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Your assignment may also call for inviting the audience to com-

ment on how they have beneﬁted from the week’s Bible reading.

Whatdid they ﬁnd that will beneﬁt them intheir personal and fam-

ily study or in their ministry or way of life? What qualities of Jeho-

vah were manifested in his dealings with people and nations? What

did the audience learn thatstrengthened their faith and built appre-

ciation for Jehovah? Do not dwell on technicalities. Emphasize the

meaning and practical value ofpoints selected.

Instruction Talk

This is based on published material, such as an article in The

Watchtower or Awake! or possibly a portion of a book. In most cas-

es there is more than enough material for the allotted time. How

should youhandletheassignment? Asa teacher,not merely as some-

one covering material. An overseer must be “qualiﬁed to teach.”

—1 Tim.3:2.

Beginyour preparationby studying the assigned material.Lookup

the scriptures. Meditate. Endeavor to do that well in advance of the

date of your talk. Keep in mind that the brothers are encouraged to

read beforehand the published material on which the talk is based.

Your assignment is not simply to review it or to condense it but to

show how to apply it. Use appropriate portions of the material in a

manner that will truly beneﬁt the congregation.

Just as each child has his own personality, each congregation has

distinctivetraits.Aparentwho teaches eﬀectivelydoes notsimplyre-

cite moral precepts to his child. He reasons with the child. He takes

into account the child’s personality and the problems with which

thechildstruggles.Inasimilar way, teachers in thecongregation en-

deavor to come to grips with the needs of the group to which they

are speaking. However, a discerning teacher will avoid using exam-

ples that could embarrass someone in the audience. He will point

out the beneﬁts already being enjoyed as a result of walking in Je-

hovah’s way and will highlight counsel from the Scriptures that will

help the congregation to deal successfully with problems that they

face.

Good teaching touches the hearts of those in the audience. This

requires not merely stating facts but also building appreciation for

Preparing Talks for the Congregation

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whattheserepresent.It requires genuineconcernfor thosebeing in-

structed. Spiritual shepherds should know the ﬂock.If they lovingly

keep inmind the problems that various ones are facing,they will be

able to speak encouragingly, showing understanding, compassion,

and empathy.

As eﬀectiveteachers know,atalkmusthavea clearly deﬁned objec-

tive. Material should be presented in such a manner that key points

will stand out and be remembered. The audience should be able to

take with them practical thoughts that will aﬀect their lives.

Service Meeting

When you are giving a talk based on an article in Our Kingdom

Ministry, the challenge may be somewhat diﬀerent. Here you will

ﬁndthatyou areoftencalledontoconvey fully to theaudiencewhat

has been provided, not to select what is most appropriate. Help the

audienceto reason on the scriptures thatconstitutethe basis for any

counsel given. (Titus 1:9) Timeis limited,inmostcases notallowing

for additional material.

On the other hand, you may be invited to present material on

which no article appears inOur KingdomMinistry. Reference may be

madetoa Watchtower article,or the assignmentmayconsistof afew

brief notes. It is up to you as a teacher to consider the needs of the

congregation in relation to the assigned material. You may need to

useabrief,pointed illustrationor relateaﬁttingexperience.Remem-

ber that your assignment is not simply to speak on the subject but

to handle it in such a way that the congregation is helped to accom-

plish the work that God’s Word sets out and to ﬁnd joy in doing so.

—Acts 20:20, 21.

As you prepare your assignment,think about the circumstances of

thosewho makeupthecongregation.Commendthemforwhatthey

are already doing. How may their applying the suggestions given in

theassigned material increasetheir eﬀectiveness and their joy in the

ministry?

Does your assignment call for a demonstration or an interview?

If so, it should be planned well in advance. It may be tempting

simply to ask someone else to make arrangements for it, but that

does not always yield the best results. If at all possible, rehearse the

Preparing Talksforthe Congregation

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demonstration or interview before the day of the meeting. Be sure

that this element of your part is handled in a manner that truly en-

hances the instruction being given.

