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00:00:02 During his earthly ministry, 00:00:05 Jesus expelled demons. 00:00:08 He healed the sick. 00:00:10 He fed multitudes. 00:00:13 He even raised the dead. 00:00:16 But was he known 00:00:18 as the Great Demon-Expeller, 00:00:21 the Great Healer, 00:00:23 the Great Feeder-of-Multitudes, 00:00:26 or the Great Resurrector? 00:00:29 No. 00:00:30 But he was known as the Great Teacher. 00:00:34 Why? 00:00:36 Because he primarily focused his efforts 00:00:39 on the preaching and teaching work. 00:00:42 But now, why did he do this? 00:00:45 Well, he knew physical miracles 00:00:48 would only bring temporary benefits. 00:00:52 He knew ones freed from the demons, 00:00:54 ones that were healed, fed, and even resurrected 00:00:59 would eventually grow old and die. 00:01:03 So how could he help people permanently? 00:01:07 Well, he knew he could only do it 00:01:10 by teaching them the life-saving knowledge 00:01:14 about his Father, Jehovah. 00:01:16 He well knew the truthfulness 00:01:19 of what he stated as recorded at John 17:3: 00:01:23 ‘This means everlasting life, 00:01:26 ‘their coming to know you, the only true God, 00:01:29 and the one He sent, Jesus Christ.’ 00:01:33 So even though he did many amazing things, 00:01:37 he focused primarily on the preaching and teaching work, 00:01:42 becoming the greatest Teacher ever to walk this earth. 00:01:47 In fact, when officers were sent to arrest him, 00:01:51 do you remember what happened? 00:01:53 They came back empty-handed. 00:01:54 Why? 00:01:55 Well, they said: “Never has any man spoken like this.” 00:02:01 They were so awestruck by his teaching, 00:02:06 they couldn’t even bring themselves to arrest him. 00:02:09 Large crowds would stick with him for days, 00:02:12 even without eating in order to listen to his teaching. 00:02:17 In contrast to the quality of Jesus’ teaching, 00:02:21 Acts chapter 20 tells us about the apostle Paul 00:02:26 giving a long, long talk. 00:02:30 And during that talk, you’ll remember that the young man Eutychus 00:02:34 sank into a deep, deep sleep 00:02:38 and even fell out of the third-story window of a building. 00:02:42 Now, of course, Paul resurrected him, 00:02:44 but probably he felt responsible 00:02:47 for putting him to sleep like that. 00:02:52 But, no offense to Paul, I’m sure he was doing the best he could. 00:02:58 But, obviously, his teaching 00:03:00 was not on a par with that of the Great Teacher. 00:03:04 And that makes me think of what a brother said to me in a teasing way. 00:03:07 He said: “Brother Lett, I always look forward to your talks. 00:03:11 I know I’m going to wake up totally refreshed.” 00:03:18 Well, it’s really true that none of us, like Paul, 00:03:22 can begin to match the quality of teaching of the Great Teacher. 00:03:27 But what are we told at 1 Peter 2:21? 00:03:32 We are told “to follow his steps closely.” 00:03:35 We can’t do it perfectly, 00:03:37 but we’re told to do it as closely as we can. 00:03:41 So that means all of us. 00:03:43 But especially as we’re talking to you, 00:03:45 dear Gilead students, soon-to-be-graduates, 00:03:48 you must make the preaching and teaching work 00:03:52 a priority. 00:03:54 And we must do our best 00:03:56 and you must do your best to improve in your teaching. 00:03:59 And how can you do that? 00:04:01 By imitating the Great Teacher. 00:04:05 During this talk (even though much of what we will talk about 00:04:09 will concern the public ministry), 00:04:11 what we’re going to discuss (much of it) 00:04:13 would be applicable to teaching on a personal level 00:04:18 and in the congregation. 00:04:20 So especially you brothers (but all of us), 00:04:23 want to imitate Jesus’ teaching methods 00:04:27 as we shepherd Jehovah’s sheep on a personal level 00:04:31 and as we do so on a congregational level 00:04:35 from the platform. 00:04:37 Now, here’s a question: 00:04:39 How did Jesus become the Great Teacher? 00:04:44 Well, the Bible tells us that for aeons and aeons of time, 00:04:48 as “a master worker” beside Jehovah, 00:04:52 he carefully observed and he imitated his Father. 00:04:56 And he thereby acquired amazing teaching skills. 00:05:00 He learned from the greatest Teacher. 00:05:03 And no wonder he became the Great Teacher. 00:05:06 He learned from his heavenly Father, 00:05:08 and he appropriately gave credit where it belongs. 00:05:12 Go to John chapter 8, please, 00:05:16 and notice how he gave the credit for his 00:05:18 speaking and teaching where it belongs. 00:05:22 John 8 and the B part of verse 28: 00:05:25 “I do nothing of my own initiative; 00:05:30 “but just as the Father taught me, 00:05:33 I speak these things.” 00:05:36 Yes, he imitated his Father. 00:05:39 Now we want to imitate him. 00:05:41 But what specific teaching methods 00:05:44 did he utilize and did he learn from the greatest Teacher? 00:05:48 Well, let’s discuss four. 00:05:50 Now, one, he taught with enthusiasm 00:05:55 and conviction. 00:05:57 Matthew 7:29: 00:05:59 “For he was teaching them 00:06:01 “as a person having authority, 00:06:05 and not as their scribes.” 00:06:07 So doesn’t that indicate enthusiasm, conviction, 00:06:10 and authority is what he taught? 