“I Will Declare What He Hath Done for My Soul”

Scripture Helps

Many of these psalms express hope in Israel’s redemption through the coming of the Messiah. Others are heartfelt laments over sin, opposition, and suffering; and some are prayers for mercy, forgiveness, and protection.

Note: The citation of a source not published by The Church of Jesus Christ of Latter-day Saints does not imply that it or its author is endorsed by the Church or represents the official position of the Church.

Psalm 49

The book of Numbers relates how Korah, a Levite, tried to overthrow the order of the priesthood among the Israelites and eventually led a rebellion against Moses and Aaron. When the rebellion failed and many of its leaders were destroyed, Korah’s descendants followed Moses and Aaron. The sons of Korah were some of Korah’s descendants who eventually functioned as priestly musicians and sang at the temple. The psalms associated with the sons of Korah were likely sung as part of temple worship.

The Dedication of the Temple in Jerusalem Built by King Solomon, by William Hole

Psalm 50

Asaph was a Levite who served as King David’s chief musician. He established a guild of musicians that continued until after the Babylonian exile. Like the sons of Korah, Asaph’s group also served as temple singers. Asaph is credited with composing Psalms 50 and 73–83, though some of these may have been written by successive musicians of his guild.

Psalm 50:5

In the Old Testament, two Hebrew words are translated as “saints.” In Psalm 50:5 the word is hasid, which can also mean “godly” or “faithful.” Hasid is closely related to hesed, the Hebrew word used throughout the Old Testament to describe God’s covenantal love. The designation of the Lord’s people as hasid points to the responsibility they have to honor their covenant relationship with Him. President Russell M. Nelson taught: “Hesed is a special kind of love and mercy that God feels for and extends to those who have made a covenant with Him. And we reciprocate with hesed for Him.”

Psalm 51:1–2

Psalm 51 is attributed to David. It is believed to have been written sometime after Nathan rebuked David for his sin against Bathsheba and the arranged death of her husband, Uriah. The psalm begins with David’s plea, “Have mercy upon me, O God, according to thy lovingkindness [hesed].” David recognized that he could be forgiven of his sins, except for the murder of Uriah, because of the Lord’s hesed, which refers to the Lord’s covenantal love and mercy. David then asked the Lord to “blot out [his] transgressions.” In this context, the word “blot” means to “wipe away” or “wash off.” David wanted the Lord to blot out his transgressions so he could be washed “thoroughly” from his iniquities and cleansed from his sins.

He Restoreth My Soul, by Walter Rane

Psalm 51:5

Some have interpreted this verse as supporting the concept of original sin—the false idea that all people are condemned because of the actions of Adam and Eve in the Garden of Eden. However, Restoration scripture clarifies that each person is born innocent of sin but in a fallen condition.

Commenting on Psalm 51:5, Brigham Young taught: “This Scripture has established in the minds of some the doctrine of total depravity—that it is impossible for them to have one good thought, that they are altogether sinful, that there is no good, no soundness, and no spiritual health in them. This is not correct, yet we have a warfare within us. We have to contend against evil passions, or the seeds of iniquity that are sown in the flesh through the fall. The pure spirits that occupy these tabernacles are operated upon, and it is the right of him that sent them into these tabernacles to hold the pre-eminence, and to always give the Spirit of truth to influence the spirits of men, that it may triumph and reign predominantly in our tabernacles, the God and Lord of every motion.”

Psalm 51:16–17

The Hebrew word translated as “broken” can also mean “shattered,” and the Hebrew word for “contrite” can also be translated as “crushed.” David recognized that the Lord preferred a person’s broken and contrite heart over burnt offerings. Elder Bruce D. Porter, previously of the Seventy, explained: “David’s words show that even in Old Testament times, the Lord’s people understood that their hearts must be given to God, that burnt offerings alone were not enough.”

In our day, followers of Jesus Christ are commanded to “offer for a sacrifice unto [Him] a broken heart and a contrite spirit.” Elder Porter taught: “Those who have a broken heart and a contrite spirit are willing to do anything and everything that God asks of them, without resistance or resentment. We cease doing things our way and learn to do them God’s way instead.”

Psalm 69:7–12

Although Psalm 69 is attributed to David, many scholars believe that it was written later, after the Jewish exiles returned from Babylon. The phrase “the zeal of thine house hath eaten me up” may express the writer’s sorrow for the destruction of the temple in Jerusalem and his consuming desire for it to be rebuilt. It may also be an expression of David’s zeal for the house of the Lord.

