From Kathy K. Clayton from her book (written in 2012….we’re now 12 years later) ‘Teaching to Build Faith and Faithfulness’:
Teachers and parents empower students and children by avoiding micromanagement of decisions that can be left to the discretion of the student or child. An adviser suggested to her an idea she had seen implemented that she thought was particularly clever. The young woman wasn’t enthusiastic about the idea. She preferred something else that the adviser couldn’t quite envision. Wisely, however, and recognizing that there were many right ways to stage the event, the adviser supported the young woman’s plan. The benefit to the girl of utilizing her own agency and inspiration to organize an event she felt excited about was much more important than compromising her opportunity to make those decisions. She gained confidence in her ability to take action without needing detailed scripting from either her leader of heaven as she planned a successful event.
While some decisions leave lots appropriate room for discretion and a variety of choice, others should be considered as warranting a heavy stamp of approval. Often those eternally significant decisions reflect application of invariable moral principles. Students and children are best equipped to make those choices correctly when they know the relevant doctrine. When the doctrine is clear to them, they can make those worthy choices without even having to ask for inspiration. They already know the answer. On occasion when the specific application of the doctrine to that particular is not clear to them, they must know how to seek, receive and trust the process of receiving heavenly guidance through prayer. All that means careful direct teaching of doctrine with lots of conversation about the application of that doctrine. A classroom that feels safe fosters conversation that reinforces the teachings.
A young man felt unsure about his desire or readiness to serve a mission. Because he felt safe and valued in his Sunday School class, he shared his feelings with the group. The other members of the class responded with respectful love for that young man as they shared their own encouraging, faithful perspectives on his issue. Partly as a result of that discussion, he eventually talked to the bishop about specific things that were bothering him, made necessary changes, and accepted a call to serve. ~Kathy K. Clayton, Teaching to Build Faith and Faithfulness (Salt Lake City: Deseret Book, 2012)
