“You Ought to Be Teachers”

‘A slave of the Lord needs to be qualified to teach.’​—2 TIMOTHY 2:24.

1, 2. In what outstanding way are Christians to imitate Jesus?

ONE spring day in 31 C.E., Jesus gave an open-air talk to a large, mixed crowd that had gathered to hear him teach. He spoke without the benefit of modern microphones, using the natural acoustics of a mountainside to make himself heard. And what he said was amazing. After he had finished, his listeners agreed that they had never heard anything like it before. The record tells us: “The crowds were astounded at his way of teaching.” (Matthew 7:28) On this and many other occasions, Jesus demonstrated that he was truly a master teacher.

² Furthermore, he told his followers that they, too, would be teachers. He said: “Go therefore and make disciples of people of all the nations . . . teaching them to observe all the things I have commanded you.” (Matthew 28:19, 20) The apostle Paul also stressed that Christians had a responsibility to teach. “You ought to be teachers in view of the time,” he told the Hebrew Christians. (Hebrews 5:12) He also told Timothy: “A slave of the Lord does not need to fight, but needs to be gentle toward all, qualified to teach.”​—2 Timothy 2:24.

3. In what areas may a Christian be called upon to teach?

³ Why this emphasis on teaching? Well, Christians must know how to teach when they preach from house to house and in the streets, or when they return to visit and conduct Bible studies with interested ones. They try to use all their contacts with others as opportunities to teach. (See John 4:7-15.) In addition, a Christian minister needs to teach when he addresses the congregation at the Kingdom Hall, or when he gives counsel on a personal basis. And mature women are counseled to teach younger women “what is good.” (Titus 2:3-5) Christian parents, too, try to bring their children up in “the discipline and mental-regulating of Jehovah”​—something that demands much teaching ability. (Ephesians 6:4; Deuteronomy 6:6-8) No wonder the apostle Paul said that a Christian has to be “qualified to teach”!

4, 5. What help do we have to become good teachers?

⁴ But teaching is not easy. It is an art. (2 Timothy 4:2) How can Christians, not many of whom are “wise in a fleshly way,” develop the art? (1 Corinthians 1:26) It can be done only with Jehovah’s help. (Matthew 19:26) Jehovah gives wisdom to those who ask for it. (James 1:5) His holy spirit supports those who seek to do his will, and he has given us the Bible, which is “beneficial for teaching,” and able to help us to be “equipped for every good work,” including teaching.​—2 Timothy 3:16, 17.

⁵ The Bible aids us in becoming better teachers. It does this especially by faithfully reporting the ministry of Jesus, whose teaching abilities caused such astonishment among his contemporaries. (Mark 1:22) If we learn what made him such a good teacher, we can try to imitate him. The fact is, there are two aspects to consider in the matter of teaching: the teacher’s own qualities and the way he teaches. Let us see how this was true in the case of Jesus, and what we can learn from his example.

The Teacher . . .

6. What is one aspect of Jesus’ teaching that is vital for us to imitate? Why?

⁶ On one occasion Jesus said: “What I teach is not mine, but belongs to him that sent me.” (John 7:16) Another time he said: “I do nothing of my own initiative; but just as the Father taught me I speak these things.” (John 8:28) Thus, Jesus directed attention to his heavenly Father. Although he was the Messiah, his motive was the glorification of Jehovah’s name, not his own. (Matthew 6:9; John 17:26) This humble attitude helped to make Jesus outstanding as a teacher. Christian teachers today should have similar humility. Their motive is to bring praise, not to themselves as teachers, but to Jehovah as the Author of what they are teaching. Their students thus become God’s servants, not disciples of some human.​—Compare Acts 20:30.

7, 8. (a) What fine attitude toward the truth did Jesus have? (Psalm 119:97) (b) How will a similar attitude improve our teaching ability?

⁷ Then consider that Jesus came in order to “bear witness to the truth,” and that he had a thorough knowledge of his subject. (John 17:17; 18:37) Even at the age of 12, he was deeply interested in Scriptural matters. (Luke 2:46, 47) Clearly, Jesus loved the truth. (Psalm 40:8) This deep understanding and love of truth convinced Jesus that others needed to hear his message, and he was determined to teach it as effectively as possible.​—John 1:14; 12:49, 50.