00:06:12 So if we’re not enthusiastic about what we teach 00:06:16 in the ministry or from the platform, 00:06:19 how could we expect our listeners to be enthusiastic about it? 00:06:24 So never would we want to come across halfhearted in our teaching. 00:06:28 Just like enthusiastic teaching is contagious, 00:06:32 halfhearted teaching is contagious too, isn’t it? 00:06:35 You could perhaps liken it to yawning. 00:06:38 One person yawns in a room, and pretty soon everybody is yawning. 00:06:42 And that could be the way with halfhearted teaching. 00:06:45 But as a caution, we don’t want to be 00:06:48 theatrical in our speaking. 00:06:51 That means we wouldn’t want to use extreme gestures 00:06:54 or dramatic expressions 00:06:58 —overly theatrical or even theatrical. 00:07:01 Why? 00:07:02 Because now you end up drawing attention to yourself 00:07:05 —don’t you?— rather than to what you’re teaching. 00:07:08 And that’s emphasis in the wrong place, isn’t it? 00:07:11 But now let’s talk about a second method the Great Teacher utilized. 00:07:16 He was a good listener. 00:07:19 Where did he learn this pattern of being a good listener? 00:07:23 Well, open up to Isaiah chapter 50, please, 00:07:27 and notice what is prophetically said about Jesus 00:07:31 and where he learned to be a good listener. 00:07:35 Notice in chapter 50 and right at the end of verse 4. 00:07:39 Let’s begin there: “He [Jehovah] 00:07:42 “awakens my ear to listen 00:07:46 “like the taught ones. 00:07:48 “The Sovereign Lord Jehovah has opened my ear, 00:07:51 “and I was not rebellious. 00:07:54 I did not turn in the opposite direction.” 00:07:57 So Jehovah opened his ear, 00:07:59 trained him to be a good listener, and he responded well, did he not? 00:08:04 And that’s why when he became a human, 00:08:07 from childhood on, 00:08:10 he continued his pattern of being a good listener, didn’t he? 00:08:14 Do you recall the account in Luke chapter 2 00:08:17 when Joseph and Mary finally found Jesus 00:08:19 after three days when he was only 12 years old? 00:08:22 Where did they find him? 00:08:24 It says that he was “sitting in the midst of the teachers” there in the temple 00:08:28 and listening to them 00:08:31 and then also asking them questions. 00:08:34 Then when he began his career as a disciple-maker at age 30, 00:08:39 it was second nature—wasn’t it?— to be a good listener. 00:08:42 Now, think of this: Even though he had more to say 00:08:47 than any other human has ever had to say, 00:08:50 he knew the value of pausing, drawing out his audience, 00:08:55 and then really listening to them. 00:08:59 And the same is true with us. 00:09:01 You may think especially after Gilead School that you’ve got a lot to say. 00:09:06 But if we’re going to imitate the Great Teacher, 00:09:08 we have to use self-control. 00:09:10 We have to pause and draw people out 00:09:13 and then really listen to them. 00:09:16 And when we serve as an assistant, which sometimes is half the time, 00:09:19 we want to be active listeners. 00:09:23 What does that mean (to be an active listener)? 00:09:26 Well, maybe you would nod periodically in agreement. 00:09:31 Or maybe you would add some little comment, such as, “Well, that’s very interesting.” 00:09:35 You might even ask for clarification. 00:09:38 People like to clarify what they’re saying. 00:09:40 It shows you’re really interested in what’s happening. 00:09:43 So whether we’re the one presenting 00:09:46 or the one who is an assistant, we want to be an active listener. 00:09:50 There’s probably nothing more distracting 00:09:53 than having your assistant playing with the dog 00:09:57 or maybe looking down the street to see what’s happening down the street. 00:10:01 Pretty soon, your householder is looking down the street to see what’s happening. 00:10:05 Be an active listener. 00:10:08 Well, let’s get our third method the Great Teacher used. 00:10:13 He used thought-provoking questions. 00:10:17 And methods two and three do go hand in hand —don’t they?— 00:10:19 because if you ask good questions, 00:10:21 you’re likely going to have more to listen to. 00:10:25 But what if some of Jehovah’s people tend to shy away, 00:10:29 perhaps, from using questions? 00:10:32 What if they just like to present information 00:10:34 and kind of control everything? 00:10:37 Well, if you think about it, it’s probably easier just to present information 00:10:41 even though it’s not nearly as effective. 00:10:43 When you ask questions 00:10:46 and then you get a response from the householder, 00:10:50 it’s kind of like bouncing a football. 00:10:53 Now, when you bounce a basketball, it’s predictable—isn’t it?—but not a football. 00:10:58 And it’s the same way with people. 00:10:59 They come back with all kinds of responses, 00:11:02 and you’ve got to be willing and able 00:11:04 to adapt according to their responses. 00:11:07 Some don’t like that uncertainty, so they would rather just present information. 00:11:11 But as we said, that’s not going to be nearly as effective 00:11:15 as those who have learned to imitate the Great Teacher 00:11:19 and effectively teach with questions. 00:11:23 Now, you Gilead students 00:11:25 have certainly seen the value of good questions during class. 