I've been thinking about trying a "Pinterest Project A Day" kind of thing and I thought I'd better have the links easily available. So here are the ones I'm seriously considering doing:
family tree scrapbook page:
http://scraptacularkits.wordpress.com/2012/02/18/im-up-a-tree-the-family-tree/
ornaments hanging in a window:
http://meaningfulnest.blogspot.co.nz/2012/12/diy-christmas-decor-part-1.html
http://www.pinterest.com/pin/198228821068144039/
map ball ornament:
http://adiamondinthestuff.com/2011/12/map-ball-ornaments.html
modge podge words ornament:
http://www.pinterest.com/pin/395613148488455165/
http://www.migihandmade.com/2010/12/upscaled-ornaments.html
http://homespunstyle.net/tag/mod-podge-paper-balls/
Tags:
http://www.splitcoaststampers.com/gallery/photo/2088848
https://www.etsy.com/listing/82035544/rudolph-reindeer-christmas-gift-tags
toilet paper tube advent calendars:
http://www.everydayroadtohealthy.com/2011/11/29/random-acts-of-christmas-kindness-advent-calendar/
http://mindypitcher.blogspot.com/2011/12/our-countdown-to-christmas.html
gingerbread house ideas:
http://threepixielane.blogspot.com/2014/01/gingerbread-log-cabin.html
tealight snowman ornaments:
https://picasaweb.google.com/Stampahowlics/LeadershipSwaps02#5835586672140004226
crocheted blanket:
http://petitefee-kinderaccessoires.blogspot.com/search?updated-max=2011-08-09T14:56:00%2B02:00&max-results=20
quilts:
http://www.pinterest.com/pin/198228821074421881/
http://www.andiejohnsonsews.com/2011/03/disapperaing-4-patch-tutorial.html
http://www.quiltingboard.com/pictures-f5/garden-gold-quilt-t218348.html
http://www.quiltingboard.com/main-f1/disappearing-4-patch-t218703.html
stained glass projects:
http://smglassdesigns.blogspot.com/2010/11/ornaments-are-here.html
http://oneglassylady.wordpress.com/2013/09/24/christmas-present-brooch-construction/
http://www.pinterest.com/pin/198228821072609621/
candy in a yarn ball:
http://www.welke.nl/photo/miryoih/zelf-verrassingseitjes-maken.1363102495
candy-filled cookies:
http://laughingsquid.com/halloween-trick-or-treat-cookies-break-them-open-to-get-the-candy/
table runner:
https://www.etsy.com/listing/100054268/starry-snowy-night-friendship-stars
bind my wandering heart plaque:
http://www.pinterest.com/pin/198228821074354874/
Christmas card:
http://www.splitcoaststampers.com/gallery/photo/2220314?&cat=23149
more to be added later...
Sunday, November 2, 2014
Saturday, October 11, 2014
summer and the last few months
My great plans for summer changed about 2 weeks into summer, so it's a good thing I started my summer plan about 2 weeks before school got out. I scrapbooked a little, did some family history research, looked at a few online personal finance lessons, and started putting my house in order during that month. I did not sew a quilt or really work in the yard, though.
And then, for some reason, I switched to reading. I read almost constantly. I was in the middle of my Old Testament reading. I was slowly reading the Book of Mormon to earn my Honor Bee. I was reading some books on health and nutrition.
My reading focus changed a little in July when I was called to be a seminary teacher. I stopped reading my health and nutrition books. I speeded up my reading of the Old Testament and started the New Testament when I was done with the Old. And, of course, I read the Doctrine and Covenants since that would be the book of scripture Seminary was using this year. I also had training materials to read and a few in-service lessons to go to. I also started memorizing our 25 scripture mastery scriptures for the year.
The first week of school I was 500+ miles away at BYU's Education Week with my sister. I missed the first week of seminary as well as the first week of my long-term sub job (which just ended a week ago). When I got back from Ed Week, my days were booked solid with subbing and seminary. I barely even looked at all the wonderful notes I had taken at Ed Week (many of which dealt with the Doctrine and Covenants and teaching).
This past week was my first week to have "free" time. Monday was glorious. I cleaned the house a little and prepared my seminary lesson without feeling rushed. I spent 3 hours preparing for class, but I wasn't preparing a lesson. I was preparing a way for the students to present the lesson. Crazy, I know.
After almost 2 months of just getting the basics done, yesterday I finally reached the point where I felt I was wasting my "free" time and I was ready to get back into the swing of doing things other than seminary and housework.
I started working on my daughter's scrapbook again (let's see, it's 2014 and I worked on 2006 yesterday. I'm only a little behind.).
I also started looking at ideas for Christmas gifts for my seminary students and my friends. I love Pinterest.
I want to start working on family history research again, too.