⁸ What about us? Probably we know quite a lot about the truth, but do we love it? Do we spend time studying to become more skilled in using it? Do we enjoy talking about it to others? As our knowledge of the truth deepens, our love for it will grow and so will our enthusiasm about sharing it with others. The psalmist pronounced happy the man whose “delight is in the law of Jehovah, and in his law he reads in an undertone day and night.” For such a man, the Bible says, “everything he does will succeed,” and that includes teaching.​—Psalm 1:1-3.

9. What other quality of Jesus contributed to his fine teaching ability?

⁹ However, merely being knowledgeable about a subject will not necessarily make us expert teachers. When you were in school you may have had a teacher who knew his subject well but was a poor teacher. Why was that? It may be he lacked a quality that Jesus had in abundance: a deep love and concern for others. The record tells us of this occasion: “On seeing the crowds [Jesus] felt pity for them, because they were skinned and thrown about like sheep without a shepherd.” (Matthew 9:36) He was never too tired or preoccupied to help others. (John 4:6-26) He was kind, gentle and patient with their weaknesses. He wanted to help. (Luke 5:12, 13) The Christian teacher today needs these same qualities if he, too, is to be successful.

10. Why is a good example a vital part of successful teaching?

¹⁰ Notice, also, a fourth thing that marked Jesus as a teacher. “He committed no sin, nor was deception found in his mouth.” (1 Peter 2:22) He did nothing that would detract from his teaching. Is this also true of us? Paul wrote to the Romans: ‘Do you, however, the one teaching someone else “do not steal,” do you steal?’ (Romans 2:21) Similarly, is the elder teaching the congregation the importance of field service himself active in field service? Does the one giving a talk encouraging Bible reading himself have a program of Bible reading? In some situations conduct alone can, without any words, ‘win’ an opposer. (1 Peter 3:1) Actions can speak louder than words. Certainly, if our actions contradict our words, a student will quickly spot the difference, and our teaching is likely to be in vain.

11. What further aspect of teaching is here discussed?

¹¹ The teacher’s desire to praise Jehovah, his understanding and love of the truth, his kind concern for others and his good example are all vital parts of being a good teacher. Sincere students warm to such qualities even if the teacher is not particularly skilled in teaching style and techniques. Nevertheless, teaching is an art, and consideration of teaching styles and techniques can improve our teaching. Consider some of the technical aspects of Jesus’ teaching and see if they can help you to be a better teacher.

. . . and His Teaching

12. (a) What feature of Jesus’ teaching stands out in Matthew 5:3-12? (b) How could you apply this feature in improving your own teaching ability?

¹² To get the flavor of Jesus’ teaching, read to yourself the first few verses of his Sermon on the Mount. (Matthew 5:3-12) What immediately strikes you? Well, Jesus chose his words carefully. The series of short sentences introduced by the phrase, “Happy are . . .” makes a memorable introduction. But notice too: He does not use complicated, high-sounding words or sentences. The truths expressed are profound, but they are expressed simply. Here is a secret of effective teaching: SIMPLICITY. Read through the rest of Jesus’ discourse and notice some other examples of profound truths expressed simply and clearly. (Matthew 5:23, 24, 31, 32; 6:14; 7:12) Then give thought to how you could explain simply some profound truths, such as, perhaps, the Gentile Times, or why the Bible holds out both a heavenly and an earthly hope.

13, 14. How did illustrations breathe life into Jesus’ words?

¹³ Now read Matthew 5:14-16. Jesus encourages his humble listeners to spread the truth abroad by their fine words and deeds. Perhaps this idea startled them. In those days the scribes and Pharisees were looked to as the teachers of the Jewish nation. But Jesus made the point stand out, so as to sound very reasonable. How? By using a masterly illustration. Here is a valuable teaching aid that Jesus often used: ILLUSTRATIONS.