Assemblies and Conventions

Brothers who develop ﬁne spiritual qualities and who become ef-

fectivepublic speakers and teachers may intime beasked to share in

the program at an assembly or a convention. These are truly special

occasions for theocraticeducation.Suchanassignmentmay comein

the form of a manuscript,an outline, instructions for a Bible drama

withamodern-dayapplication,or aparagraphof instructions.Ifyou

are privileged to serve on such a program, carefully study the mate-

rial supplied to you.Work with it until you appreciate its value.

Those who are assigned a manuscript talk should read the materi-

al word for word.Theydo notreword or rearrangethe material. They

study it to discern clearly what the main points are and how these

aredeveloped.They practicereading alouduntil they candeliver the

talk with proper sense stress, enthusiasm, warmth, feeling, earnest-

ness,and conviction,as well as volume and intensity appropriate for

alarge audience.

Brothers who are assigned an outline talk are responsible to de-

velop their material in a manner that closely conforms to the out-

line.Instead ofreading from theoutlineduring thetalkor preparing

it in manuscript form, the speaker should present the material ex-

temporaneously,from theheart.Itis important to adheretothetime

allotted on the outline in order to present clearly each main point

shown.Thespeaker shouldmakegood useof thethoughts and scrip-

tures listed under the main points.He should not bring in addition-

al points of his ownpersonal liking to the exclusionofwhat is in the

outline.The foundationof the instruction,ofcourse,is God’s Word.

TheresponsibilityofChristianelders is to“preach theword.”(2 Tim.

4:1,2) So a speaker should give special attention to the scriptures in

the outline—reasoning on them and making application of them.

Do Not Procrastinate

Do you serve in a congregation where there are many opportuni-

ties to speak?Howcan you do justiceto allof them? Avoid preparing

your parts at the lastminute.

Preparing Talks for the Congregation

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Talks that truly beneﬁt the congregation require adequate fore-

thought.Therefore,getinto the habitof reading thematerial as soon

as you receive each assignment. This will enable you to mull it over

as you go aboutother activities.During thedays or weeks before you

giveyour talk, you mayhearcomments thathelpyou seehow bestto

apply theinformation.Situations may arisethatreveal its timeliness.

Reading and thinking about your assignment right after you receive

it takes time, but this is time well spent. When you ﬁnally sit down

to develop the outline, you will reap the beneﬁts of having thought

itout well in advance.Handling assignments in this way will greatly

reduce stress and will help you to present material in a manner that

is practical and that reaches thehearts ofthoseinthe congregation.

To the extent that you appreciate the gift that has been entrusted

to you in connection with Jehovah’s program of education for his

people, you will honor him and will prove to be a blessing to those

who love him.—Isa. 54:13; Rom.12:6-8.

Preparing Talksforthe Congregation

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EACH week, most congregations of Jehovah’s Witnesses arrange for

apublic discourse on a Scriptural subject. If you are an elder or a

ministerialservant, doyou giveevidence of being aneﬀective public

speaker,a teacher?Ifso, you may be invited to giveapublictalk.The

Theocratic Ministry School has helped tens of thousands ofbrothers

to qualify for this privilege of service. When assigned to give a pub-

lictalk, where should you begin?

Study the Outline

Beforeyou do any research,read the outlineand meditateon itun-

til you get the senseof it. Fix in mind the theme, which is thetitle of

the discourse. Whatis it that you areto teach your audience? Whatis

your objective?

Become familiar with the main headings. Analyze those main

points. How does each one tie in with the theme? Under each main

point, a number of subpoints are listed. Elements that support the

subpoints arelisted beneath these. Consider how each section of the

outline builds on the preceding one, leads into the next, and helps

to accomplish the objective of the talk. Once you understand the

theme,theobjectiveofthetalk,and howthemainpointsaccomplish

that purpose, then you are ready to begin developing the material.

At ﬁrst you may ﬁnd it helpful to thinkof your discourseas four or

ﬁve short talks, each with amainpoint.Prepare these one at atime.

The outline provided is a preparation tool. It is not meant to serve

as the notes from which you give your talk. It is like a skeleton. You

will need to putsomeﬂeshon it,as itwere,giveit aheartandbreathe

life into it.

