Sharing Time August 2012- Week 1: Having good friends will help me choose the right.

Jessica F.


Thoughts:  I really like the idea of talking about friendship.  Friends can be so influential.  I personally like the idea of teaching my children that you can tell a good friend because you want to be better together.  I think that this also applies to marriage advice that I have heard, but that I see it as important for friends and marriage also.

I think that if we teach children that relationships that we get to choose and build and grow are based off becoming better together.  And not that we are perfect or that we leave a friend over once small instance of human failing.  But that we are wishing to move in the same general direction in life will lead to happier relationships with friends and with other relationships in the future.


Encourage understanding:

I like the story in the sharing time outline.  I like the boys were still friends and that they were willing to work with each other to make better choices.

Tell the following story: “Two boys found a worn-out pair of shoes by the road. In the distance they could see a man working in a field. One of the boys suggested that they hide the shoes and then watch the man’s reaction.” Ask the children to share what they would say to this boy. Then tell the rest of the story: “The other boy suggested that instead of hiding the shoes, they should put a silver coin in each one, and that’s what they did. Soon the man returned. When he found the coins, he was so overwhelmed with gratitude that he knelt down and offered a

Identify the doctrine (seeing an object lesson): Show the children a bowl filled with fruit and a bowl filled with dirt. Ask the children which would be good to eat and why. Explain that Heavenly Father wants us to fill our minds with things that are good for us rather than things that are harmful. Invite them to say, “I should read,

prayer of thanks. He spoke of his wife, who was sick, and his children, who had no food, and he asked the Lord to bless whoever had helped him. The boys felt something warm in their hearts and were thankful they had chosen the right” (see Gordon B. Hinckley, in Conference Report, Apr. 1993, 71; or Ensign, May 1993, 54). Invite several children to share times when good friends have helped them choose the right


I wanted to have the children role play but in a different fashion.  I want children to think about if they were the friend who made the wrong choice, how would they want their friend to react, and to treat them?

I think it is important for children especially who have had the benefit of religious upbringing to think about what it would be like to make a mistake since that is not a thought experiment that is done a lot, and is a great exercise in empathy.



August 2012 Sharing Time – I Choose to Fill My Life with Things That Invite the Spirit

Jessica F.

I am moving overseas in 6 days.  I am posting the ideas I have for the whole month of August since I am not sure if I will have reliable internet.  I think it might take a bit of time to set it all up.  I will post again weekly  in September unless the monthly format is better, but I don’t wan to get behind so I am posting them all before I go.

Sharing Time 2012- July Week 4- Honesty is telling the truth regardless of the consequences.

Jessica F.

Thoughts:  I have one daughter who really liked to lie.  I have a degree in child development, and I know it is a stage, but it in all honesty is really annoying and we want her to stop since it takes extra work on our part to figure out the truth.

One this that really helped her was to explain that we her parents were not in charge of her.  That she was in charge of herself.  And that our job and the other adults that loved her- was to help her be really good at being in charge of herself.  This seemed to flick a light on her head.

I think that children often lie because they feel powerless and try to avoid the consequences for their actions, when really we should be teaching them that we are here to help them make better choices and to practice making good choices.

I also think that it is not the best idea to tell kids that if they tell the truth that nothing bad will happen, or that they will always be happy.  A lot of people tell the truth and are not respected or appreciated for it.  I prefer to teach my kids truth and about integrity leave it at that or explain briefly depending on age.



Play a game: Have a set of pictures that show something that we understand takes practice.  My list will look like this: ( trying to get the likes of the kids in primary)

Swimming, Piano, Soccer, Dance, Skiing, Running, and so on….

I want to play the game of how does someone get good at these activities?  What do they do? PRACTICE

What would we call it if one of the people in these pictures decided to not practice but tell their coach that they did practice? What would happen to that person’s performance?  And for on…

Encourage Understanding:

Show pictures that show a person doing things that we would do in everyday life.  For example:  A child studying, a person driving, a person cooking, taking a test, helping another person.

How do we become good at these activities?  We practice.  And when we mess up we tell the truth and we try again better the next time.  And it might take a lot of practice, but eventually we get better a little bit at a time.  And even when we mess up you are still special and important, and your parents love you, and your teachers love you, and Jesus Loves you perfectly.





Sharing Time- July Week 3: Reverence is deep respect and love toward God.

Jessica F.


Thoughts:  In my experience in primary too often the lesson on reverence turns into something that is not reverence, but obedience to the rules of the primary.  I do think that sitting still is a great gift, but often I think that we teach primary in an antiquated way.  We teach primary like we teach school, and I think that we can do better.  I want to focus on reverence being a love the stillness (not silence). In a world that is so busy and loud we should teach ourselves and our children to like the stillness of the world, and provide them with opportunities to find that peace, and there they will ponder the love of God.