These words also foreshadow an important event from Jesus Christ’s life. After the Savior overthrew the money changers and merchants in the temple’s courtyards, John recorded, “His disciples remembered that it was written, The zeal of thine house hath eaten me up.”

Jesus Cleansing the Temple, by Carl Heinrich Bloch

Psalm 69:20

President Jeffrey R. Holland taught:

“[Jesus Christ] died from the weight of sin and sorrow, of sickness and sadness, of all the woes and troubles of the world from Adam to the end of time. All that was morally wrong or personally painful or sorrowful in any way down through the annals of time was gathered up and placed upon Jesus’ shoulders and upon His shoulders alone. He who was mighty to save did save, treading the winepress of the Atonement entirely alone.

“As the Psalmist recorded Messianically, ‘Reproach hath broken my heart; and I am full of heaviness: and I looked for some to take pity, but there was none; and for comforters, but I found none’ [Psalm 69:20]. Reproach hath broken my heart. This was the ultimate cause of His death.

“It should be remembered, of course, that Jesus ultimately gave up His life voluntarily. He had divine life within Him and as such, no man or force could take His life from Him.”

Psalm 69:20–21

Gall was a bitter plant, and vinegar referred to cheap, sour wine. The writer of Psalm 69 used the imagery of these unpleasant substances to describe the harsh treatment he received as he looked for comfort and validation. Each of the Gospel writers referred to this psalm when describing what the Savior was given to drink on the cross.

Psalm 72

President Jeffrey R. Holland taught:

“This psalm … demonstrates how the adoration of and supplication for an earthly king—in this case David’s son Solomon—moves that earthly figure into a type or prefiguration of Christ, the Heavenly King. …

“… Clearly [the] introductory line is an appeal to God by ‘the king’ (David) on behalf of ‘the king’s son’ (Solomon), but see how easily the reader is led to see this as typological, with God as ‘the king’ and Jesus as ‘the king’s son,” especially when the word ‘judgments’ is associated with the former and ‘righteousness’ with the latter—traditional biblical characterizations of the Father and the Son.

“With that introduction so skillfully laid as foundation, it is almost impossible not to see Christ in the imagery for and about Solomon that follows. …

“Some scholars believe—and the text would seem to indicate—that this may be the last of David’s canonized psalms. Whether it is or isn’t, we can certainly say that it is one of the most Messianic of his psalms and in that regard could certainly serve well as a valedictory declaration regarding the Son of God who would one day come with the additional title of Son of David.”

Psalm 82:6

Psalm 82 begins by describing God standing among a group of heavenly beings. This setting, sometimes called the divine council, is described in several places throughout the Old Testament. In this instance, God appears to be addressing those He had appointed as judges but who had judged unjustly. The phrase “ye are gods” likely refers to the fact that God had given these individuals His divine authority to act as judges.

During His mortal ministry, the Savior referenced this verse when the Jews accused Him of blasphemy for claiming to be the Son of God. He challenged His accusers by asking why they condemned Him when the scriptures use the word “god” to describe beings other than Jehovah. Modern prophets have referenced Psalm 82:6 when teaching that we are the children of God.

Psalm 85:10–11

President Jeffrey R. Holland taught:

“Obviously so very much that we enjoy in the restored gospel of Jesus Christ features truth that sprang out of the earth in the form of the Book of Mormon and righteousness that has looked down from heaven in the form of divine visitations and recurring revelations. … The story of the restored gospel is a long, happy sequence of eternal truth springing out of the earth and continual righteousness coming down from heaven.”

Joseph Receives the Plates, by Gary Ernest Smith

Dieter F. Uchtdorf, “The Gift of Grace,” Ensign or Liahona, May 2015, 107–10

Neill F. Marriott, “Yielding Our Hearts to God,” Ensign or Liahona, Nov. 2015, 30–32

Boyd K. Packer, “The Pattern of Our Parentage,” Ensign, Nov. 1984, 66–69

“O Thou Rock of Our Salvation” (Hymns, no. 258)—compare Psalm 62:1–2

“I Am a Child of God” (Hymns, no. 301)—compare Psalm 82:6

See Numbers 16; 26:9–11; 2 Chronicles 20:19; Jude 1:11. See also Bible Dictionary, “Korah.”

