our work is to help [those we teach] learn ‘to fish’ and to become spiritually steadfast.”¹

Encourage Learning outside of Class

Gospel study once a week is not enough to fortify class members against the temptations and deceptions of the adversary. Gospel learning must be centered in daily efforts at home, including personal and familystudy. The things you say and do as a teacher can reinforce this principle. Give learners specific invitations to study the gospel outside of class, and regularly ask them to share what they are learning.

An encouragement to learn at home should be more than just a reminder about a reading assignment. It should be motivating and inspiring. For example, you might say, “If you would like to improve your ability to recognize the promptings of the Spirit, you will find valuable insights in Doctrine and Covenants 8–9. I invite you to read these sections before our next class.”

While a teacher’s role is important, learners are ultimately responsible for their own learning. Consider how you can help learners accept and fulfill this responsibility.

https://www.lds.org/manual/teaching-in-the-saviors-way/part-4-invite-diligent-learning/invite-diligent-learning?lang=eng
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Classroom participation
https://rsc.byu.edu/archived/volume-9-number-2-2008/case-student-participation