00:11:30 It made it so much more enjoyable —didn’t it?— 00:11:33 and it enhanced your learning tremendously 00:11:36 when your instructors used these good questions. 00:11:39 Why is that more effective, 00:11:43 to proficiently use questions? 00:11:45 Well, for one thing, you involve your listener 00:11:48 in the conversation. 00:11:50 And what do you enjoy more? 00:11:52 Being given a sermon or being involved in a conversation? 00:11:56 The answer is obvious, isn’t it? 00:11:57 So involve the listener. It’s more enjoyable. 00:12:00 Another thing is that you gain valuable information about your listener, 00:12:05 which you can use to really help that one. 00:12:08 Well, what are types of questions we can use? 00:12:11 You can use “what do you think” questions. 00:12:15 Jesus used them. 00:12:17 As an example, Matthew 18:12: 00:12:21 “What do you think? 00:12:23 If a man has 100 sheep and one of them strays . . . ” 00:12:26 —we know the rest of the illustration. 00:12:27 But he started out with: “What do you think?” 00:12:29 And people generally like to give their opinion 00:12:32 and, in a sense, there’s no wrong answer —is there?— 00:12:35 because whatever they say, that’s what they think. 00:12:38 That’s what you asked for, right? 00:12:40 You asked, “What do you think?” 00:12:41 And people like to give their opinion. 00:12:45 It makes it enjoyable. 00:12:46 You can also use multiple-choice questions. 00:12:51 That sometimes makes it easier for the householder to answer. 00:12:55 Jesus gave an example in Matthew 17:25. 00:13:00 He said: “[Simon,] from whom do the kings of the earth 00:13:04 “receive duties or head tax? 00:13:08 From their sons or from the strangers?” 00:13:12 Many of our tracts use multiple-choice questions—don’t they?— 00:13:16 and we can effectively use those. 00:13:18 And if you think about it, the right question 00:13:21 can often enable us 00:13:24 to overcome potential conversation stoppers 00:13:27 and keep the conversation going. 00:13:29 For example, if a person says, “You people don’t believe in Jesus,” 00:13:33 we might say: “Well, may I please ask, why do you say that? 00:13:39 Did someone tell you that about us?” 00:13:42 Harmless questions can keep that conversation going 00:13:45 until you get valuable information 00:13:47 that perhaps you can use to help the person. 00:13:50 A person says, “I don’t believe in the Bible.” 00:13:53 “May I please ask why you feel that way? 00:13:58 May I ask how long you have felt that way?” 00:14:01 Keep it going. 00:14:02 One brother said that during pioneer school 00:14:05 he had those questions drilled into his head: 00:14:08 “Why do you feel that way? 00:14:10 How long have you felt that way?” 00:14:11 A woman came to the door and said, “I can’t talk; I’m pregnant.” 00:14:15 And he said, “Well, may I ask how long you’ve felt that way?” 00:14:21 Don’t do that. 00:14:24 Like we said before, you’ve got to be a good listener. 00:14:29 But then what about using thought-provoking questions 00:14:33 when conducting a Bible study? 00:14:35 As you well know, our new study book 00:14:39 is loaded with thought-provoking questions —isn’t it?— 00:14:42 and we certainly want to fully utilize them. 00:14:45 But occasionally we may need to add auxiliary questions. 00:14:50 But remember, most of what a good teacher says during a Bible study 00:14:54 is in the form of questions. 00:14:57 I know for myself, I’ve really tried hard to train myself 00:15:02 when I’m about ready to make a statement, say something. 00:15:05 ‘Wait a minute; let me change that. 00:15:07 ‘Let me change it to a question, 00:15:10 and let me draw out from the student what I was about to say.’ 00:15:15 That’s going to be more effective, isn’t it? 00:15:17 It’s normally much better 00:15:21 than explaining a scripture 00:15:24 to a student to have the student explain it to you. 00:15:28 And don’t be afraid of a little silence. 00:15:32 If you ask a question and there is silence, 00:15:35 some of us think that we have to quickly fill in the gap by saying something. 00:15:39 But if they’re thinking, let them think. 00:15:43 Of course, you have to know your student. 00:15:46 If they have no clue what the answer is, 00:15:48 then don’t let them just sit there and sizzle. 00:15:52 Throw them a rope. 00:15:53 Throw them an auxiliary question. 00:15:57 But now we’re going to go to our fourth method 00:16:01 that the Great Teacher learned from the greatest Teacher: 00:16:04 He effectively used illustrations. 00:16:08 And that was certainly a powerful teaching tool indeed. 00:16:13 Matthew 13:34: 00:16:15 “Without an illustration 00:16:17 [Jesus] would not speak.” 00:16:20 But here’s a question: 00:16:22 Do you think that Jesus’ illustrations 00:16:26 were the product of spur-of-the-moment thinking? 00:16:29 Well, there’s no doubt about it that his perfect brain certainly helped 00:16:32 to be able to come up with amazing illustrations. 00:16:35 But nevertheless, the indication is 00:16:37 that he cultivated the ability 00:16:40 to effectively use illustrations. 00:16:43 If he saw a shepherd, for example, taking care of his sheep, 00:16:47 he likely meditated, ‘Now, how can I use this situation 00:16:52 to teach vital truths?’ 