See J. D. Douglas and Merrill C. Tenney, Zondervan Illustrated Bible Dictionary, rev. ed. (2011), “Korah,” 821. The sons of Korah are mentioned in Psalms 42; 44–49; 84–85; and 87–88.

See 1 Chronicles 15:17, 19; 16:4–7. See also Bible Dictionary, “Asaph.”

See Nehemiah 7:44; Adele Berlin and Marc Zvi Brettler, eds., The Jewish Study Bible, 2nd ed. (2014), 1323, note on Psalm 50.

See Douglas and Tenney, Zondervan Illustrated Bible Dictionary, “Asaph,” 125.

See Tremper Longman III and Mark L. Strauss, The Baker Expository Dictionary of Biblical Words (2023), “Faith, Faithful, Faithfulness,” 282. The other word translated as “saints” is qodesh (or kodesh) and is more commonly translated as “holiness” (see Longman and Strauss, The Baker Expository Dictionary, “Holy, Holiness, Make Holy,” 409–10).

To learn more about hesed, see Russell M. Nelson, “The Everlasting Covenant,” Liahona, Oct. 2022, 4–11. See also “Psalm 26:1–3. What is the Lord’s loving-kindness?”

See Longman and Strauss, The Baker Expository Dictionary, “Faith, Faithful, Faithfulness,” 282.

Russell M. Nelson, “The Everlasting Covenant,” 6.

See 2 Samuel 11–12.

Psalm 51:1. See also “Psalm 26:1–3. What is the Lord’s loving-kindness?”

See Bible Dictionary, “David.” See also Daniel L. Belnap, “‘How Excellent Is Thy Lovingkindness’: The Gospel Principle of Hesed,” in Approaching Holiness: Exploring the History and Teachings of the Old Testament, ed. Krystal V. L. Pierce and David Rolph Seely (2021), 56; Russell M. Nelson, “The Everlasting Covenant,” 5.

See Longman and Strauss, The Baker Expository Dictionary, “Blot Out,” 109.

Psalm 51:2.

See Robert Alter, The Hebrew Bible: A Translation with Commentary (2019), 3:133, note on Psalm 51:7. See also “The Fulness of the Gospel: The Fall of Adam and Eve,” Ensign, Jun. 2006, 49; Daniel K Judd, “The Fortunate Fall of Adam and Eve,” in No Weapon Shall Prosper: New Light on Sensitive Issues, ed. Robert L. Millet (2011), 308–9.

See Mosiah 3:19; Moroni 8:8, 22; Doctrine and Covenants 93:38. See also “Moses 6:50–62. How does the Fall affect us?”

Teachings of Presidents of the Church: Brigham Young (1997), 50.

See Longman and Strauss, The Baker Expository Dictionary, “Break,” 119.

See Longman and Strauss, The Baker Expository Dictionary, entries 1792 and 1794, 948–49. The same Hebrew word is translated as “beat … to pieces” in Isaiah 3:15 and “bruised” and “bruise” in Isaiah 53:5, 10.

Bruce D. Porter, “A Broken Heart and a Contrite Spirit,” Ensign or Liahona, Nov. 2007, 31. The symbol of a broken heart can be particularly meaningful when contrasted with a hardened heart that comes as a result of sin. One scholar explained: “The symbolism of our smashing or breaking or crushing our hard, willful heart into pieces and offering the result to God is significant, because a smashed heart no longer exists in a recognizable or retrievable form. Just as an animal given over to God through sacrifice on an altar was no longer retrievable, so our broken hearts must be offered fully, irretrievably (we cannot break them and then fix them ourselves). It is at this point that the Lord can replace our now broken, offered heart with a new one” (Dana M. Pike, “3 Nephi 9:19–20: The Offering of a Broken Heart,” in Third Nephi: An Incomparable Scripture, ed. Andrew C. Skinner and Gaye Strathearn [2012], 55).

3 Nephi 9:20.

Bruce D. Porter, “A Broken Heart and a Contrite Spirit,” 32.

See Berlin and Brettler, The Jewish Study Bible, 1342, notes on Psalm 69 and 69:10; Alter, The Hebrew Bible, 167, note on Psalm 69:10.

See Earl D. Radmacher and others, eds., NKJV Study Bible, 3rd ed. (2018), 830, note on Psalm 69:9–12.

John 2:17.

Jeffrey R. Holland, For Times of Trouble: Spiritual Solace from the Psalms (2012), 196–97.

