How to Become a Spiritual Stage Manager

Doctrine: Teaching BY the Spirit is not the same as teaching WITH the Spirit. The Holy Ghost is THE STAR of all spiritual productions and we can make Him so as we take on the role of Spiritual Stage Manager. Spiritual Stage Management Methods (or Teaching in the Savior’s Way) must be focused around CLEAR DOCTRINES or they will fail to hold sufficient power to impact our lives.

A few months back I was asked to teach the youth of our ward some basics on preparing lessons so they could Teach in the Savior’s Way. As someone who has been working (and still am) since the fall of 1998 to teach by the Spirit, I was both excited and daunted by the task. I was excited because I love teaching. I was daunted because I know you can’t teach someone “how to teach” in an hour and a half—or even a few months…and sometimes not even a few years.

Learning to teach BY the Spirit, and not just with Him in the room, is something that requires significant pondering, practice, and preparation on our part. It requires us being taught FROM the Holy Spirit, Himself, how to help Him fulfill His role as teacher. It requires us teaching not telling. It requires us to invite not force. It requires us to put our learners into action but not to selfishly entertain. It requires us to facilitate, not control. It requires us to prepare our lessons, but not script them. It requires us to teach BY the Spirit and filter out all the “some other ways” that we’ve adopted over the years (D&C 50:13-23). I could go on and on.

So, as a person who is fond of doctrines, I pondered for a couple weeks (because that was all I had) the following question:

“What one (and only one) truth/doctrine can I teach these youth about teaching that will help them learn to prepare and teach BY the Spirit more efficiently and quickly than I did?”

In other words, I knew that one evening wasn’t going to be enough. But, I figured there had to be at least one major truth that, if they could learn, and remember, would aid them in learning how to prepare lessons and to teach BY the Spirit a little more effectively now and hopefully far more effectively in the future.

What was the one truth I chose? THE HOLY GHOST IS THE STAR

That’s it. But, that one truth—if we ponder it—teaches us a multitude of other truths that will help us master Teaching in the Savior’s Way faster than any other teaching method, behavior, practice, manual, etc. If we evaluate every piece of our prepared lesson by asking, “Does this make the Holy Ghost the STAR?” there is a 9 out of 10 chance we’ll be Teaching in the Savior’s Way; because that is how the Savior taught.

The Holy Ghost is the STAR

If, THE HOLY GHOST IS THE STAR actor in our spiritual production (or lesson), then the class, or participants are also actors. That makes God the owner of the spiritual productions and it makes us a Spiritual Stage Manager.

Making presentation

As a Spiritual Stage Manager our role is to:

  • Know the spiritual production script backward, forward, and inside out (the plan of salvation that is, and detailed doctrines, principles, and applications regarding our lesson)
  • Know all the required spiritual props, costumes, backdrops, and when they are needed, by heart (classroom setup, object lessons, materials)
  • Draw all the attention to the STAR and the supporting actors
  • Cue the STAR and the supporting actors in their lines and actions
  • Facilitate communication between the STAR and the actors
  • Manage the spiritual productions script (lesson) and report back to the owner

Have you ever seen a stage manager in real life on the stage during a production? No. Have you ever seen a stage manager getting in the way of actors as they prepare to enter the production? No. Have you ever seen a Stage Manager walk out on stage and replace an actor and draw attention to himself/herself? No. Have you ever seen a stage manager do anything? Probably not. That’s because while their role is critical, they are to go unseen. The Spiritual Stage Manager is not, nor will he or she ever be, the focus of a spiritual production (lesson).

As Spiritual Stage Managers, we are the facilitators of a production. We make it easier for the STAR and the actors to fulfill their individual parts. But, we don’t do their parts for them and we certainly don’t take over the production. We aren’t the focus. But, without us, the production couldn’t go on. Our importance is vital.

Spiritual Stage Management Methods

As I’ve studied the Savior’s teaching in the scriptures over the years, I have noted that not only does He use certain methods and techniques (which you can find in any “how to teach manual” in the church); but those methods and techniques are always focused around a specific doctrine. Often the doctrine was one Christ knew the individuals He discoursed with needed to master. But, without fail, every method Christ used did not function without pointing to a specific doctrine.