And, of course, I want to work on my teaching skills. I love my students. I'm afraid I'm boring and dry at times.
So, fall is here and I'm working on a new set of goals. That'll be a post for another day, though.
And then, for some reason, I switched to reading. I read almost constantly. I was in the middle of my Old Testament reading. I was slowly reading the Book of Mormon to earn my Honor Bee. I was reading some books on health and nutrition.
My reading focus changed a little in July when I was called to be a seminary teacher. I stopped reading my health and nutrition books. I speeded up my reading of the Old Testament and started the New Testament when I was done with the Old. And, of course, I read the Doctrine and Covenants since that would be the book of scripture Seminary was using this year. I also had training materials to read and a few in-service lessons to go to. I also started memorizing our 25 scripture mastery scriptures for the year.
The first week of school I was 500+ miles away at BYU's Education Week with my sister. I missed the first week of seminary as well as the first week of my long-term sub job (which just ended a week ago). When I got back from Ed Week, my days were booked solid with subbing and seminary. I barely even looked at all the wonderful notes I had taken at Ed Week (many of which dealt with the Doctrine and Covenants and teaching).
This past week was my first week to have "free" time. Monday was glorious. I cleaned the house a little and prepared my seminary lesson without feeling rushed. I spent 3 hours preparing for class, but I wasn't preparing a lesson. I was preparing a way for the students to present the lesson. Crazy, I know.
After almost 2 months of just getting the basics done, yesterday I finally reached the point where I felt I was wasting my "free" time and I was ready to get back into the swing of doing things other than seminary and housework.
I started working on my daughter's scrapbook again (let's see, it's 2014 and I worked on 2006 yesterday. I'm only a little behind.).
I also started looking at ideas for Christmas gifts for my seminary students and my friends. I love Pinterest.
I want to start working on family history research again, too.
And, of course, I want to work on my teaching skills. I love my students. I'm afraid I'm boring and dry at times.
So, fall is here and I'm working on a new set of goals. That'll be a post for another day, though.
Wednesday, July 23, 2014
Seminary Stuff
Elder Robert D. Hales counseled: “The responsibilities of teachers in
seminary and institute of religion are many, but in order to meet these
responsibilities, teachers must first strive for personal righteousness.
As teachers, we must live the gospel in such a way that we will have
the Spirit to ever be with us”
**
These most important relationships should be characterized “by persuasion, by long-suffering, by gentleness and meekness, and by love unfeigned” (D&C 121:41). President Ezra Taft Benson expressed the following: “We hope there is an excellent relationship between you as husband and wife. We hope that your home has in it the spirit of peace and love of the Savior, and that this is evident to all those who come into your home. In your homes you should not have quarreling and friction. … You, as a couple, represent the First Presidency in all you do and in the way you appear”
**
When deciding how to teach gospel doctrines and principles, teachers should select methods that lead students to understand these important truths and to be edified and uplifted by the Holy Ghost. Teachers and students understand doctrines and principles when they grasp their meaning, see their relationship with other principles and doctrines, and comprehend their significance in the plan of salvation, as well as in their own lives. True understanding of eternal principles and doctrines can only come as individuals live gospel principles and as their minds are illuminated by the Holy Ghost.
**
“A
learner exercising agency by acting in accordance with correct
principles opens his or her heart to the Holy Ghost—and invites His
teaching, testifying power, and confirming witness”
**
More important, their decision to participate is an exercise in agency that permits the Holy Ghost to communicate a personalized message suited to their individual needs. Creating an atmosphere of participation enhances the probability that the Spirit will teach more important lessons than you can communicate. That participation will bring into their lives the direction of the Spirit.~ Elder Scott
**
Attributes of charity, vision, and humility allow us to accomplish the Lord’s work as He would desire. Charity, or the pure love of Christ, should be the basis of a teacher’s relationship with students, priesthood leaders, parents, colleagues, and supervisors. Charity is not merely a feeling but a manner of acting and being (see Moroni 7:45). A leader with vision gives inspired direction, creates a sense of purpose, and instills enthusiasm in those around him. The scriptures teach that “where there is no vision, the people perish” (Proverbs 29:18). Humility allows administrators and teachers to recognize their dependence on the Lord and encourages them to work cooperatively with others to accomplish the Objective of Seminaries and Institutes.
**
Elder Henry B. Eyring taught, “Never, never underestimate the spiritual value of doing temporal things well for those whom you serve”
**
Teachers should encourage students to honor their parents and to seek their parents’ counsel and guidance. Teachers could also share with parents what is being taught in class.
**
Teachers and administrators should also work cooperatively with Young Men and Young Women leaders and appropriately encourage the youth to participate in the Duty to God and the Personal Progress programs. Where feasible, seminary teachers should counsel with other teachers, advisers, and leaders of youth about the needs of youth.