Bible Dictionary, “Gall”; Douglas and Tenney, Zondervan Illustrated Bible Dictionary, “Vinegar,” 1510. When mixed with water, vinegar was a common drink for peasants.

See Kenneth L. Barker and others, eds., NIV Study Bible: Fully Revised Edition (2020), 965, note on Psalm 69:21.

See Matthew 27:34; Mark 15:23; Luke 23:36; John 19:29.

Jeffrey R. Holland, For Times of Trouble, 177–78.

See 1 Kings 22:19; Job 1:6. See also Richard Neitzel Holzapfel and others, Jehovah and the World of the Old Testament: An Illustrated Reference for Latter-day Saints (2009), 262.

See Nicholas J. Frederick, “The Use of the Old Testament in the New Testament Gospels,” in Prophets and Prophecies of the Old Testament, ed. Aaron P. Schade and others (2017), 144–46.

See John 10:22–34.

See John 10:35–37.

See Patrick Kearon, "Receive His Gift," Liahona, May 2025, 120; Dale G. Renlund, "The Peace of Christ Abolishes Enmity," Liahona, Nov. 2021, 84; D. Todd Christofferson, "Why Marriage, Why Family," Ensign or Liahona, May 2015, 50.

Jeffrey R. Holland, For Times of Trouble, 106–7. See also “Moses 7:60–63. What was Enoch shown about the last days?”

The principles of teaching in the Savior’s way can apply to any teaching opportunity—at home, at church, and elsewhere. However, every opportunity comes with its own unique circumstances. This section gives additional suggestions that are specific to various learners and teaching settings.

President Russell M. Nelson has taught that the home should be the “center of gospel learning” (“Becoming Exemplary Latter-day Saints,” Ensign or Liahona, Nov. 2018, 113). The teaching that happens at church or in seminary is valuable and needed, but it’s meant to support the teaching that happens at home. The main setting—and the best setting—for gospel learning, for both ourselves and our families, is the home.

But that doesn’t mean that good gospel learning happens automatically at home; it takes conscientious effort. President Nelson has suggested that you might need to “transform” or “remodel your home”—not necessarily by tearing down walls or adding new flooring but perhaps by evaluating the overall spirit in your home, including your contribution to that spirit (“Becoming Exemplary Latter-day Saints,” 113). For example, consider the music, videos, and other media in your home; the pictures on the walls; and the way the members of your family speak to and treat each other. Do these things invite the influence of the Holy Ghost? Do you set aside time for learning the gospel, individually and as a family? Do family members feel loved, safe, and close to God when they are in your home?

You may not feel that you have control over the spiritual environment in your home. If that’s the case, be the best influence you can and ask the Lord for help. He will honor your righteous efforts. When you try to teach and learn the gospel, even if you don’t see desired results right away, you are succeeding.

“Love those you teach” applies to all settings for gospel teaching, but in the home, love ought to come most naturally and be felt most deeply. Even if your home is less than ideal, it is meant to be the center of gospel teaching because that’s where our most lasting relationships are built. Teachers outside the home may have more experience or training as teachers, but they can never duplicate the potential for loving, eternal relationships that exists at home. So nurture those relationships. Spend the time and effort necessary to listen to your family members and build trust and understanding with them. This will help create a firm foundation for your efforts to teach and learn the gospel at home.

Most Church classes happen once a week, with a scheduled beginning and end, but this is not always the case at home. You may have a scheduled home evening lesson or family scripture study, but teaching opportunities in the family frequently occur in informal, everyday moments—while eating a meal, doing chores, playing a game, traveling to work or school, reading a book, or watching a movie together. A rainstorm can be a chance to talk about how the Savior shelters us from spiritual storms. A teenager with a difficult decision to make may be ready to learn about personal revelation. A child who is frightened may benefit from your testimony about the Comforter. Children who misbehave or mistreat each other can be taught about repentance and forgiveness.

Because such moments are unplanned, you can’t prepare for them the way you would prepare for a traditional lesson. However, you can prepare yourself by being sensitive to the Spirit and striving to “be ready always” (1 Peter 3:15). Any moment may become a teaching or learning moment.