Choose a Clear Gospel Doctrine

The biggest mistake most teachers make (I’ve noticed) is that they focus on a nice gospel topic or subject, even a scripture block, but NEVER tie it back to a clear, unchanging doctrine. They ask questions, they tell stories, they bear testimony, and they even come up with a few useful object lessons and parables. But the power of their methods and techniques die when they are never given a sturdy foundation. They talk in circles about the same applications, ideas, and topics, and can’t figure out why they are spinning and why the faces of their class are down, averted, bored, annoyed, or confused.

Teaching applications, behaviors, and even principles is nice, but it’s fluffy. It’s like eating a marshmallow. It’s sort of sweet, but it’s mostly air. It’s not the nice steak and mashed potatoes with a side of freshly steamed vegetables (followed by a sumptuous dessert) that we were hoping for. We walk away, certainly not unnourished, but with a nourishment that is fleeting, temporary, unmemorable and which often leads to a deeper spiritual hunger.

The doctrine of Christ is the meat. We’ve (you’ve) got to dig those doctrines out of the fluff.

A clear gospel doctrine is a fundamental, eternal, unchanging truth. So, if it can change in any way, then it’s not a doctrine. A principle can be a doctrine, but it’s much more often the guideline developed from the doctrine. The application is usually the most variable and changeable because it is defined (with few exceptions) personally, and individually. Applications are ways we act or live based upon the understanding we have of a doctrine.

For example, The Word of Wisdom is not a doctrine. It’s a guideline based off a doctrine. God has always marked His chosen people so that they are separate from the world. What good is that? Well, being marked, the destroying angel always passes them by (D&C 89:21). As well, it makes it easier for the rest of God’s children to seek them out to receive the blessings of the Gospel, and most importantly the fundamental saving covenants and ordinances (Abraham 2:8-11). There are obvious principle benefits of the Word of Wisdom, but health (which everyone focuses on) is not actually the primary, most important, or most dependable part of the blessing. Personal revelation and spiritual vigor (D&C 89:18-20) are key and yet even then, I’m not certain they don’t fall second to “being marked.”

Food storage isn’t a doctrine. It’s a guideline based off a doctrine. God is the ultimate master of the universe, managing worlds without end of resources. His house is a house of order. The celestial kingdom is a place of order. God fed the Israelites for 40 years in the wilderness. He can feed us if He wants. He clearly doesn’t care so much about food itself. What He cares about is our ability to manage mortal resources. He also cares about our ability to organize, and prepare every needful thing (D&C 109:8,15), that we may have the self-reliance to bless others (John 21:16-17) and the attribute of order critical to becoming like Him.

So, it’s critical when preparing lessons and reviewing the suggested sources, not to read them and simply be awed by their uplifting content. Anyone can reread, regurgitate, or summarize a past conference talk. And you are not a mother bird feeding chicks. Your role, as a Spiritual Stage Manager, is to read those scriptures and suggested sources looking to identify clear gospel doctrines that you feel inspired are important for your class.

STEP ONE as a Spiritual Stage Manager: IDENTIFY AT LEAST 2 CLEAR, GOSPEL DOCTRINES from the suggested sources in the lesson, including scriptures and conference talks.

Open new opportunities

Choose, and Prepare, Several Stage Management Methods Tied to the Doctrine

We all know the methods Christ used: parables, questions, discussions, stories, and object lessons. However, once again, remember, Christ always tied these methods to a clear gospel doctrine.


Christ used these methods, focused around clear gospel doctrines, because these methods/doctrines allowed Him to facilitate the promptings of the Holy Ghost reaching His followers. He never made himself the star. Christ used the methods that invited and encouraged His followers to ponder, self-evaluate, and receive spirit-to-spirit communication and testimony from the Holy Ghost. He facilitated the spiritual production.

Gone are the days when lesson manuals gave you step-by-step ask, tell, and do instructions on how to give your lessons. Those days are gone because they are not conducive to teaching BY the Spirit. What is teaching BY the Spirit? It’s using those methods that allow the Holy Ghost to do the teaching. It’s preparing your lesson in a way that allows you to respond to direction from the Holy Ghost “in the moment” (D&C 100:6). It’s being prepared with more material than you’ll ever need and yet still flexible “in the moment” and able to pull out only those pieces you need.

How can you build in such intense preparation with momentary flexibility?