**
JRC
The mission of the Church is first, to teach,
methods for teaching scripture mastery:
http://seminary.lds.org/mastery/scripture-mastery/methods-for-teaching?lang=eng
great talks:
https://si.lds.org/library/talks/talks/training-broadcast/teaching-the-doctrine-of-the-family?lang=eng
https://si.lds.org/library/talks/talks/evening-with/seminary-centennial-broadcast?lang=eng
https://si.lds.org/library/talks/talks/evening-with/seek-learning-by-faith?lang=eng
https://si.lds.org/library/talks/talks/training-broadcast/the-great-work-of-seminaries-and-institutes?lang=eng
https://www.lds.org/prophets-and-apostles/unto-all-the-world/a-classroom-of-faith-hope-and-charity?lang=eng
https://si.lds.org/library/talks/talks/evening-with/as-he-thinketh-in-his-heart-1?lang=eng
https://si.lds.org/library/talks/evening-with/a-teacher-of-gods-children?lang=eng
https://si.lds.org/library/talks/talks/general/the-play-and-the-plan?lang=eng
https://si.lds.org/library/talks/talks/training-broadcast/helping-others-to-be-spiritually-led?lang=eng
idea:
I purchased an inexpensive plastic box and had each incoming student put a name label on it at the end of the year seminary breakfast. It was expected to last all four years of seminary. At the end of the seniors year they got to sit by the new student at the seminary breakfast and their label would be removed and a new label put on. In the box, I put a copy of the 25 Scripture mastery cards, (updated each year) a copy of the card that lists all the Scripture mastery references, a for the strength of youth pamphlet, a copy of preach my gospel so they can get familiar with it.. (Occasionally I'd ask each zone to find one line about a subject such as faith and to read it to each other, this helped them to get familiar with the index) I also had a copy of true to the faith which is the small gospel reference book similar to a dictionary (occasionally I would ask each student to write one sentence about a subject matter on the board from that reference book), I copied off each of the songs that are on the films and other music that was used periodically and put them in a black binder so that if they sang in Sacrament meeting or seminary graduation it would be ready to use. (rarely used this book probably could've done better with it)
I had a hymnbook in their box, I had a pen, a pencil with an extra eraser, a red pencil, sharpener, and scissors and a journal inexpensive one that you can get for about $.10 before school's starts, I added the inexpensive scriptures that are paperback, and a small picture of the Savior. (they were to look for him each day as we studied the Scriptures) ~KSH
**
These most important relationships should be characterized “by persuasion, by long-suffering, by gentleness and meekness, and by love unfeigned” (D&C 121:41). President Ezra Taft Benson expressed the following: “We hope there is an excellent relationship between you as husband and wife. We hope that your home has in it the spirit of peace and love of the Savior, and that this is evident to all those who come into your home. In your homes you should not have quarreling and friction. … You, as a couple, represent the First Presidency in all you do and in the way you appear”
**
When deciding how to teach gospel doctrines and principles, teachers should select methods that lead students to understand these important truths and to be edified and uplifted by the Holy Ghost. Teachers and students understand doctrines and principles when they grasp their meaning, see their relationship with other principles and doctrines, and comprehend their significance in the plan of salvation, as well as in their own lives. True understanding of eternal principles and doctrines can only come as individuals live gospel principles and as their minds are illuminated by the Holy Ghost.
**
Gospel
learning that fosters conversion and helps the gospel sink deep into
the hearts of students requires more than diligent effort on the part of
the teacher. Spiritual learning requires effort and the exercise of
agency by the learner. Elder Henry B. Eyring taught, “True conversion
depends on a student seeking freely in faith, with great effort” (“We
Must Raise Our Sights,” 4). Elder David A. Bednar emphasized that the
effort put forth by students invites the influence of the Holy Ghost
into their hearts:
“A
teacher can explain, demonstrate, persuade, and testify, and do so with
great spiritual power and effectiveness. Ultimately, however, the
content of a message and the witness of the Holy Ghost penetrate into
the heart only if a receiver allows them to enter. …
The
scriptures teach that those seeking spiritual learning are to prepare
their minds and hearts to receive instruction; to diligently seek
knowledge and understanding through study, reflection, and prayer; and
to follow the impressions they receive from the Holy Ghost (see Ezra 7:10; 1 Nephi 10:17–19; D&C 138:1–11; Joseph Smith—History 1:10–20).
For many students, putting forth such effort to learn from the
scriptures may seem unfamiliar and somewhat difficult. However, teachers
can help them understand, accept, and fulfill their role in gospel
learning. Teachers can help students learn how to take an active role in
their spiritual learning by encouraging them to:
- Develop a habit of daily scripture study.
- Prepare their hearts and minds for the influence of the Spirit.
- Discover and express doctrines and principles that are relevant to their personal lives.
