Teaching in Any Setting: Participation Project Environment

Participation is an important part of the educational experience. It increases the chance that information is correctly disseminated and received by teachers and students.

This research project explored adult participation in the Laveen Ward of The Church of Jesus Christ of Latter-day Saints Elders’ Quorum class to put into action a plan to increase participation levels of students to reflect the Church Education System standard, which is to help adults to rely on the teachings of Jesus Christ—blessing themselves, their families, and communities.

The research project studied class participation, its application to adults, and how to improve it. The setting is religious, but this article is not a discussion of religion. Learning happens in all environments and can be improved upon to disseminate what instructors teach. This research was completed in the context of a graduate project with all participants fully aware of the nature of the undertaking.

The problem was students in the Elders Quorum did not participate sufficiently in discussions or preparation for the class.

The purpose of this study was to determine whether the application of specific solutions or strategies improved bi-weekly classroom participation and preparedness. Classroom participation helps students to retain the knowledge gained. This research project provides an opportunity to assist students in the research group to find value in the education provided through the Church Education System.

Many times adults who use the CES take for granted that the subjects covered are knowledge that they already possess and have little value in taking a fully vested interest in the classes.

This research study is to assist students in noticing the value of the curriculum through a combination of actions that help the adults focus on the value of being in the class and helping the class become a successful place of learning.

The instructor presented a survey to the students on the first day about the merit of participation; and, how participation can affect the class.

The first function of the research plan focused on attendance.

Instructors should keep a record of who attends their classes and have contact information to contact class members when or if necessary. A student who provides contact information is more likely to take the class more seriously than a class where the only requirement is to show up.

This also gives the instructor a chance to learn the students’ names and call them by name when participating in class. This helps to build a relationship of trust giving the student one more area of attachment to the class psychologically.

The culture of the institution promotes the idea of accountability and duty to participate in the education classes it offers to its local members. Taking attendance in class builds on the idea of social phenomena to create a stronger desire for students to belong in the class.

Students had homework to complete and specific assignments for the following class.

Setting the expectation that when class begins the instructor demanded something more than to sit and listen prepared the students to participate.

Students knew the nature of the topics at each class beforehand to encourage discussion, allowing the instructor to facilitate learning rather than lecture on subjects.

Discussion brings inclusion, participation, and preparedness.

Participants understood that having all materials for class helped to enhance participation and resulted in a reward for students with all materials for the eight weeks of the research project.

Adults, just like juveniles, need incentives to help them remember to prepare all needful things for class, whether the incentive requires negative reinforcement by taking away a privilege or positive reinforcement by presenting a reward.

The community is located in western Phoenix in an area designated Laveen and consists of a diverse socio-economic mix of gentlemen from different locations in West Phoenix and Laveen, and is part of a larger community of people called Latter-day Saints.

The body Church is a connection of geographical groups called Stakes and further divided into congregations called Wards. The wards consist of several leadership organizations that conduct the affairs of the local congregation all of which are volunteer positions. Of those leadership groups, the Elders Quorum is one of two groups directly chosen at the stake level leadership and functions subordinate to the other group called Bishopric.

Elders Quorum is a group of men ...

with the title of "elder" whose responsibilities lie with teaching the gospel of Jesus Christ and blessing the sick and afflicted. (Priesthood and auxiliary leaders' guidebook, 2001).

According to the teachings of The Church of Jesus Christ of Latter-day Saints (2009), the elders of the Church are responsible for holding meetings when a high priest (another officiating designation within the priesthood organization with higher responsibilities) is not available to preside for meetings. Priesthood groups are exclusively male, as are all priesthood offices of the Church.

The term elderhas several meanings within the organization.

One meaning is a title for general leadership of the Church such as The Council of The Twelve Apostles and the Quorums of the Seventy. These elders serve for a period of years to a lifetime and retain the title of elder for the duration of said time.

Another use for the title of elder is for a force of young adult missionaries that pair off in twos or threes.

These elders travel the world teaching about the doctrines of The Church of Jesus Christ--inviting all to listen and join the organization. This group of missionaries also uses the title of elder for the duration of two years or so until the service is finished. (Women are also in this force of missionaries, but not given priesthood ordination or the title of elder but sister.)

Another group within the realm of elders consists of all men above the age of 18 years.