00:16:54 He did the same when he saw, for example, a fisherman letting down his nets, 00:16:59 a farmer sowing seed, 00:17:01 or maybe builders constructing a tower. 00:17:06 ‘How can I use this 00:17:08 to make powerful illustrations that teach vital truths?’ 00:17:12 Even with simple items 00:17:15 like birds, lilies, a lamp on a lampstand, 00:17:20 a wineskin, leaven, a mustard seed, salt, the young child 00:17:25 he thought, ‘How can I use these simple items 00:17:27 to teach vital truths?’ 00:17:29 And it was amazing how he did that. 00:17:32 And the same is true with us. 00:17:33 All around us, if we train ourselves to think that way, 00:17:37 there are circumstances, there are situations, 00:17:41 there are even items that we can use 00:17:44 and make them into powerful illustrations. 00:17:47 And we can powerfully elevate the quality of our teaching. 00:17:51 Now, here’s an example. 00:17:53 Some time ago, a brother noticed a little baby 00:17:56 with a pacifier. 00:17:58 This pacifier had been dipped in sugar water and put in the baby’s mouth. 00:18:02 And he was thinking: ‘You know, that’s a very good illustration 00:18:06 ‘of many, many in Christendom. 00:18:09 ‘They’re satisfied with what they have, 00:18:12 ‘even though they have no real spiritual nourishment. 00:18:17 ‘But we’re looking for those who are not satisfied, 00:18:20 those who are conscious of their spiritual need.’ 00:18:24 And he was able to use that in a talk. 00:18:26 What are cautions regarding the use of illustrations? 00:18:30 Well, here are just a couple. 00:18:31 An illustration should not be too long or complicated. 00:18:36 If it is, simplify it or discard it. 00:18:41 That’s what the School Guidebook tells us. 00:18:44 Here’s another caution: To be effective, 00:18:48 the illustration must be familiar to 00:18:51 and fit your audience. 00:18:54 For example, what if you used the illustration 00:18:57 that Satan’s system is like a male platypus? 00:19:02 Now, in some parts of Australia, that might be a good illustration 00:19:06 because they know a male platypus 00:19:08 looks harmless, he looks innocent, 00:19:12 but his hind legs are armed with ankle spurs 00:19:15 connected to venom glands. 00:19:17 So he looks harmless, but he could be very dangerous. 00:19:21 But that only works if you’re dealing with people that are familiar 00:19:25 with that particular animal. 00:19:27 But skillfully selected and used, 00:19:31 illustrations are very effective. 00:19:34 They stimulate thinking, 00:19:36 they arrest and hold attention, 00:19:38 they motivate the heart and conscience of our listener, 00:19:42 and they serve as powerful memory aids. 00:19:45 A good illustration 00:19:47 is going to be remembered years later 00:19:50 along with (and this is the important thing) 00:19:52 a point that it was designed to highlight. 00:19:57 Well, there we have four teaching methods 00:20:01 utilized by the Great Teacher 00:20:03 that he learned from the greatest Teacher, as we said. 00:20:06 And we want to do our best to copy, or imitate, his way of teaching. 00:20:11 And I know you Gilead students have an enhanced desire to do that 00:20:16 in the congregation and also in your territory 00:20:20 that you’re going to be working in. 00:20:23 So let’s work hard 00:20:25 to teach with enthusiasm and conviction, 00:20:29 let’s be a good listener, 00:20:32 let’s use thought-provoking questions, 00:20:35 and let’s use effective illustrations. 00:20:39 If you work hard, you dear students, almost graduates, 00:20:43 to employ these same teaching techniques, 00:20:46 then you’re going to be a lot more skillful 00:20:49 in reaching the hearts of your listeners. 00:20:52 And there’s a lot at stake, isn’t it? 00:20:54 I mean, if you think about it, the lives of our brothers and sisters are at stake. 00:20:58 And with the “art of teaching” learned from the Great Teacher, 00:21:02 we want to help as many of them as we can 00:21:05 to make it into that new world. 00:21:07 And then also the lives of honesthearted ones in our territory 00:21:12 hang in the balance, don’t they? 00:21:14 So we want to find them before it’s too late. 00:21:18 And using the art of teaching learned from the Great Teacher, 00:21:22 we want to motivate them to come into the safety 00:21:26 of Jehovah’s organization. 00:21:29 And if you think about it, it’s good to remember 00:21:32 that what we’re doing now in the way of learning to teach 00:21:36 is really preparing us 00:21:38 for the greatest teaching campaign 00:21:41 ever in all human history —the teaching of billions 00:21:46 who will be coming back in the resurrection. 00:21:49 You could say our work now is like a warm-up, isn’t it? 00:21:52 It’s a warm-up for that greatest teaching campaign 00:21:56 that is just around the corner. 00:22:00 So please continue to observe carefully 00:22:04 the teaching of the Great Teacher, 00:22:06 and you learned a lot about that in school, no doubt about it. 00:22:08 And may Jehovah continue 00:22:11 to bless you most beloved Gilead students, almost graduates. 00:22:16 May he bless you as you apply 00:22:19 all the wonderful things you’ve learned during this school, 00:22:23 and that includes learning 00:22:25 to imitate the Great Teacher.