- Deepen understanding of the scriptures through diligent study, meditation, and prayer.
- Ask questions and seek for answers that help them better understand the gospel and how it applies to their lives.
- Share insights, experiences, and feelings.
- Explain gospel doctrines and principles to others and testify of their truthfulness.
- Develop scripture study skills, such as marking, cross-referencing, and using the scripture study aids.
**
More important, their decision to participate is an exercise in agency that permits the Holy Ghost to communicate a personalized message suited to their individual needs. Creating an atmosphere of participation enhances the probability that the Spirit will teach more important lessons than you can communicate. That participation will bring into their lives the direction of the Spirit.~ Elder Scott
**
Attributes of charity, vision, and humility allow us to accomplish the Lord’s work as He would desire. Charity, or the pure love of Christ, should be the basis of a teacher’s relationship with students, priesthood leaders, parents, colleagues, and supervisors. Charity is not merely a feeling but a manner of acting and being (see Moroni 7:45). A leader with vision gives inspired direction, creates a sense of purpose, and instills enthusiasm in those around him. The scriptures teach that “where there is no vision, the people perish” (Proverbs 29:18). Humility allows administrators and teachers to recognize their dependence on the Lord and encourages them to work cooperatively with others to accomplish the Objective of Seminaries and Institutes.
**
Elder Henry B. Eyring taught, “Never, never underestimate the spiritual value of doing temporal things well for those whom you serve”
**
Teachers should encourage students to honor their parents and to seek their parents’ counsel and guidance. Teachers could also share with parents what is being taught in class.
**
Teachers and administrators should also work cooperatively with Young Men and Young Women leaders and appropriately encourage the youth to participate in the Duty to God and the Personal Progress programs. Where feasible, seminary teachers should counsel with other teachers, advisers, and leaders of youth about the needs of youth.
**
JRC
The mission of the Church is first, to teach,
encourage, assist, and protect the individual member in his striving
to live the perfect life, temporally and spiritually, as laid down in
the Gospels, “Be ye therefore perfect, even as your Father which is
in heaven is perfect,” by the Master (Matthew 5:48). Secondly, the
Church is to maintain, teach, encourage, and protect, temporally
and spiritually, the membership as a group in its living of the
gospel. Thirdly, the Church is militantly to proclaim the truth,
calling upon all men to repent, and to live in obedience to the
gospel, for every knee must bow and every tongue confess (see
Mosiah 27:31methods for teaching scripture mastery:
http://seminary.lds.org/mastery/scripture-mastery/methods-for-teaching?lang=eng
great talks:
https://si.lds.org/library/talks/talks/training-broadcast/teaching-the-doctrine-of-the-family?lang=eng
https://si.lds.org/library/talks/talks/evening-with/seminary-centennial-broadcast?lang=eng
https://si.lds.org/library/talks/talks/evening-with/seek-learning-by-faith?lang=eng
https://si.lds.org/library/talks/talks/training-broadcast/the-great-work-of-seminaries-and-institutes?lang=eng
https://www.lds.org/prophets-and-apostles/unto-all-the-world/a-classroom-of-faith-hope-and-charity?lang=eng
https://si.lds.org/library/talks/talks/evening-with/as-he-thinketh-in-his-heart-1?lang=eng
https://si.lds.org/library/talks/evening-with/a-teacher-of-gods-children?lang=eng
https://si.lds.org/library/talks/talks/general/the-play-and-the-plan?lang=eng
https://si.lds.org/library/talks/talks/training-broadcast/helping-others-to-be-spiritually-led?lang=eng
idea:
I purchased an inexpensive plastic box and had each incoming student put a name label on it at the end of the year seminary breakfast. It was expected to last all four years of seminary. At the end of the seniors year they got to sit by the new student at the seminary breakfast and their label would be removed and a new label put on. In the box, I put a copy of the 25 Scripture mastery cards, (updated each year) a copy of the card that lists all the Scripture mastery references, a for the strength of youth pamphlet, a copy of preach my gospel so they can get familiar with it.. (Occasionally I'd ask each zone to find one line about a subject such as faith and to read it to each other, this helped them to get familiar with the index) I also had a copy of true to the faith which is the small gospel reference book similar to a dictionary (occasionally I would ask each student to write one sentence about a subject matter on the board from that reference book), I copied off each of the songs that are on the films and other music that was used periodically and put them in a black binder so that if they sang in Sacrament meeting or seminary graduation it would be ready to use. (rarely used this book probably could've done better with it)
I had a hymnbook in their box, I had a pen, a pencil with an extra eraser, a red pencil, sharpener, and scissors and a journal inexpensive one that you can get for about $.10 before school's starts, I added the inexpensive scriptures that are paperback, and a small picture of the Savior. (they were to look for him each day as we studied the Scriptures) ~KSH
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