  • Treat your lesson as a reference manual that can be opened at any spot and closed at any spot.
  • Do not treat your lesson like a novel where unless you read it from beginning to end it will be incomprehensible or confusing.
  • Do not save your “big reveal,” or “punch line,” for the end. If you give yourself a finish line you will run for the line instead of being led by the Spirit.
  • Prepare several, independent (yet compounding or related) Spiritual Stage Management Methods, you can reference at any moment in your lesson. Prepare them so that they can be used in order, or rearranged.


Here are some thoughts and suggestions regarding each Spiritual Stage Manager Method


We can all make up a parable. Some better than others. It doesn’t matter how finessed it is. Most parables if taken too literally fall apart. So, don’t be too literal. The most important things to consider when developing a parable are it’s characteristics. Ask yourself:

  1. Does it help others to self-evaluate?
  2. Does it clarify the doctrine you’re trying to teach?
  3. Does it increase understanding of (and thereby an individual’s ability to apply) the doctrine?

Here’s an example:

Here’s one scripture reference from the Come Follow Me, October, How Can I Invite Others to Become Like the Savior?

Moroni 10:32 Yea, come unto Christ, and be perfected in him, and deny yourselves of all ungodliness; and if ye shall deny yourselves of all ungodliness, and love God with all your might, mind and strength, then is his grace sufficient for you, that by his grace ye may be perfect in Christ; and if by the grace of God ye are perfect in Christ, ye can in nowise deny the power of God.

CLEAR DOCTRINE: It is because of the atonement of Jesus Christ that we become perfect through grace as we do our part.

Now, my goal is to get my class thinking about how they can invite others to become more like the Savior. I might begin by asking them, “Why do you think people get discouraged when they’re asked to become perfect?” Almost always, people are daunted by the idea of perfection. It doesn’t seem quite possible. This is where the CLEAR DOCTRINE comes in. I hope they, and those they help, will grasp the fact that perfection comes through grace, not merely by our efforts. So, to help illustrate how grace works, I might share the following parable that I came up with. My goal in sharing it is to make the doctrine of grace more understandable. If my class can understand it, then they have more power to help others understand it, and they can invite them to become more like the Savior.

My Parable:

Once upon a time there were two blacksmiths. Both blacksmiths were skilled in their trade, but one, after a while, refused to use his forge. He had become confident in his own strength and power to create and thought it silly to use a forge. So, he would hammer and hammer and pound and pound, and yet, without the heat of the forge, he was unable to bend or shape any metal to a desired shape. He could make dents. He could scratch the surface. But he couldn’t make the metal become what he wanted it to become. He became frustrated and wanted to give up, despite the fact that the use of a forge was still open to him. But he’d lost faith in the forge. He didn’t believe it would help him.

The other blacksmith, however, though he was quite strong and skilled, always used his forge. And, because of the heat that came from it, as he pounded and pounded and hammered and hammered, he was able to turn any piece of metal into whatever he wished. The forge allowed him to redo and remove imperfections in his hammering and pounding. In fact, because he was willing to use the forge, he expended far less effort in the long run and he was able to take on more projects and orders. The forge made all the difference.

Now, I’m not sure this is a great parable. The first blacksmith does seem rather stupid. But, often, after we “enter in by the way,” (2 Nephi 32:1,5) we lose sight of how easy it is to use our forge of grace. We expect to hammer and hammer and pound and pound on our lives, all on our own, and bring a perfect construction to the forge, perhaps to be finalized? But, it doesn’t work that way. We have to use the forge to create the perfection we desire, over time. Our imperfect hammering and pounding becomes perfect as we use the forge to try and try and try again.

  • Did this parable help you to self-evaluate?
  • Did it clarify the doctrine of grace I was trying to teach for you?
  • Did it increase your understanding and ability to apply the doctrine of grace?


Questions are the easiest tool we have to use in the Spiritual Stage Management, i.e. teaching, environment. However, because they are common, they are also commonly terrible. We ask them without taking any time to ponder what kind of response they will elicit.

When designing a question to point to your CLEAR DOCTRINE, vet it with the following questions:

  1. Does it invite others to ponder meaning and use logic?
  2. Does it invite others to feel?
  3. Does it invite others to remember or recall a past experience or feeling?
  4. Does it invite others to self-evaluate?
  5. How would I answer this question?
  6. When I read it aloud, is the answer too obvious?
  7. Is the obvious answer YES or NO?

Here are some examples of fairly decent questions using the same CLEAR DOCTRINE from the Parables section.

CLEAR DOCTRINE: It is because of the atonement of Jesus Christ that we become perfect through grace as we do our part.