Parents sometimes get discouraged when their attempts to teach the gospel at home don’t seem to be succeeding. Taken individually, a single home evening, scripture study session, or gospel conversation may not seem like it is accomplishing much. But the accumulation of small, simple efforts, repeated consistently over time, can be more powerful and strengthening than an occasional monumental moment or landmark lesson. “All things must come to pass in their time,” the Lord has said. “Wherefore, be not weary in well-doing, for ye are laying the foundation of a great work. And out of small things proceedeth that which is great” (Doctrine and Covenants 64:32–33; see also Alma 37:6–7). So don’t give up, and don’t worry about accomplishing something grand every time. Just be consistent in your efforts.

The gospel takes on immediate relevance in the home. There the people with whom you are learning the gospel are the people with whom you will live it—every day. In fact, much of the time, living the gospel is how we learn the gospel. So as you learn and teach the gospel at home, look for ways to connect what you are learning with what you are doing. In your home, let the gospel be something you strive to live by, not just something you talk about.

Teaching opportunities in the family frequently occur in informal, everyday moments.

All children are different, and as they develop, their needs will change. Varying your teaching methods will help you meet their diverse needs. For example, consider using the following:

Stories. Stories help children see how the gospel applies to everyday life. Use stories from the scriptures, from your own life, from your family history, or from Church magazines, especially stories about the Savior. Plan ways to involve children in the story—by holding pictures, repeating phrases, or acting out parts.

Visual aids. Pictures, videos, and objects can help children understand and remember gospel principles. Many pictures and videos can be found in the Media Library on ChurchofJesusChrist.org.

Music. Hymns and other sacred songs can help children feel God’s love, feel the Spirit, and learn gospel truths. The melodies, rhythms, and simple rhymes can help children remember gospel truths for years to come. As you sing with children, help them discover and understand the principles taught in the songs.

Most children learn best when multiple senses are involved. Find ways to help children use their senses of sight, hearing, and touch as they learn. In some situations, you may even find ways to include their senses of smell and taste!

When you invite children to draw, build, color, or write something related to a gospel principle, you help them better understand the principle and you give them a tangible reminder of what they have learned. They can also use what they have created to share what they learned with others. Each issue of the Friend magazine includes creative activities for children.

When children ask questions, see them as opportunities, not as distractions. Children’s questions are an indication that they are ready to learn, and their questions give you valuable insights into what they are thinking and feeling. Help them see that the answers to their spiritual questions can be found in the scriptures and the words of living prophets.

Sometimes a child acts in ways that disrupt the learning of others. Most behavioral disruptions grow out of an unmet need. When this happens, be patient, loving, and understanding about the challenges the child may be facing. He or she may just need more opportunities to participate in the lesson in positive ways—for example, by holding a picture, drawing something, or reading a scripture.

If a child continues to be disruptive, it may be helpful to speak to him or her individually. In a spirit of love and patience, explain your expectations and your confidence that he or she can meet them. Praise the child when he or she makes better choices.

When children learn something new, they naturally want to share it with others. Encourage this desire by giving children opportunities to teach gospel principles to each other, their family members, and their friends. Also ask them to share with you their thoughts, feelings, and experiences related to the principles you are teaching. You will find that they have insights that are simple, pure, and powerful.

Even children who have not yet received the gift of the Holy Ghost can feel His influence, especially when they are learning about Jesus Christ and His gospel. When they make righteous choices, they can feel the Savior’s approval through the Spirit. Teach children about the different ways the Spirit communicates with us. Help them recognize His voice as He speaks to them. This will help them develop a habit of seeking and acting on personal revelation throughout their lives.

Youth have the potential to do remarkable things in the Lord’s service. Many experiences recorded in the scriptures illustrate that God has confidence in the spiritual abilities of young people. If the youth sense that you trust them, their confidence in their divine potential will grow and they will amaze you with what they can accomplish. Lovingly help them see what Heavenly Father knows they can become. Follow the Savior’s example by continuing to love and encourage them, patiently working with them, and never giving up on them.

The youth you teach are forming the foundations of their testimony. They are in the process of discovering their beliefs and convictions. They are making decisions that will affect the course of their lives. To survive spiritually in these perilous times and to fulfill the Lord’s mission for them, the youth you teach will need to know how to find strength during their trials, answers to their questions, and courage to “stand as witnesses of God” (Mosiah 18:9).

Youth have a growing desire to learn things by reasoning and experience rather than by simply being told things. This means that teaching youth will require good listening skills. When youth feel understood, they will feel more open to counsel and guidance. Assure them that the Lord knows them and will help them as they wrestle with questions and trials. They can exercise their faith in Him by developing a daily habit of prayer and scripture study and by serving others. Encouraging youth to participate in Church classes and study on their own can help them have personal experiences that will build their testimony of their divine heritage.

