Invite Diligent Learning

Pointing to Prophetic Teachings

Teacher Training

PowerPoint

04.2026

Talk Summaries From April 2026 General Conference

ALL Talks From April 2026 General Conference

What Inspired You?

TEMPLE WORK

204

7

MISSIONARY WORK

451

78,596

31,613

Number of Missions

Full-time teaching missionaries

Senior service missionaries

Temples in operation

Temples in renovation

32,046

3,695

Wards and Branches

Stakes

4,518

Young service missionaries

91,835

385,490

New children of record during 2025

Converts baptized during 2025

172

Temples announced/under construction

$1.58 billion

Humanitarian Assistance Offered

Seminary & Institute

1 Million+

2700+

Total enrollment

Locations

170

39

Countries

Languages

17,887,212

TOTAL MEMBERS

189

Countries of operation

34 Talks

40,970 Words

34 Talks

40,970 Words

SKILL:

Encourage students to share by inviting them to respond to their fellow students’ questions.

Follow Up:

SKILL:

Invite students to read the words of ancient and modern prophets and identify blessings they desire or could receive through scripture study.

Along with many other Israelites, Ezekiel was captured and taken to Babylon. While in captivity, he was visited by the Lord and called to be a prophet (see Ezekiel 1–2).

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Read these verses looking for the Lord’s instructions to His prophet.

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What can we learn about the role of the Lord’s prophet?

Ezekiel 3:4, 10–11, 27

“whether they will hear” (verse 11)

“He that heareth, let him hear” (verse 27)

The Lord gives His people the choice to hear His words through His prophets and those He calls to lead.

How often do our students “HEAR” the words of living prophets in the moment of inquiry in the classroom?

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How often do I seek to use prophetic teachings to help resolve concerns or answer questions of my students?

SKILL:

Using Questions to point to prophetic teachings in the moment of inquiry.

Introduction

President Eyring taught, “There seems to be no end to the Savior’s desire to lead us to safety. And there is constancy in the way He shows us the path. He calls by more than one means so that it will reach those willing to accept it. And those means always include sending the message by the mouths of His prophets, whenever people have qualified to have the prophets of God among them. Those authorized servants are always charged with warning the people, telling them the way to safety”

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(Henry B. Eyring, “Finding Safety in Counsel,” Ensign, May 1997, 24).

Introduction

Elder Christofferson added, “In The Church of Jesus Christ of Latter-day Saints, ‘we believe all that God has revealed, all that He does now reveal, and we believe that He will yet reveal many great and important things pertaining to the Kingdom of God’ (Articles of Faith 1:9). This is to say that while there is much we do not yet know, the truths and doctrine we have received have come and will continue to come by divine revelation. We value scholarship that enhances understanding, but in the Church today, just as anciently, establishing the doctrine of Christ or correcting doctrinal deviations is a matter of divine revelation to those the Lord endows with apostolic authority”

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(D. Todd Christofferson, “The Doctrine of Christ: Elder Christofferson,” May 2012).

1. Define – What is it and why is it important?

Using questions to point to prophetic teachings in the moment of inquiry can occur during the flow of the class. When a student asks a question, a teacher responds by asking questions that help the student think of or search for a prophetic teaching that helps answer the question.

1. Define – What is it and why is it important?

Here are examples of these types of questions:

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1. Can you think of how President Oaks has answered this question?
2. What have prophets taught that could help us with this?
3. Go to Gospel Library and type in the key words from your question—let’s see if one of our prophets have taught something related to this. What did you find?
4. A teacher may need to point students to a specific talk and invite students to see how prophets have answered this question.

2. Model – What does this look like?

While students were studying verses in 1 Corinthians 14 during class, Kathy asked this question: “Why does it sometimes feel like women have no say in the Lord’s kingdom?”

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The teacher then asked Kathy and the other students the following question: “Class, let’s look at a talk President Nelson gave called ‘Spiritual Treasures’ for the next few minutes. As you read, where and how does President Nelson help answer Kathy’s question?”

3. Practice

Practice – Try it yourself!✍️

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Point the following students to the words of the prophets by asking a question based on the example above or write down one of your own.

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1. A student asks, “What goes on in the spirit world? Do they see us? Do they know what we are doing?”
2. A student asks, “Why would the Lord give feelings to some people that go contrary to His plan?”

4. Ponder and Discuss

Why is it better to point students to the words of the prophets in the moment they ask a question than giving them the answer from our own memory or knowledge?

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What are you learning about pointing students to the words of the prophets?

SKILL:

Thinking ahead—matching prophetic teachings to student concerns.

1. Define – What is it and why is it important?

Thinking ahead with a desire to match prophetic teachings to students’ concerns can happen during semester breaks or on weekends. A teacher could think about potential concerns he or she anticipates students may have as they study upcoming lessons and scripture blocks. These concerns could be known already or anticipated. With a list of potential concerns in hand, a teacher can seek to match concerns with prophetic teachings that would help resolve those concerns.

1. Define – What is it and why is it important?

To do this, a teacher can ask two simple questions:

What potential concerns or questions could my students have as we study this chapter, block, or book?

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Taking one concern or question at a time, the teacher can then ask:

What prophetic teachings address this concern?

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As teachers do this, they will become an echo and a magnifier of the words of the prophets, and the classroom will become a place of answers for students.

2. Model – What does this look like?

In preparing for the upcoming Book of Mormon year, a teacher reviews the weekly overviews in the curriculum and asks, “What potential concerns or questions will my students have this year as we study the Book of Mormon?”

She identifies six potential questions, one of which is, “Is repentance easy? Both Enos and Alma seemed to have done it within days.”

The teacher then asks, “What prophetic teaching(s) could address this potential concern?”

The teacher reviews President Nelson’s teaching on “daily repentance” found in his April 2022 general conference talk, “The Power of Spiritual Momentum.”

3. Practice

Practice – Try it yourself!✍️

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Ponder a concern or two that you know your students have or you anticipate they will have by asking, “What potential concerns or questions will my students have this week as we study ?”

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When you have identified a concern or two, then ask, “What prophetic teaching(s) could address this concern?”

4. Ponder and Discuss

Why do you think this skill is important? Think of your own experience doing this. What benefits will come to you? Think of the student experience. What benefits will come to them? What difference do you think this could make in your teaching?

“As we treasure up and act upon the teachings of this conference, the Lord will continue to teach and inspire us with personal revelation and guidance.”

Dallin H Oaks, Closing Remarks, April 2026 General Conference