  • Can you remember a time when you felt like you were “on track,” or “right with the Lord?”
  • What were you doing during that time of your life that contributed to feeling “on track,” or “right with the Lord?”
  • How can you adapt your actions during that time of your life to now to find that same peace of being “on track,” or “right with the Lord?”
  • If you had to pick one thing in your life to change right now to help you be more like Christ, what would it be?
  • How would you describe grace to a five-year-old?
  • What keeps you from making changes in your life to become more Christlike?
  • How would you counsel another person to help them overcome the same issues you are struggling with?

So, now, take a look at the questions I’ve shown you as examples for the doctrine perfection through grace, and run them through my vetting questions. Did one of them invite you to ponder meaning and use logic? Did one of them invite you to feel? Did one of them invite you to remember or recall a past experience or feeling? Did one of them invite you to self-evaluate? Did you have trouble answering any of the questions? When you read them aloud, is the answer to any of them too obvious? Is the obvious answer to any of them YES or NO?

If you ever ask a yes or no question (because there are times when they can be effective) ALWAYS follow it up with a well-designed question to extract more information. Raise your hand if questions are akin to Yes or No questions—most of the time.

For example:

Should we read our scriptures? (duh, yes!)

Follow up: OK, but why? What difference does it make if we don’t? What experiences have you had that have confirmed to you the importance of scripture reading?

This obvious yes question was a plant to get the kids to answer. Then if they answer, it gives unspoken permission to ask them to validate their simple response.


Raise your hand if you’ve never had the chance to do baptisms for the dead.

Follow up: OK. For those of you that have never done baptisms for the dead, take a minute and come up with a question you have about baptisms for the dead. Now, those of you who have done baptisms for the dead, take a minute and write down one thing you know about baptisms for the dead. Then, when the others ask their questions, raise your hand and share if you have an answer.

In this example are any of the kids invited to ponder meaning or logic? I hope you’ll agree that by asking the few who haven’t done baptisms to come up with questions, that they have to ponder.

Are any of them asked to recall a past experience or feeling? I hope you’ll agree that the follow-up Qs and activity invite those who have done baptisms to recall their past experiences, and by default their feelings.

Are any asked to self-evaluate (indirectly)? I hope you noticed that by asking who has done baptisms and who has not, that indirectly, the youth are likely to evaluate if they are worthy right now to do such ordinances.

Would you have felt comfortable participating in this exercise? I hope that as a teacher in practice you’ll note how the kids were given time to come up with questions and answers without the pressure of an immediate or public response (which also helps you to avoid uncomfortable silence and non-response). Plus, the kids are going to be taught, ultimately, by their peers. This usually creates a sense of safety and comfort in participation.

Were any questions asking for answers that were too obvious? Since we don’t know what questions the kids would have developed, we don’t know that the answers were obvious. But, since their peers are prepared to respond, none of the questions coined will be viewed as ridiculous because peers usually want to help.

It will seem impossible to develop good questions if you do not FIRST IDENTIFY A CLEAR DOCTRINE. You must have a clear truth singled out in order to be able to develop good questions pointing back to it. Without that foundation you will feel stumped and create weird questions.

Stories & Testimonies

The problem with stories is that people ramble, include extraneous detail, lose their point, and feel the urgency to tell “the whole story,” especially parts they think will sound novel or exciting (even if only to themselves). They let other factors in the story-telling overwhelm the CLEAR DOCTRINE. If you ever take a look at any of the parables or stories shared by Christ they are power-packed and CONCISE. How? Because He focused the parables and stories on a CLEAR DOCTRINE. Having a doctrine to point back to keeps most people focused. If you don’t have a clear doctrine, you are going to lose focus and begin spinning. You may enjoy the ride, but no one else really does.

If you have a story or testimony you want to share to illustrate a CLEAR DOCTRINE then write it out. You don’t have to actually read it word for word when the time comes, but if you take the time to write it out, you will be able to avoid the pitfalls. Use the following guidelines (i.e. principles) to vet your story:

  • When I read it aloud, at a reasonable pace, it takes less than 5 minutes. (Do not read it in your head, it’s not the same)
  • My story doesn’t include unnecessary apologies, jokes, or side-points.
  • My story doesn’t include extraneous details like how many turns I took to drive somewhere, descriptions of scenery along the way, long descriptions about people I met in the experience that my class will not remember two minutes after it’s over, etc.
  • My story helps others feel how I felt about the CLEAR DOCTRINE.
  • My story helps others remember their own feelings about this CLEAR DOCTRINE.
  • My story encourages and invites others to trust in God about this CLEAR DOCTRINE.
  • My story very clearly points back to a CLEAR DOCTRINE.
  • Nothing in my story outshines or overshadows the CLEAR DOCTRINE.

