Readiness, participation, and application interact with each other.  When a readiness to learn is present, getting students to participate in learning will be much easier.  And a teaching method that keeps students actively and productively engaged in learning naturally rekindles their readiness and aids in making application.  Elder Joseph B. Wirthlin said, "The more class members read their scriptural reading assignments, the more they bring their scriptures to class, and the more they discuss what the gospel actually means in their lives, the more will be their inspiration, growth, and joy as they try to solve their personal concerns and challenges" (Teaching by the Spirit: A Conversation with Elder Joseph B. Wirthlin and Elder Gene R. Cook, " Ensign, Jan. 1989, p.15).

   The following are some principles that show how a teacher can help stimulate readiness, maintain participation, and aid application:

• Students will more likely feel the Spirit during gospel learning when principles of edification are followed.  Having  the Spirit creates readiness and helps students see how to make application.
• Conditions of readiness, participation, and application will more likely be present when students are invited to share how they feel about the class (in writing or directly) and to make suggestions for improving their learning experience.
• When students are bored, they are not ready to learn.  Student boredom often occurs when students are not actively participating in the learning process or when learning activities are done the same way most of the time.  Changing teaching approaches and methods can help stimulate student readiness and maintain learner participation throughout the lesson.
• Teaching methods or learning activities that require students to use more than one of the senses (seeing, hearing, touching, tasting, and smelling) can help improve learner participation.
• Calling student leaders to assist in organizing learning experiences, conducting business of the class, planning activities, or maintaining the proper atmosphere for learning is an important way to achieve learner participation.
• Students will more likely stay ready to learn, want to participate in learning, and be willing to apply gospel principles when they see the relevance of what they are studying to their own lives and when they experience the motivating, enlightening, revealing, and testifying influence of the Holy Ghost.
• Students are more likely to be ready to learn and to stay involved in the learning process when they are given a problem, a question, or a task that is challenging and stimulating.
• One way to help students participate spiritually in the lessons and to encourage them to apply and deepen their understanding of what they are learning is to give them time in class to meditate on and ponder about what they have learned.  At such times, teachers should encourage students to ask for help from the Lord.
• If they are shown positive examples, students will more easily understand how gospel principles can be applied in their own lives.
• Students better understand how gospel principles can be applied when they hear the teacher or other students bear testimony of the value of those principles.
• Students will generally enjoy learning more when learning activities are appropriate to their interests and abilities.
• Students will be more likely to feel the Spirit and to learn the gospel if they feel the teacher radiating a pure love of Christ for them.
• Students will be more likely to feel the Spirit and to learn the gospel when they are taught they are of infinite worth to their Heavenly Father and the Savior.