¹⁴ Why illustrations? Because our mind thinks best in pictures. And, by drawing on familiar things, illustrations can make spiritual things easier to grasp. Thus, Jesus compared Jehovah, the Hearer of prayer, to a father who gives good things to his children. The difficult path to life was described as a narrow gate opening onto a cramped road. False prophets were likened to wolves that disguise themselves as sheep or to trees that produce rotten fruit. (Matthew 7:7-11, 13-21) These true-to-life illustrations breathed life into Jesus’ words. His lessons became memorable, unforgettable.

15. Give some examples of how Christians today can use illustrations to improve their teaching.

¹⁵ Christian teachers today similarly use illustrations to make new ideas more acceptable to others. Some have illustrated the unreasonableness of the hellfire doctrine by asking what the listener would think of a parent who punished his disobedient child by holding his hand in a fire. The truth that relatively few of mankind go to heaven, while most have the hope of living on earth forever, can be illustrated by a nation where only a few belong to the government, while most enjoy the benefits of that government. But an illustration should usually be drawn from things that are familiar to the listener. It should not have to be explained at length, or be so long that the point being taught is overshadowed.

16. What kind of illustrations are particularly vivid?

¹⁶ Do not forget that illustrations can also be visual. When Jesus was asked whether it was proper to pay taxes to Caesar, he called for a coin, a denarius, and used it to illustrate his answer. (Matthew 22:17-22) When stressing the need for humility, he illustrated the point by calling over a young child. (Matthew 18:1-6) And when speaking of 100-percent devotion, he pointed to an actual widow who was giving her all​—two small coins—​to the temple treasury. (Mark 12:41-44) Similarly, some speakers at Christian meetings at the Kingdom Hall find blackboards, pictures, charts and slides very helpful, while in home Bible studies, printed illustrations or other aids can be used. Visual illustrations are much more effective than mere words.

17. Name another teaching method that Jesus used very frequently.

¹⁷ Finally, read how Jesus handled the Pharisees on the occasion reported in Matthew 12:10-12. Notice how skillfully he answered a very tricky question. Yes, he used an illustration, but did you notice how he phrased it? As a question. He thus skillfully guided his hearers to view the Sabbath in a more balanced way. Thus, QUESTIONS are a further invaluable teaching aid that Jesus used. Notice how Jesus used questions to make his listeners stop and think and to force opposers to reconsider their position.​—Matthew 17:24-27; 21:23-27; 22:41-46.

18. Give some examples of how Christians today can use questions in doctrinal discussions.

¹⁸ Christians today can use questions similarly. Thus, when a believer in the Trinity uses Matthew 28:18 to prove that Jesus is all-powerful, and therefore equal to God, experienced teachers have found it good to use questions to help him reason. We could perhaps ask: ‘If all authority was given to Jesus, as the verse says, who gave it to him? And what was Jesus’ position before it was given to him?’ Thus, the Trinitarian is helped to view that scripture in a new light. Similarly, a believer in hellfire may use the parable of the rich man and Lazarus to try to prove that a fiery hell exists. (Luke 16:19-31) Questions such as this may help him: Where did the poor man go when he died? If it was heaven, does that mean that everyone in heaven lies in the bosom of Abraham? Besides, what was Abraham doing there, since Jesus said that up to His time no man had ascended to heaven? (John 3:13) Such questions would help to show that the poor man’s state after death as described in the parable must be symbolic. Therefore, the rich man’s state after he “died” was symbolic, too, and not to be understood literally​—especially in view of what other scriptures say about hell.​—Ecclesiastes 9:10.a

19. Why are questions so valuable in all teaching situations?

¹⁹ Questions make a student a participant in the teaching process. Even rhetorical questions (where the speaker does not expect his listeners to answer) prod the thinking of the listener. Notice Jesus’ use of rhetorical questions in Matthew 11:7-11. Questions have another use too. Often we have to know what is on a person’s mind before we can help him. Since, unlike Jesus, we cannot read hearts, there is only one way to obtain this information: by asking well-thought-out questions.​—Proverbs 18:13; 20:5.