Use of Scriptures

Jesus Christ and his disciples built their teaching on the Scrip-

tures. (Luke 4:16-21; 24:27; Acts 17:2, 3) You can do the same. The

Scriptures should be the basis of your talk. Rather than simply ex-

plaining and applying statements madein the outline provided,dis-

cern how those statements aresupported by theScriptures, and then

teach from the Scriptures.

Preparing Discourses for the Public

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As you prepare your talk, examine each verse cited in the outline.

Take note of the context. Some texts may simply provide helpful

background.Not all of them need to be read or commented on dur-

ing your delivery.Selectthose that are best for your audience. If you

concentrate on the scriptures cited in the printed outline, you will

probably not need to use additional Scripture references.

The success of your talkdepends, not on the number of scriptures

used, but on the quality of the teaching. When introducing scrip-

tures, show why they are being used. Allow time to apply them. Af-

ter you read a scripture,keep your Bibleopen as you discuss thetext.

Your audience will likely do the same. How can you stir the inter-

estofyour audience and helpthem to beneﬁtmorefully from God’s

Word? (Neh.8:8,12) You can do so by explanation, illustration,and

application.

Explanation. When preparing to explain a key text, ask yourself:

‘Whatdoes itmean? WhyamIusing itinmy talk?Whatmightthose

in the audience be asking themselves about this verse?’ You may

needto analyzethecontext, thebackground,the setting,theforce of

the words, the intent of the inspired writer. This requires research.

You will ﬁnd an abundance of valuable information in the publica-

tions provided by “the faithful and discreet slave.” (Matt. 24:45-47)

Do not try to explain everything about the verse, but explain why

you had your audience read it in connection with the point being

discussed.

Illustration. Thepurpose of illustrations is totake your audience to

adeeperlevelofunderstanding or to help themremembera pointor

principleyou have discussed.Illustrations helppeopletakewhat you

have told them and relate it to something they already know. This

is what Jesus did when he gave his famous Sermon on the Mount.

“Birds of heaven,” “lilies of the ﬁeld,” a “narrow gate,” a “house

upon the rock-mass,”and many such expressions madehis teaching

emphatic, clear,and unforgettable.—Matt., chaps.5–7.

Application. Explaining and illustrating a scripture will impart

knowledge,butapplying thatknowledgeis whatbrings results. True,

it is the responsibility of those in your audience to act on the Bi-

ble’s message,butyou canhelp them discernwhat needs to bedone.

Once you are conﬁdent that your audience understands the verse

Preparing Discoursesforthe Public

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under discussionandsees its relevance to the point being made, take

time to show them its impact on belief and conduct. Highlight the

beneﬁts ofrelinquishing wrong ideas or conduct thatis inconsistent

with the truth under discussion.

As you think about how to apply scriptures, remember that the

peoplemaking up youraudiencecome frommany backgrounds and

face a wide range of circumstances. There may be newly interested

ones, youths, older ones, and those struggling with a variety of per-

sonal problems. Make your talk practical and true to life. Avoid of-

fering counsel that sounds as if you have only a few individuals in

mind.

The Speaker’s Decisions

Some decisions regarding your discourse have already been made

for you. The main points are clearly indicated, and the amount of

time you should devote to the discussion of each main heading is

clearly shown. Other decisions are yours to make. You may choose

to spend more time on certain subpoints and less on others. Do

not assume that you must cover every subpoint to the same degree.

That may cause you to rush through material and overwhelm your

audience. How can you determine which to develop more fully and

which to mention only brieﬂy, or in passing? Ask yourself: ‘Which

points will help me to convey the talk’s central idea? Whichones af-

fordthegreatestpotentialforbeneﬁting my audience? Willomitting

acertain cited scripture and related point weaken the lineup of evi-

dence that is being presented?’

Studiously avoid injecting speculation or personal opinion. Even

God’s Son, Jesus Christ, avoided speaking of ‘his own originality.’

