The following are some ideas to help use writing assignments or small groups in teaching:

1. Plan writing exercises to enhance learning.  Writing exercises, like all other methods, should support the teaching plan.  They should not be given as busy work or as a punishment for misbehavior.  Written exercises that can enhance learning might include such things as writing exercises that lead students to discover principles for themselves or exercises that require analysis or synthesis of what the students are studying.
   
      Some writing exercises can be directly related to the scripture block, such as writing a verse or a scripture story in their own words; writing questions, thoughts, or feelings they have as they read; writing answers to questions about the verses; or writing about personal experiences that relate to a gospel principle in the verses.  Writing journal entries can be an effective way to help students apply what they have learned.
   
      With students who are younger or whose abilities are more limited, learning can be guided by writing exercise where more information is provided for them and less is asked of them.  Filling in the blanks, giving specific scriptural references instead of a more general block, and other such exercises can be more helpful to such students.
    
2. Give students time to complete the assignment.  Time limits should be appropriate to the difficulty of the exercise.  Teachers may want to quietly visit with each student while the class is working on written assignments.  Home-study teachers can support learning by contacting students at home to help them complete their assignments.  In group work, time limits should be set at intervals.  The teacher should announce the amount of time left to finish the assignment.
    
3. Have students report on what they have written or done as a group.  Students can be asked to discuss in class what they have written, or be invited to ask the questions they had as they were studying.  If  students hand in their written exercises, the teacher may want to write comments or answer questions on the assignments.
    
4. Move around the classroom to help monitor learning and maintain control.  The teacher should remain actively involved in the learning activity once the groups are divided and working or after a written assignment is given.  Moving from student to student or group to group, listening to ensure they understand the task, and becoming part of each group for a time and working with them are all ways  to participate with the students.  Group work or writing time can easily become a time when students visit on personal matters of joke around with one another.  The presence of the teacher and his or her active involvement in monitoring the learning activity will do much to prevent such problems from occurring.