00:00:02 During his earthly ministry, 00:00:05 Jesus expelled demons. 00:00:08 He healed the sick. 00:00:10 He fed multitudes. 00:00:13 He even raised the dead. 00:00:16 But was he known 00:00:18 as the Great Demon-Expeller, 00:00:21 the Great Healer, 00:00:23 the Great Feeder-of-Multitudes, 00:00:26 or the Great Resurrector? 00:00:29 No. 00:00:30 But he was known as the Great Teacher. 00:00:34 Why? 00:00:36 Because he primarily focused his efforts 00:00:39 on the preaching and teaching work. 00:00:42 But now, why did he do this? 00:00:45 Well, he knew physical miracles 00:00:48 would only bring temporary benefits. 00:00:52 He knew ones freed from the demons, 00:00:54 ones that were healed, fed, and even resurrected 00:00:59 would eventually grow old and die. 00:01:03 So how could he help people permanently? 00:01:07 Well, he knew he could only do it 00:01:10 by teaching them the life-saving knowledge 00:01:14 about his Father, Jehovah. 00:01:16 He well knew the truthfulness 00:01:19 of what he stated as recorded at John 17:3: 00:01:23 ‘This means everlasting life, 00:01:26 ‘their coming to know you, the only true God, 00:01:29 and the one He sent, Jesus Christ.’ 00:01:33 So even though he did many amazing things, 00:01:37 he focused primarily on the preaching and teaching work, 00:01:42 becoming the greatest Teacher ever to walk this earth. 00:01:47 In fact, when officers were sent to arrest him, 00:01:51 do you remember what happened? 00:01:53 They came back empty-handed. 00:01:54 Why? 00:01:55 Well, they said: “Never has any man spoken like this.” 00:02:01 They were so awestruck by his teaching, 00:02:06 they couldn’t even bring themselves to arrest him. 00:02:09 Large crowds would stick with him for days, 00:02:12 even without eating in order to listen to his teaching. 00:02:17 In contrast to the quality of Jesus’ teaching, 00:02:21 Acts chapter 20 tells us about the apostle Paul 00:02:26 giving a long, long talk. 00:02:30 And during that talk, you’ll remember that the young man Eutychus 00:02:34 sank into a deep, deep sleep 00:02:38 and even fell out of the third-story window of a building. 00:02:42 Now, of course, Paul resurrected him, 00:02:44 but probably he felt responsible 00:02:47 for putting him to sleep like that. 00:02:52 But, no offense to Paul, I’m sure he was doing the best he could. 00:02:58 But, obviously, his teaching 00:03:00 was not on a par with that of the Great Teacher. 00:03:04 And that makes me think of what a brother said to me in a teasing way. 00:03:07 He said: “Brother Lett, I always look forward to your talks. 00:03:11 I know I’m going to wake up totally refreshed.” 00:03:18 Well, it’s really true that none of us, like Paul, 00:03:22 can begin to match the quality of teaching of the Great Teacher. 00:03:27 But what are we told at 1 Peter 2:21? 00:03:32 We are told “to follow his steps closely.” 00:03:35 We can’t do it perfectly, 00:03:37 but we’re told to do it as closely as we can. 00:03:41 So that means all of us. 00:03:43 But especially as we’re talking to you, 00:03:45 dear Gilead students, soon-to-be-graduates, 00:03:48 you must make the preaching and teaching work 00:03:52 a priority. 00:03:54 And we must do our best 00:03:56 and you must do your best to improve in your teaching. 00:03:59 And how can you do that? 00:04:01 By imitating the Great Teacher. 00:04:05 During this talk (even though much of what we will talk about 00:04:09 will concern the public ministry), 00:04:11 what we’re going to discuss (much of it) 00:04:13 would be applicable to teaching on a personal level 00:04:18 and in the congregation. 00:04:20 So especially you brothers (but all of us), 00:04:23 want to imitate Jesus’ teaching methods 00:04:27 as we shepherd Jehovah’s sheep on a personal level 00:04:31 and as we do so on a congregational level 00:04:35 from the platform. 00:04:37 Now, here’s a question: 00:04:39 How did Jesus become the Great Teacher? 00:04:44 Well, the Bible tells us that for aeons and aeons of time, 00:04:48 as “a master worker” beside Jehovah, 00:04:52 he carefully observed and he imitated his Father. 00:04:56 And he thereby acquired amazing teaching skills. 00:05:00 He learned from the greatest Teacher. 00:05:03 And no wonder he became the Great Teacher. 00:05:06 He learned from his heavenly Father, 00:05:08 and he appropriately gave credit where it belongs. 00:05:12 Go to John chapter 8, please, 00:05:16 and notice how he gave the credit for his 00:05:18 speaking and teaching where it belongs. 00:05:22 John 8 and the B part of verse 28: 00:05:25 “I do nothing of my own initiative; 00:05:30 “but just as the Father taught me, 00:05:33 I speak these things.” 00:05:36 Yes, he imitated his Father. 00:05:39 Now we want to imitate him. 00:05:41 But what specific teaching methods 00:05:44 did he utilize and did he learn from the greatest Teacher? 00:05:48 Well, let’s discuss four. 00:05:50 Now, one, he taught with enthusiasm 00:05:55 and conviction. 00:05:57 Matthew 7:29: 00:05:59 “For he was teaching them 00:06:01 “as a person having authority, 00:06:05 and not as their scribes.” 00:06:07 So doesn’t that indicate enthusiasm, conviction, 00:06:10 and authority is what he taught? 