20. What are the rewards if we ‘pay constant attention to ourselves and our teaching’? (1 Timothy 4:16)

²⁰ Yes, teaching is an art. To cultivate it, the teacher must develop qualities in himself and apply himself to learning how to teach. It is not easy, but it can be cultivated. Yet, to be a Christian is to be a teacher. The fulfillment of so many Christian obligations involves teaching. Hence, we do well to apply Paul’s counsel: “Pay constant attention to yourself and to your teaching.” True, some are more naturally gifted in this than are others. But all can teach successfully if they apply themselves and look to Jehovah for help. If they do, the rewards are incalculable. As Paul went on to say: “Stay by these things, for by doing this you will save both yourself and those who listen to you.”​—1 Timothy 4:16.

[Footnotes]

Direct New Ones to God’s Organization

“Have love for the whole association of brothers.”​—1 PETER 2:17.

1, 2. What things besides doctrine do Christian teachers impart?

A TEACHER’S job is to impart facts. But a good teacher does more than that. He conveys values, helps the student to see the importance of what he is learning and shows him how he can best use it. This is especially true of the Christian teacher. True, he has to impart “the truth of God.” (Romans 1:25) But that involves more than just a knowledge of doctrine. The Bible encourages teaching the fear of Jehovah as well as the qualities of goodness and sensibleness.​—Psalm 34:11; 119:66.

² Jesus mentioned further matters that have to be taught: “Make disciples of people of all the nations . . . teaching them to observe all the things I have commanded you.” (Matthew 28:19, 20) ‘All the things commanded’ includes sharing in the worldwide preaching work that was prophesied for our day. (Matthew 24:14) And there is something else that we should convey to our Bible students. What is that? To find the answer, consider the ministry of the apostle Paul and notice something that figured prominently in his teaching.

Paul as an Organizer

3. How did Paul proceed when he was teaching newly interested ones in Corinth?

³ During his first visit to Corinth, the apostle Paul found many hearing ears, despite opposition from the Jewish community. However, Paul did not teach these newly interested ones merely on an individual basis. We read: “He transferred [from the Jewish synagogue] and went into the house of a man named Titius Justus, a worshiper of God, whose house was adjoining the synagogue.” (Acts 18:7) That house became a place for new disciples to meet and worship together. Soon Paul organized them into a congregation.​—1 Corinthians 1:2.

4. What soon appeared in Ephesus after Paul had started teaching there?

⁴ Later Paul traveled on to Ephesus where something similar happened. He taught interested persons individually, “from house to house.” (Acts 20:20) But he also quickly made arrangements so that the new disciples could associate together. He “separated the disciples from them [the Jews], daily giving talks in the school auditorium of Tyrannus.” (Acts 19:9) Soon this group of Christians, too, was organized into a congregation with appointed elders.​—Acts 20:17, 18.

5. What did early Christian teachers do with new ones as soon as possible?

⁵ Clearly, when new ones accepted the truth in the first century, they were not left on their own. They were gathered into congregations. These rejoiced to receive encouragement from the governing body of that time. Mature brothers, such as Paul and Barnabas, devoted much time to teaching in these newly formed congregations and to “declaring, with many others also, the good news of the word of Jehovah.” (Acts 15:30-35) Why was this? Why were new ones not left alone to depend on their newly trained consciences to guide them in doing what was right?

Why Congregations?

6. Why were the early Christians organized into congregations?

⁶ There are many reasons, some of which we will mention here. First, when a person became a Christian, he ceased to have much in common with the world around him. (John 17:14, 15) If he had been left isolated, on his own, that would have been a very lonely situation. However, if he had associated with fellow Christians in the local congregation, he would have been strengthened by them to maintain his separateness. Additionally, Jesus said that his followers would be “one.” (John 17:11) That oneness was especially seen in the congregations. Jesus also said: “By this all will know that you are my disciples, if you have love among yourselves.” (John 13:35) For Christians to show this love in such a way that it would serve as a sign to outsiders, they had to exist in communities. Those communities were the local Christian congregations, in which Christians watched over one another’s spiritual and physical welfare. (Philippians 2:4) For example, the relief for widows that Paul discussed with Timothy was clearly organized through congregations.​—1 Timothy 5:3-10.

7. (a) What is the import of Paul’s words in Hebrews 10:24, 25? (b) What was the role of the first-century Christian congregations in the preaching work?