This group of elders does not receive the title of "elder." Only one man in this group holds the title of "president." This last group of brothers is from where the study for which this research project came.

The number of quorums of elders varies from stake to stake and ward to ward. Usually, one ward of elders meets under the direction of an Elders Quorum president chosen by the president of the High Priest, also known as a stake president (Priesthood and auxiliary leaders' guidebook. (2001).

Elders Quorum President

The president of the Elders Quorum is responsible to make sure that the elders are organized to meet often and perform the duties within the Church and at home that each brother covenanted to perform.

The president authorizes what the elders will be instructed and by whom the elders will receive instruction. The Elders Quorum president is an office that the Church uses in conjunction with the bishop to watch over the members of the Church. The term elder is an office within a priesthood body referred to as Melchizedek (The Church of Jesus Christ of Latter-day Saints, 2009).

Elders Quorum Responsibilities

The members of the Elders Quorum share a responsibility to care for and support the members of the quorum (Neider, 2009). Active elders participate as ministering brothers designed to watch over the members under the care of the quorum. In unity with all of Latter-day Saint tradition, the elders receive no compensation for service and local leadership has independent occupations (The Church of Jesus Christ of Latter-day Saints, 2009).

The goal of this community of elders is to fulfill its obligation to members and the community through service within and without the organization. The quorum presidency wants to contact all members of its quorum at least once quarterly, and the leadership encourages getting to know neighbors.

The priesthood is all united but has sections.

The first president and leader of the Church, Joseph Smith Jr., revealed that the organization of the priesthood is such that each office within it progressively grows in number.

The lower priesthood, or Aaronic priesthood functions under the direction of the higher priesthood--Melchizedek priesthood as mentioned previously. The lower priesthood consists of four offices:

1. The first group is the Deacons Quorum, which consists of 12 members who are usually 11 to 13 years of age.
2. Following Deacons quorum is the Teachers Quorum, which consists of 24 members who are usually 13 to 15 years of age.
3. Then there is the Priests Quorum consisting of 48 priests who are usually 15 to 18 years of age.
4. The Bishop or Bishopric is the highest office or group of the Aaronic priesthood, consisting of three men with the higher Melchizedek priesthood, called high priests. This group holds both the higher and lower priesthoods and functions as leaders of the congregation and the lower priesthood.

This sectionality is to demonstrate the complexity and efficiency of the priesthood organization that works together to benefit the members of the congregation and others who live within the geographical area for which the congregation is responsible.

The Elders Quorum numbers up to 98 men, usually 18 years of age and older. All men in the congregation belong to this group. High priests are included in the Elders Quorum as of April 7, 2018, at the congregational level. (The Church of Jesus Christ of Latter-day Saints, 2009)

The project took place at the Laveen Ward/Congregation of the Church of Jesus Christ of Latter-day Saints. The student population was approximately 12 attending elders out of the approximate 30 to 40 listed on the records of the Church. The cultural composition of the research group is mostly Caucasian members with two Hispanic brethren and one Black brother. The group of elders is all middle-income or higher economically, and most of the students speak a second language and served as missionaries for the Church.

The Elders quorum has utilized assigned teachers. The class is a supplement to home education and other Church courses. The elders in the class participated at the end of an assigned church three-hour block (two-hour block as of 2018) of meetings separated from family and spouses to be instructed on how to be better husbands and men. The women have a similar class, as do the children. All the students participated in the research program willingly with leadership approval.

The writer holds a B.S. in psychology, a master's in adult education training, and has taught for over 15 years in the church educational system as an adult teacher and a youth instructor. This experience has allowed the writer to observe multiple classroom settings and collaborate with several counterparts regarding adult participation in classroom settings. The writer also has taken part in a graduate-level degree that focuses on adult education providing further insight in how to focus adult learning and provide a curriculum that will stimulate and engage adults.

The writer’s involvement in the graduate program directly related to this research project has afforded him the application of the techniques gained throughout the program instructing adults. The writer's experience teaching adults over the course of 15+ years contributed to the development of a strategy to help increase participation based on what effectively worked for previous class experiences. The writer’s role at the time of the study was Elders Quorum teacher. The writer’s duties consisted of preparing lessons for the class from predetermined resource manuals adapting the curriculum to students’ needs and delivering the instruction to all elders whether in or out of class.