00:06:12 So if we’re not enthusiastic about what we teach 00:06:16 in the ministry or from the platform, 00:06:19 how could we expect our listeners to be enthusiastic about it? 00:06:24 So never would we want to come across halfhearted in our teaching. 00:06:28 Just like enthusiastic teaching is contagious, 00:06:32 halfhearted teaching is contagious too, isn’t it? 00:06:35 You could perhaps liken it to yawning. 00:06:38 One person yawns in a room, and pretty soon everybody is yawning. 00:06:42 And that could be the way with halfhearted teaching. 00:06:45 But as a caution, we don’t want to be 00:06:48 theatrical in our speaking. 00:06:51 That means we wouldn’t want to use extreme gestures 00:06:54 or dramatic expressions 00:06:58 —overly theatrical or even theatrical. 00:07:01 Why? 00:07:02 Because now you end up drawing attention to yourself 00:07:05 —don’t you?— rather than to what you’re teaching. 00:07:08 And that’s emphasis in the wrong place, isn’t it? 00:07:11 But now let’s talk about a second method the Great Teacher utilized. 00:07:16 He was a good listener. 00:07:19 Where did he learn this pattern of being a good listener? 00:07:23 Well, open up to Isaiah chapter 50, please, 00:07:27 and notice what is prophetically said about Jesus 00:07:31 and where he learned to be a good listener. 00:07:35 Notice in chapter 50 and right at the end of verse 4. 00:07:39 Let’s begin there: “He [Jehovah] 00:07:42 “awakens my ear to listen 00:07:46 “like the taught ones. 00:07:48 “The Sovereign Lord Jehovah has opened my ear, 00:07:51 “and I was not rebellious. 00:07:54 I did not turn in the opposite direction.” 00:07:57 So Jehovah opened his ear, 00:07:59 trained him to be a good listener, and he responded well, did he not? 00:08:04 And that’s why when he became a human, 00:08:07 from childhood on, 00:08:10 he continued his pattern of being a good listener, didn’t he? 00:08:14 Do you recall the account in Luke chapter 2 00:08:17 when Joseph and Mary finally found Jesus 00:08:19 after three days when he was only 12 years old? 00:08:22 Where did they find him? 00:08:24 It says that he was “sitting in the midst of the teachers” there in the temple 00:08:28 and listening to them 00:08:31 and then also asking them questions. 00:08:34 Then when he began his career as a disciple-maker at age 30, 00:08:39 it was second nature—wasn’t it?— to be a good listener. 00:08:42 Now, think of this: Even though he had more to say 00:08:47 than any other human has ever had to say, 00:08:50 he knew the value of pausing, drawing out his audience, 00:08:55 and then really listening to them. 00:08:59 And the same is true with us. 00:09:01 You may think especially after Gilead School that you’ve got a lot to say. 00:09:06 But if we’re going to imitate the Great Teacher, 00:09:08 we have to use self-control. 00:09:10 We have to pause and draw people out 00:09:13 and then really listen to them. 00:09:16 And when we serve as an assistant, which sometimes is half the time, 00:09:19 we want to be active listeners. 00:09:23 What does that mean (to be an active listener)? 00:09:26 Well, maybe you would nod periodically in agreement. 00:09:31 Or maybe you would add some little comment, such as, “Well, that’s very interesting.” 00:09:35 You might even ask for clarification. 00:09:38 People like to clarify what they’re saying. 00:09:40 It shows you’re really interested in what’s happening. 00:09:43 So whether we’re the one presenting 00:09:46 or the one who is an assistant, we want to be an active listener. 00:09:50 There’s probably nothing more distracting 00:09:53 than having your assistant playing with the dog 00:09:57 or maybe looking down the street to see what’s happening down the street. 00:10:01 Pretty soon, your householder is looking down the street to see what’s happening. 00:10:05 Be an active listener. 00:10:08 Well, let’s get our third method the Great Teacher used. 00:10:13 He used thought-provoking questions. 00:10:17 And methods two and three do go hand in hand —don’t they?— 00:10:19 because if you ask good questions, 00:10:21 you’re likely going to have more to listen to. 00:10:25 But what if some of Jehovah’s people tend to shy away, 00:10:29 perhaps, from using questions? 00:10:32 What if they just like to present information 00:10:34 and kind of control everything? 00:10:37 Well, if you think about it, it’s probably easier just to present information 00:10:41 even though it’s not nearly as effective. 00:10:43 When you ask questions 00:10:46 and then you get a response from the householder, 00:10:50 it’s kind of like bouncing a football. 00:10:53 Now, when you bounce a basketball, it’s predictable—isn’t it?—but not a football. 00:10:58 And it’s the same way with people. 00:10:59 They come back with all kinds of responses, 00:11:02 and you’ve got to be willing and able 00:11:04 to adapt according to their responses. 00:11:07 Some don’t like that uncertainty, so they would rather just present information. 00:11:11 But as we said, that’s not going to be nearly as effective 00:11:15 as those who have learned to imitate the Great Teacher 00:11:19 and effectively teach with questions. 00:11:23 Now, you Gilead students 00:11:25 have certainly seen the value of good questions during class. 