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1) Hit 'em (nicely) with the Handbook and 2) Don't preach at 'em.  When you use the Handbook, you have the security of teaching the correct principles. Also, if you have any "official" counsel or interpretation of the guidelines from YOUR Stake or Ward Leaders, this is the time to share it.

Then, I think any lesson is better when the class members partcipate in much discussion, intead of hearing the teacher preach.   I once listened to a well-meaning sister tearfully plead and chastise us to be more faithful VTs. I sat there and (pridefully) thought, "I'll be darned if I let you manipulate me with guilt."

Yes, we need to be motivated but no one will strive to improve if they are told how rotten they are.  Leading an effective discussion can be tricky.  You have to prepare some thought-provoking questions (What does it mean to you when you hear these words that the prophet spoke ". . . . ."?), you need to be able to show appreciation to those who partcipate (even if you don't truly appreciate their contribution :-/) and you need to be prepared and able to bring the discussion back on track when it starts to slide off-topic or get contentious (trainwreck! ).

Also, you have to live with the fact that often it doesn't go as you planned but because the class participated, what they learned will stick with them longer.  I am a trained (but still weak) discussion leader in another organization and I think the best training I got was from our very own Teaching, No Greater Call.  Great chapters on questions and discussions.  Also, I have another handout with discussion tips from the FHE Resource Book.  (SEE BELOW)

Having an open discussion does not mean that everyone talks at once.  In fact, proceeding in an orderly way, allowing each person his turn to talk while others listen, can in itself be a good lesson in communication for your [group].  Each should have the opportunity to talk, but [s]he must also listen when others are speaking.

One way to stimulate participation is to ask questions.  The kind of questions you will ask will determine the kind of responses you will get. Often questions are asked to get a specific answer, such as yes, no, or a date, name, or some other fact.  Although these questions may help to get [group members] to participate, some may hesitate to respond because they are afraid of giving the wrong answer or they feel the answer is too obvious for a response.  Questions that help people express themselves are those that ask, "What do you think about this?" or "How do you feel about this?" or "Do you remember an experience like this?"  There are no wrong answers to questions like these.

It is very important to listen carefully to the answers and to let [group members] know that you appreciate whatever contribution they make to the discussion.

It is more important for [group members] to enjoy participating in the discussion than it is for you to . . . cover every point you had planned to make.  If you conclude the [discussion] with one good thought, idea, or gospel principle that each [group] member can remember, think about, and apply in [her] life, you have succeeded.