Identify Doctrine:  I want to use the following scriptures

  1. “Come unto me, all ye that labour and are heavy laden, and I will give you rest.”–Matthew 11:28
  2. “The LORD is my shepherd, I shall not be in want. He makes me lie down in green pastures, he leads me beside quiet waters, he restores my soul. He guides me in paths of righteousness for his name’s sake..”–Psalms 23:1-3
  3. “The whole earth is at rest, and is quiet: they break forth into singing.”–Isaiah 14:7
  4. He got up, rebuked the wind and said to the waves, “Quiet! Be still!” Then the wind died down and it was completely calm. — Mark 4:39

Encourage Understanding: As a group I want to discuss with the kids what the scriptures mean.  I want to do this by first reading them out loud and playing a drawing game.  I want to take each scripture and pick children at random to help me draw the picture so that they can bring to life the scripture, and to focus on how it would feel to be still.

Activity: Have the children play freeze dancing.  Have the pianist play music and when it stops have the kids stop dancing and freeze.  During the freezing portion say a quick verse about how much they are loved by God.  This I was planning on taking from the scripts and General Conference talks.  Have them focus on how it feels different to be still and how it feels to move.  Explain how it is important to use our bodies and be active and that it is also important to be still and feel how much God loves them personally.



Sharing Time June 2012- Week 4- When I dress modestly, I respect my body as a gift from God.

Thoughts:  I wanted to focus on the doctrine of having a body.  I wanted to take a different view on modesty other than dress and appearance. Based off the idea- that When I act modestly ….

Identify the doctrine (seeing a picture and reading scriptures): Write the following on the board: “My _ is a _ .” Show a picture of a temple. Ask, “Why are temples so special?” Have the children turn to 1 Corinthians 6:19. Ask them to look for what it says about their bodies as they read the scripture out loud with you. Ask the children what words will complete the sentence on the board (body, temple ). Invite the children to stand and say the sentence together. (sharing time outline)

Encourage Understanding:  I looked up Modesty in the dictionary and the second group of definitions that really stood out to me were:

  • motivation for self improvement,
  • and tolerance of others

I wanted to teach the children the concept that our bodies are gifts from God, but that sometimes a person’s body does not work like a lot of people.  Sometimes our bodies and born with legs that do not work, or arms that cannot grab or hold things, faces that look different, people who speak slower or faster than other kids they play with at school or at the park.  We do not know why this happens to some children.  Why some kids have one kind of body and some kids have other kind of bodies.  And sometimes different can be scary until we realize that they are people just like us.

Share personal story or have a parent of sibling of someone with a disability come and talk to the class about their experiences with their loved one.

I want to show the kids pictures of children with disabilities and talk about how some disabilities we cannot see with our eyes, so we need to be patient of all people we meet and try to love them as Jesus would love them.

Activity:  Pass out one picture to each class with a short story about the child who is in the picture.  Things the child likes, and does not like (to make the child real)  have the class talk for a few minutes about how they could be like Jesus be a friend to this child.

Have the classes present their ideas for being more tolerant of all children.

Closing Remaks 

“Sometimes children have so many, many questions”

This conversation is from the 2007 Worldwide Broadcast on Teaching, and I liked what it had to say about teaching, children, and questions. What are your thoughts?

Sister Beck: Sometimes I work on crafting my questions. But I think this seems to be what we are saying: the more questions we can get from the learners about something, the more they are engaged in the learning.

And the thought that came to mind was that when Joseph Smith read a verse of scripture in James, it created questions in his mind, and he said, “How am I going to know? And will I ever know? And if I don’t figure this out, I’ll never know.” And he was in a learner mode when he asked God. But that to me is a challenge as a teacher—not so much the questions I am asking but what is happening that is helping other people to ask questions so the Holy Ghost can teach them….

Sister Naomi Wada: Sometimes children have so many, many questions, and I have prepared so many examples or experiences or visual aids, and I can’t utilize all of them. I’m sometimes busy answering questions. Is it all right? I have tried to simplify the lesson, and if there is just at least one topic I can focus on and just be able to teach them, at least they feel comfortable.

Elder Holland: Good. You said that better than I said it at the start. Don’t try to do too much. With a Primary child—well, maybe with any child, maybe with any of us—if we can get one thing across, one idea, one principle, something sterling and significant that Brother Wada still feels a week later, that is probably worth any good classroom experience. So be reassured. Don’t be reluctant about that.

Elder Kerr: What she just said has opened my eyes. What more exciting environment in the classroom is there than the fact that the children or the adults in the class are asking questions?

Elder Holland: Somebody is responding.

Elder Kerr: They’re thinking.

Sharing Time 2012- June Week 2- When I pay my tithing, Heavenly Father will bless me.

Jessica F.

Thoughts:  I try really hard to help children see how what they do has the potential to effect other people for good.

Identify Doctrine:  I wanted to take the tithing slip and break it up and explain what each donation means and who it can bless that person.  Show the children a toting slip and write on the board the names of the categories.


Fast Offering

Ward Missionary Fund

General Missionary Fund

Book of Mormon

Humanitarian Aid

Temple Construction

Perpetual Education Fund

Other (ideas of what would go in Other)

Activity:  Pass out pictures and have the classes discuss what category that might go under.  Give a few minutes and have the children come up and place the picture under the category that is on the tithing slip.

Encourage Understanding:  a short discussion about how it would be a blessing to share and to not become too attached to material things.