00:11:30 It made it so much more enjoyable —didn’t it?— 00:11:33 and it enhanced your learning tremendously 00:11:36 when your instructors used these good questions. 00:11:39 Why is that more effective, 00:11:43 to proficiently use questions? 00:11:45 Well, for one thing, you involve your listener 00:11:48 in the conversation. 00:11:50 And what do you enjoy more? 00:11:52 Being given a sermon or being involved in a conversation? 00:11:56 The answer is obvious, isn’t it? 00:11:57 So involve the listener. It’s more enjoyable. 00:12:00 Another thing is that you gain valuable information about your listener, 00:12:05 which you can use to really help that one. 00:12:08 Well, what are types of questions we can use? 00:12:11 You can use “what do you think” questions. 00:12:15 Jesus used them. 00:12:17 As an example, Matthew 18:12: 00:12:21 “What do you think? 00:12:23 If a man has 100 sheep and one of them strays . . . ” 00:12:26 —we know the rest of the illustration. 00:12:27 But he started out with: “What do you think?” 00:12:29 And people generally like to give their opinion 00:12:32 and, in a sense, there’s no wrong answer —is there?— 00:12:35 because whatever they say, that’s what they think. 00:12:38 That’s what you asked for, right? 00:12:40 You asked, “What do you think?” 00:12:41 And people like to give their opinion. 00:12:45 It makes it enjoyable. 00:12:46 You can also use multiple-choice questions. 00:12:51 That sometimes makes it easier for the householder to answer. 00:12:55 Jesus gave an example in Matthew 17:25. 00:13:00 He said: “[Simon,] from whom do the kings of the earth 00:13:04 “receive duties or head tax? 00:13:08 From their sons or from the strangers?” 00:13:12 Many of our tracts use multiple-choice questions—don’t they?— 00:13:16 and we can effectively use those. 00:13:18 And if you think about it, the right question 00:13:21 can often enable us 00:13:24 to overcome potential conversation stoppers 00:13:27 and keep the conversation going. 00:13:29 For example, if a person says, “You people don’t believe in Jesus,” 00:13:33 we might say: “Well, may I please ask, why do you say that? 00:13:39 Did someone tell you that about us?” 00:13:42 Harmless questions can keep that conversation going 00:13:45 until you get valuable information 00:13:47 that perhaps you can use to help the person. 00:13:50 A person says, “I don’t believe in the Bible.” 00:13:53 “May I please ask why you feel that way? 00:13:58 May I ask how long you have felt that way?” 00:14:01 Keep it going. 00:14:02 One brother said that during pioneer school 00:14:05 he had those questions drilled into his head: 00:14:08 “Why do you feel that way? 00:14:10 How long have you felt that way?” 00:14:11 A woman came to the door and said, “I can’t talk; I’m pregnant.” 00:14:15 And he said, “Well, may I ask how long you’ve felt that way?” 00:14:21 Don’t do that. 00:14:24 Like we said before, you’ve got to be a good listener. 00:14:29 But then what about using thought-provoking questions 00:14:33 when conducting a Bible study? 00:14:35 As you well know, our new study book 00:14:39 is loaded with thought-provoking questions —isn’t it?— 00:14:42 and we certainly want to fully utilize them. 00:14:45 But occasionally we may need to add auxiliary questions. 00:14:50 But remember, most of what a good teacher says during a Bible study 00:14:54 is in the form of questions. 00:14:57 I know for myself, I’ve really tried hard to train myself 00:15:02 when I’m about ready to make a statement, say something. 00:15:05 ‘Wait a minute; let me change that. 00:15:07 ‘Let me change it to a question, 00:15:10 and let me draw out from the student what I was about to say.’ 00:15:15 That’s going to be more effective, isn’t it? 00:15:17 It’s normally much better 00:15:21 than explaining a scripture 00:15:24 to a student to have the student explain it to you. 00:15:28 And don’t be afraid of a little silence. 00:15:32 If you ask a question and there is silence, 00:15:35 some of us think that we have to quickly fill in the gap by saying something. 00:15:39 But if they’re thinking, let them think. 00:15:43 Of course, you have to know your student. 00:15:46 If they have no clue what the answer is, 00:15:48 then don’t let them just sit there and sizzle. 00:15:52 Throw them a rope. 00:15:53 Throw them an auxiliary question. 00:15:57 But now we’re going to go to our fourth method 00:16:01 that the Great Teacher learned from the greatest Teacher: 00:16:04 He effectively used illustrations. 00:16:08 And that was certainly a powerful teaching tool indeed. 00:16:13 Matthew 13:34: 00:16:15 “Without an illustration 00:16:17 [Jesus] would not speak.” 00:16:20 But here’s a question: 00:16:22 Do you think that Jesus’ illustrations 00:16:26 were the product of spur-of-the-moment thinking? 00:16:29 Well, there’s no doubt about it that his perfect brain certainly helped 00:16:32 to be able to come up with amazing illustrations. 00:16:35 But nevertheless, the indication is 00:16:37 that he cultivated the ability 00:16:40 to effectively use illustrations. 00:16:43 If he saw a shepherd, for example, taking care of his sheep, 00:16:47 he likely meditated, ‘Now, how can I use this situation 00:16:52 to teach vital truths?’ 