⁷ Hence, Paul’s words were a direct encouragement to support the local congregation when he said: “Let us consider one another to incite to love and fine works, not forsaking the gathering of ourselves together, as some have the custom, but encouraging one another, and all the more so as you behold the day drawing near.” (Hebrews 10:24, 25) Additionally, the preaching of the good news of the Kingdom that was accomplished in such an outstanding way in the first century was clearly done in an organized manner through the congregations. (Romans 10:11-15) Thus, the holy spirit guided the elders in the Antioch congregation to send Paul and Barnabas as missionaries to unassigned territories, and Paul accepted the authority of the elders in the Jerusalem congregation to give him directions as to where he should preach.​—Acts 13:1-3; Galatians 2:8-10.

Local Congregations Today

8, 9. What are some reasons why we, too, should direct our interested ones to the local congregation?

⁸ What can we today learn from this historical background? That we, too, should direct newly interested ones to the local Christian congregation. Today, as in Paul’s day, Christianity is not a religion of isolationists. “One isolating himself will seek his own selfish longing,” warns the book of Proverbs. (Proverbs 18:1) On the other hand, “he that is walking with wise persons will become wise.” (Proverbs 13:20) New ones need the spiritual, moral and emotional support that the Christian congregation offers. They need to experience the love of fellow Christians, the ministration of the elders and the pleasant unity that makes being a Christian such a joyous and unique experience.​—Psalm 133:1.

⁹ Today, too, the worldwide preaching of the good news of the Kingdom is being conducted in an organized way largely through local Christian congregations. (Matthew 24:14) Hence, when we teach new ones of their obligation to share in that work, we have to direct them to the local congregation and show them how to cooperate with it.

An International Brotherhood

10. Mention some scriptures that point to the international unity of the first-century Christians.

¹⁰ However, the apostle Paul introduced new ones into more than merely a local congregation. He said to the Ephesians: “One body there is, and one spirit, even as you were called in the one hope to which you were called.” (Ephesians 4:4) There was only one “body” worldwide, not a number of scattered, locally independent congregations. Jesus was also referring to the living members of this “body” on earth when he spoke of a “faithful and discreet slave,” authorized to ‘feed’ the “domestics.” (Matthew 24:45-47) Individual Christians worldwide would have to recognize the authority of this “slave” if they were to be ‘fed’ by it. This would result in an international association of Christians.

11. (a) What did Peter call this international organization of Christians? (b) What arrangement maintained the doctrinal unity of the first-century Christians? How did Paul show his recognition of this arrangement?

¹¹ Hence, the apostle Peter spoke of all the Christians of his day as “the whole association of brothers.” (1 Peter 2:17) They were an international “association” (Greek, adelphotesʹ, “brotherhood”). New ones became part not only of the local congregation but of this whole international brotherhood. Congregations were in contact with one another. (Colossians 4:15, 16) When there were doctrinal questions, Christians did not make their own decisions. For an authoritative answer, they looked to the elders of the Jerusalem congregation who served as a world governing body in those days. (Acts 15:2, 6-22) Paul himself recognized the doctrinal authority of that body. Although he had received the truth through a special revelation from Jesus Christ he, nevertheless, traveled to Jerusalem and explained to them the good news that he was preaching, ‘for fear that somehow he was running or had run in vain.’​—Galatians 1:11, 12; 2:1, 2, 7-10.

12. What further practices tied “the whole association of brothers” closer together?

¹² To maintain the unity of thinking and action of “the whole association” of brothers, traveling ministers, such as Timothy, Titus and Epaphroditus, were sent to visit and upbuild them, and letters such as those of Paul, Peter, James, John and Jude were circulated among them. Because such a brotherhood existed, the wealthier Christians in other lands heard of the need of their brothers in Judea during a time of hardship there, and Paul was able​—through the congregations—​to organize the carrying of relief to the needy ones. (1 Corinthians 16:1-4) Individual Christians were also encouraged when they heard reports of the endurance and faith of ‘the entire association of their brothers in the world.’​—1 Peter 5:9.