If the youth you teach have their own electronic devices, remember that these devices are tools to enhance learning. Teach them how to use their electronic scriptures and other resources found in the Gospel Library. You can also send messages and links to youth to help them prepare for upcoming lessons.

Youth need to understand what Heavenly Father knows they can become.

Adult learners are capable of acting for themselves in gospel learning settings (see 2 Nephi 2:26). Invite them to prepare for gospel discussions by studying something ahead of time, and encourage them to share what they are learning by the Spirit. You might also ask them which gospel principles they would like to spend time learning about together.

Job stated, “With the ancient is wisdom; and in length of days understanding” (Job 12:12). Generally, wisdom and spiritual understanding come after years of experience. As you teach adults, invite them to share experiences that have built their faith in Heavenly Father and Jesus Christ. This will give them opportunities to testify about how they have come to know that the gospel principles they are studying are true. Sharing experiences will also build relationships between those you teach, helping “all … be edified of all” (Doctrine and Covenants 88:122).

The adults you teach may have many roles and responsibilities in their professions, communities, Church callings, and families. When they study the gospel, they are often thinking about how what they are learning can help them in those roles. Invite them to see how the word of God is relevant to their unique circumstances. You can do this by asking them how gospel principles are meaningful and applicable to their lives.

Because of their experience and knowledge, adults know that there are not always easy answers to gospel questions. They can appreciate that a scripture passage may have multiple meanings, and they can apply a gospel principle to a variety of life situations. Invite them to ponder how gospel principles relate to each other and to what is happening in their lives. Encourage participation and discussion so that they can learn from each other’s unique perspectives.

Adults can share many experiences that have built their faith in Heavenly Father and Jesus Christ.

Joseph Smith taught, “All the minds and spirits that God ever sent into the world are susceptible of enlargement” (Teachings of Presidents of the Church: Joseph Smith [2007], 210). Assume that all God’s children are capable of increasing in knowledge and progressing. Ask the Lord to help you know how to help each person.

Talk to learners or their parents or caregivers. Find out how each individual best learns and what strategies are most helpful. You could also counsel with other leaders and teachers who have experience and insights to share. For helpful teaching strategies, see disabilities.ChurchofJesusChrist.org.

Create a positive atmosphere where everyone feels safe and loved. Do not assume that all learners with disabilities are the same, and treat each person with love and respect. Encourage others to be kind and accepting.

Small changes can be made to activities to ensure that all learners can learn, including those with physical limitations or learning difficulties. For instance, if an activity suggests showing a picture, you could sing a related song instead to include learners with visual impairments.

One way to establish a routine is to create a poster with a schedule. Your schedule might include prayers, teaching time, and activity time. Following a schedule can help reduce feelings of uncertainty and anxiety for some learners.

Learn about disabilities or circumstances that may influence a person to act inappropriately. Pay careful attention to what is happening when challenging behaviors arise. Prayerfully consider how to modify the situation in order to better support learners.

For more information about teaching people with disabilities, see disabilities.ChurchofJesusChrist.org.

Teachers can create a positive learning environment where everyone feels accepted and loved.

Before your class or meeting, spend some time getting familiar with the technology you’ll be using. Explore some of its features, such as how to share videos or pictures. Consider holding a “test” meeting with family members or friends.

Most wards and stakes have a technology specialist. You might also know others who have experience with virtual meetings. Ask for their advice or guidance.

If possible, find a quiet place to attend your meeting. Noises in the background can be distracting. Encourage learners to do the same or to keep their microphones muted if they’re not speaking.

If possible, keep your camera on so that learners can see your face. Invite (but don’t require) learners to turn their cameras on too. This can help create a spirit of unity and mutual support.

Many virtual meeting programs allow participants to type questions or comments in a chat window. Some also allow participants to virtually raise their hands. Let learners know about these features. You may want to assign someone to watch for raised hands or comments in the chat so that you can focus your attention on leading the discussion.

Virtual learning settings sometimes make it hard for people to be seen and heard. Make a conscious effort to involve those who want to be involved. Sometimes this means creating smaller groups (for example, by breaking up a large Sunday School class). Sometimes it means asking learners beforehand to participate in a specific way. Don’t let the limitations of technology cause you to forget about or overlook people who are eager and willing to learn.