00:16:54 He did the same when he saw, for example, a fisherman letting down his nets, 00:16:59 a farmer sowing seed, 00:17:01 or maybe builders constructing a tower. 00:17:06 ‘How can I use this 00:17:08 to make powerful illustrations that teach vital truths?’ 00:17:12 Even with simple items 00:17:15 like birds, lilies, a lamp on a lampstand, 00:17:20 a wineskin, leaven, a mustard seed, salt, the young child 00:17:25 he thought, ‘How can I use these simple items 00:17:27 to teach vital truths?’ 00:17:29 And it was amazing how he did that. 00:17:32 And the same is true with us. 00:17:33 All around us, if we train ourselves to think that way, 00:17:37 there are circumstances, there are situations, 00:17:41 there are even items that we can use 00:17:44 and make them into powerful illustrations. 00:17:47 And we can powerfully elevate the quality of our teaching. 00:17:51 Now, here’s an example. 00:17:53 Some time ago, a brother noticed a little baby 00:17:56 with a pacifier. 00:17:58 This pacifier had been dipped in sugar water and put in the baby’s mouth. 00:18:02 And he was thinking: ‘You know, that’s a very good illustration 00:18:06 ‘of many, many in Christendom. 00:18:09 ‘They’re satisfied with what they have, 00:18:12 ‘even though they have no real spiritual nourishment. 00:18:17 ‘But we’re looking for those who are not satisfied, 00:18:20 those who are conscious of their spiritual need.’ 00:18:24 And he was able to use that in a talk. 00:18:26 What are cautions regarding the use of illustrations? 00:18:30 Well, here are just a couple. 00:18:31 An illustration should not be too long or complicated. 00:18:36 If it is, simplify it or discard it. 00:18:41 That’s what the School Guidebook tells us. 00:18:44 Here’s another caution: To be effective, 00:18:48 the illustration must be familiar to 00:18:51 and fit your audience. 00:18:54 For example, what if you used the illustration 00:18:57 that Satan’s system is like a male platypus? 00:19:02 Now, in some parts of Australia, that might be a good illustration 00:19:06 because they know a male platypus 00:19:08 looks harmless, he looks innocent, 00:19:12 but his hind legs are armed with ankle spurs 00:19:15 connected to venom glands. 00:19:17 So he looks harmless, but he could be very dangerous. 00:19:21 But that only works if you’re dealing with people that are familiar 00:19:25 with that particular animal. 00:19:27 But skillfully selected and used, 00:19:31 illustrations are very effective. 00:19:34 They stimulate thinking, 00:19:36 they arrest and hold attention, 00:19:38 they motivate the heart and conscience of our listener, 00:19:42 and they serve as powerful memory aids. 00:19:45 A good illustration 00:19:47 is going to be remembered years later 00:19:50 along with (and this is the important thing) 00:19:52 a point that it was designed to highlight. 00:19:57 Well, there we have four teaching methods 00:20:01 utilized by the Great Teacher 00:20:03 that he learned from the greatest Teacher, as we said. 00:20:06 And we want to do our best to copy, or imitate, his way of teaching. 00:20:11 And I know you Gilead students have an enhanced desire to do that 00:20:16 in the congregation and also in your territory 00:20:20 that you’re going to be working in. 00:20:23 So let’s work hard 00:20:25 to teach with enthusiasm and conviction, 00:20:29 let’s be a good listener, 00:20:32 let’s use thought-provoking questions, 00:20:35 and let’s use effective illustrations. 00:20:39 If you work hard, you dear students, almost graduates, 00:20:43 to employ these same teaching techniques, 00:20:46 then you’re going to be a lot more skillful 00:20:49 in reaching the hearts of your listeners. 00:20:52 And there’s a lot at stake, isn’t it? 00:20:54 I mean, if you think about it, the lives of our brothers and sisters are at stake. 00:20:58 And with the “art of teaching” learned from the Great Teacher, 00:21:02 we want to help as many of them as we can 00:21:05 to make it into that new world. 00:21:07 And then also the lives of honesthearted ones in our territory 00:21:12 hang in the balance, don’t they? 00:21:14 So we want to find them before it’s too late. 00:21:18 And using the art of teaching learned from the Great Teacher, 00:21:22 we want to motivate them to come into the safety 00:21:26 of Jehovah’s organization. 00:21:29 And if you think about it, it’s good to remember 00:21:32 that what we’re doing now in the way of learning to teach 00:21:36 is really preparing us 00:21:38 for the greatest teaching campaign 00:21:41 ever in all human history —the teaching of billions 00:21:46 who will be coming back in the resurrection. 00:21:49 You could say our work now is like a warm-up, isn’t it? 00:21:52 It’s a warm-up for that greatest teaching campaign 00:21:56 that is just around the corner. 00:22:00 So please continue to observe carefully 00:22:04 the teaching of the Great Teacher, 00:22:06 and you learned a lot about that in school, no doubt about it. 00:22:08 And may Jehovah continue 00:22:11 to bless you most beloved Gilead students, almost graduates. 00:22:16 May he bless you as you apply 00:22:19 all the wonderful things you’ve learned during this school, 00:22:23 and that includes learning 00:22:25 to imitate the Great Teacher.