Now, it’s important to keep your personality (as long as your personality doesn’t upstage the Holy Ghost), but try to do so with stories and testimonies as concisely and focused as possible. After you’ve written your experience and testimony out, you will see what you need to leave out, and when the time comes to share, you will be prepared to do so in an appropriate and non-upstaging way.

Object Lessons

The main trouble with object lessons is people try to make them too literal or too entertaining. The object lesson should never upstage the CLEAR DOCTRINE or the Holy Ghost. If you keep that in mind, you should be fine.

Vet your object lessons with the following questions:

  1. Does my object lesson help others make personal application of the CLEAR DOCTRINE?
  2. Does my object lesson help others ponder or better understand the CLEAR DOCTRINE?
  3. Does my object lesson help others to self-evaluate their life in regard to the CLEAR DOCTRINE?

One of the best object lessons I’ve ever seen was when a lady-teacher brought a cardboard paper-towel tube to class. She had each of us write down on a scrap of paper towel something that we felt “kept us from hearing the promptings of the Holy Ghost,” and then one by one she stuffed them into the tube. Then, she tried to tell us something by speaking through the tube. We could not, of course, understand one word she said. Then, she pulled each scrap out and read them one by one. So, we heard, very clearly, each thing that would impede our ability to receive promptings. Then, when the tube was empty, she spoke her saying through the tube. Not only could we hear it, but it was amplified by the tube. The doctrine? The Gift of the Holy Ghost is a gift. The principle? We need to act to receive the gift and to be worthy to hear His voice. The application? Get rid of anything stuffing up your tube. I’ve never forgotten it.

If you have to spend a lot of money on an object lesson, I can promise 9 times out 10 it’s a poor object lesson. Either it’s too literal, over-developed, or so entertaining your doctrine will be overshadowed. I’ve never spent any money on an object lesson (except once, I bought a bottle of water). It’s always been developed from things around my house.


I have a pet peeve with church humor. 99.9% of people who start their lesson or talk with a ridiculous joke fail miserably. Yes, people laugh out of pity and in an attempt to comfort the poor individual, but in general I’ve never heard anyone repeat the joke or talk about how that joke reinforced the doctrine or made the talk better. OR, the joke was all they remembered…which is sad.

If you are going to use humor, you MUST vet it with the following:

  1. This humor reinforces my class/congregation feeling loved, understood, and supported.
  2. This humor was inspired while I was preparing my lesson and I feel certain it was inspired by the Spirit.
  3. I did not come up with this joke to entertain or appear witty and draw attention to myself (since I’m the Spiritual Stage Manager).
  4. I did not come up with this joke because I don’t know how else to diffuse my embarrassment and awkwardness at being up in front of people.
  5. When I prayed about my talk/lesson, I felt prompted to use this joke.

Here is an example of something I have used and have found to fall in the realm of fairly appropriate humor. It is also, in a way, a parable, but far more on the humor side:

Doctrine and Covenants 18:10, 15

Remember the worth of souls is great in the sight of God; And if it so be that you should labor all your days in crying repentance unto this people, and bring, save it be one soul unto me, how great shall be your joy with him in the kingdom of my Father!

CLEAR DOCTRINE: The worth of one soul is great in the sight of God.

The humor

Once upon a time there was a preacher. He worked very hard in preparation for Sunday and prepared one of the most powerful sermons he could ever remember preparing. He couldn’t wait to get to church and preach. However, when he arrived only one man sat in the congregation. After waiting a good while, the preacher came down from the pulpit and approached the man. “So, what should I do?” he asked the man. “Well,” the man said. “I’m just a farmer, but if there’s only one cow in the pasture I still feed it.” The preacher nodded and returned to the podium. He then delivered his powerful sermon from top to bottom with all the vigor he could. When he was done, he went back down to the lone man in the pew. “Well,” he asked the preacher. “How was that?” “Well,” the man said. “I’m just a farmer, but if there’s only one cow in the pasture, I don’t dump the whole truck load of hay on his head.”