Introduce New Ones to “the Whole Association”

13. What are some similarities between “the whole association of brothers” worldwide in the first century and today?

¹³ Is there a similar “whole association of brothers” today? Indeed there is. “The faithful and discreet slave” still exists and still has responsibility for the ‘feeding’ of the “domestics.” (Matthew 24:45-47) As in Paul’s day, a Governing Body represents this “slave” and directs the worldwide work of preaching the “good news.” International unity is strengthened today, too, by letters and printed literature from this Governing Body, as well as by mature teachers who minister in the congregations. Hence, when a person learns the truth, he learns to be a part of the local congregation and also to feel that he is a part of ‘the entire association of the brothers’ worldwide. It is the responsibility of the Christian teacher to help his Bible student to do this. How can he do that?

Helping Others to Love “the Whole Association”

14. What ways have you found successful in telling Bible students about the local congregation and also the international organization of God’s people?

¹⁴ The Christian teacher can tell his student about the congregation and the international brotherhood, and then he can show it to him. How can he tell them? Here are some ways that experienced teachers have found effective: Take time before or after the Bible study to discuss the congregation and its Scriptural importance, and also “the faithful and discreet slave” and the way it serves us today. Describe the Kingdom Hall and the meetings. Talk about interesting things that you have learned during meetings. During your prayers before and after the study, mention the local congregation as well as the international brotherhood.

15. What are some excellent ways to show interested ones the local congregation and the international organization?

¹⁵ But how can he show these things? Here are some ways that have proved successful: As soon as possible, invite fellow members of the congregation to accompany you to the study so that the student starts to make new friends as quickly as possible. It is important that he realizes soon that whatever he loses in the way of friendship in the old system of things will be more than made up for in new acquaintances in ‘the entire association of brothers in the world.’ (1 Peter 5:9; Matthew 19:27-29) Make full use of the brochure Jehovah’s Witnesses in the Twentieth Century. This describes the modern international organization of Jehovah’s Witnesses and has some fine illustrations of a large convention, a typical Kingdom Hall, a meeting in progress, the preaching work, and so forth. It will give the student a visual idea of the scope of “the whole association of brothers.” Likewise, chapter 23 of the book You Can Live Forever in Paradise on Earth, provides a colorfully illustrated description of God’s organization today.

16. (a) What should we do as soon as possible with our Bible students? For what Scriptural reason? (b) How can we profit from the visit of the circuit or district overseer to help our Bible students to become part of God’s people?

¹⁶ Remember, too, that Paul organized meetings in Ephesus almost as soon as he had found interest. (Acts 19:9, 10) He told the Corinthian congregation that when “any unbeliever or ordinary person” comes in to a well-arranged Christian meeting, “the secrets of his heart become manifest, so that he will fall upon his face and worship God, declaring: ‘God is really among you.’” (1 Corinthians 14:24, 25) Similarly today, the sooner a student begins to associate with the local congregation, the sooner he will recognize where the truth really lies. For this reason, Christian teachers invite their students to attend congregation meetings and larger assemblies as soon as possible. If necessary, they go out of their way to call on the interested one and escort him personally to the meetings. When their congregation is visited by a modern-day “Titus” or “Epaphroditus,” a circuit or a district overseer, they make sure that their Bible student gets to meet him and his wife, perhaps even inviting the visitors to share in the regular Bible study.

17. Hence, what is a vital part of our work of teaching and making disciples? (Matthew 28:19, 20) How does this benefit our students?

¹⁷ Jehovah’s worldwide congregation of anointed ones is “a pillar and support of the truth.” (1 Timothy 3:15) For newly interested ones to benefit from that “support,” they have to join the hundreds of thousands of meek ones who are flocking to associate with these anointed ones. (Zechariah 8:23) Today these meek ones make up an international brotherhood more than two and a half million strong, and accepting the truth includes associating with that international brotherhood. When newly interested ones become part of it, they enjoy all the support and protection that it offers. They delight in the brotherly love of their fellow Christians and have the opportunity to give their love in return. (Hebrews 13:1) This means, also, that they become part of a numberless international crowd that will survive through the coming great tribulation into an eternity of happy fellowship together. (Revelation 7:9-17) So while you are teaching doctrine to your Bible students, do not forget to direct them toward, and teach them to have love for, “the whole association of brothers.”​—1 Peter 2:17.