This humor clearly illustrated the doctrine I chose. But did you catch a second truth or lesson?

Examples of inappropriate humor (DO NOT USE THESE):

Example 1

So, I was driving to the store last week when my phone rang. Now, I know I shouldn’t pick up my phone while driving, and when I saw it was Brother X, I didn’t. What I did do was slam on my brakes…(ha ha). Once I got to a place I could pull over I tried to ignore the feeling in my gut and called him back. And, sure enough, he asked me to give a talk… (ha ha). So, here I am. And, if you don’t love my talk then blame it on Brother X. (ha ha).

  • Who does this humor draw attention to? Is it THE STAR?
  • Does it reinforce a CLEAR DOCTRINE? Why not?
  • Does it teach any false doctrine or any improper behavior?
  • How do you feel when people begin a talk or a lesson this way? What kind of talk or lesson do you expect?

Example 2

What’s the difference between Adam and Eve and everyone else? (pause for effect). Parents! (ha ha ha)

If Eve sacrificed the human race for an apple, (singing the jingle) “what would she do for a Klondike bar?” (ha ha ha)

So, you can probably tell my talk/lesson is on the Fall…

  • Who does this humor draw attention to? Is it THE STAR?
  • Does it reinforce a CLEAR DOCTRINE? Why not?
  • Does it each any false doctrine or any improper behavior?
  • How do you feel when people begin a talk or a lesson this way? What kind of talk or lesson do you expect?

I have to at least comment on the second joke. Eve did not sacrifice the human race for an apple. The human race would have never come to be if she had not eaten the apple (2 Nephi 2). So, this joke is not only terrible, it teaches false doctrine.

Hand open stage red curtain on black background


Here are the steps I would offer for you as you prepare lessons that will help you make the Holy Ghost THE STAR, and to ensure your methods have power by tying them to CLEAR DOCTRINE.

  1. Pray for help to prepare a lesson that makes the Holy Ghost THE STAR.
  2. Pray for help to identify CLEAR DOCTRINES that your class needs.
  3. Read the title and/or objectives for the lesson and identify any (if there are any) CLEAR DOCTRINES (unchanging eternal truths). Jot them down.
  4. Read the scriptures and suggested sources for the lesson and identify at least 2 CLEAR DOCTRINES. Jot them down.
  5. Write down on a sheet of paper (landscape) up to 3 clear doctrines (don’t do more than 3) and make a column underneath each one.
  6. Reread each CLEAR DOCTRINE and choose, based on your feelings and inspiration, at least 2 Spiritual Stage Management Methods for this doctrine. Write those two methods under each CLEAR DOCTRINE.
  7. Notate any quotes or scriptures (from the suggested lesson sources) that you feel state, reinforce, or illustrate the CLEAR DOCTRINES. Limit yourself to 2 scriptures and 2 quotes for each doctrine. More is just more. Write them in the column under the doctrine.
  8. Prepare your methods (create concise parables, develop good Q’s, plan a discussion, write out your stories or experiences, create your object lessons, and add any appropriate humor).
  9. Ponder how your class will respond/act, answer, feel, how much time they’ll take to think, will they need paper to jot down ideas, read your questions and stories aloud to get a feel of how they sound, etc. Jot down in the columns any notes you think you need to remember to be prepared for these responses.
  10. Review the suggested activities and ideas in the proffered lesson manuals (online or manual). Prepare any that will compliment what you’ve already developed, or substitute them for ones of your own that are very similar.
  11. Practice your lesson out loud
  12. Pray at the conclusion to know if you should change, alter, remove, or add anything else. Save this till the end and until you’ve practiced out loud. There is something about saying things out loud that changes how they may feel to you. You will recognize better that which you need to alter.


Now, this is pretty much how I prepare lessons. However, each person develops their own ways as the Holy Ghost works with them using their unique experiences, talents, and personality. However, I have found that if you begin with a framework it’s far easier to adapt it to your own strengths than to create one from non-existence. This framework that I use has come from nearly 20 years of pondering and thought. And, it may yet change as I continue to learn.

The key to any methods or lesson is to teach BY the Spirit, or in other words, in ways that He is the STAR and you are not. In a way that your class are the actors and they are interacting within the spiritual production with the Holy Ghost. In a way that you do not upstage either the Holy Ghost or your actors/class. Be a Spiritual Stage Manager.

I hope this is helpful! Good luck.


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