(John 14:10) Appreciate that the reason why people come to the

meetings of Jehovah’s Witnesses is to hear theBible discussed.Ifyou

have come to be regarded as a ﬁne speaker, likely it is because you

make it a practice to draw attention, not to yourself, but to God’s

Word. For this,your talks areappreciated.—Phil.1:10,11.

Having turned a simple outline into a meaty explanation of Scrip-

ture, you now need to rehearse your talk. It is beneficial to do so

aloud. Theimportantthing is to besure that you have all the points

well in mind. You must be able to put your heart into your deliv-

Preparing Discoursesforthe Public

ery, breathe life into the material, and give an enthusiasticpresenta-

tion of the truth.Beforedelivering your talk, askyourself:‘What am

Ihoping to accomplish? Do themainpoints stand out? HaveI really

madetheScriptures thebasis of my talk? Does each main point lead

naturally into thenext? Does thetalkbuild appreciation for Jehovah

andhis provisions? Does theconclusionrelate directly to the theme,

show the audience what to do, and motivate them to do it?’ If you

can answer yes to these questions, then you are in a position to ‘do

good withknowledge,’for thebeneﬁtof thecongregationandto the

praise of Jehovah!—Prov.15:2.

Preparing Discoursesforthe Public

Oftentherearemanylanguagegroups

withinacountry,sopublicspeakersmaybe

calledontogiveBibletalksthroughinterpret-

ers.Ifyouareinvitedtospeakinsuchaset-

ting,thefollowingguidelineswillhelpboth

youandyourinterpreter.

˙Theeﬀectivenessofyourtalkwilldepend

toaconsiderableextentontheworkofthe

interpreter.Evenoneexperiencedintheﬁeld

ofinterpretingwilldobetterworkifyouhelp

himtoprepare.

˙Generally,youmustreduceyourtalkbyat

leastonethirdtoallowfortheinterpretation.

(Signlanguageisanexception,sinceitcan

bedeliveredalmostsimultaneously.)

˙Beforedelivery,reviewwiththeinterpreter

thegeneraloutlineofyourtalkanditsob-

jective.Ifyourassignmentisamanuscripttalk

ataconvention,lettheinterpreterseeacopy

wellinadvance.

˙Discusswiththeinterpreterthescriptures

thatyouwilluse.Besurethatthevernacular

BibleconveysthesamethoughtthatyourBi-

bledoes.Showtheinterpreterwhichexpres-

sionsfromthescriptureswillbestressedor

explained.

˙Decidewhetherthescriptureswillberead

inbothlanguagesoronlyinone.Readingin

thetargetlanguagemaysuﬃce.

˙Rapidlystatingdates,numbers,andscrip-

turecitationscanpresentproblems.Usehelp-

fulpausing,andfavorroundnumbersfor

statistics.

˙Discussanyillustrations,idioms,andun-

usualexpressionsthatyouplantouse.Be

surethatyourinterpreterunderstandsthem

andthatitispossibletoconveytheconcepts

inthetargetlanguage.

˙Whenspeaking,useshortsentences.Ex-

presscompletethoughtsbeforepausingfor

theinterpreter.(Herendersthoughts,not

necessarilyallthewords.)Forconsecutive

interpretation,allowtheinterpretertoﬁnish

beforeyoucontinue.

˙Theinterpreterdependsonyourusing

goodvolumeandenunciation.

WHEN YOUR TALK IS TO BE GIVEN THROUGH AN INTERPRETER

WHAT is your goal as a teacher? If you have recently become a King-

dom publisher, you no doubt have the desire to learn how to con-

duct ahomeBiblestudy,since Jesus gavehis followers theassignment

to makedisciples.(Matt. 28:19, 20) Ifyou already haveexperience in

this activity, perhaps your goal is to be more eﬀectivein reaching the

hearts of thosewhom you seek to help. If you are a parent, you sure-

ly want to be the sort of teacher who can motivate your children to

dedicatetheir lives to God. (3 John 4) If you are an elder or are reach-

ing outto become one,perhaps you want to be a public speaker who

can build in his listeners a deeper appreciation for Jehovah and his

ways.Howcan you reach these goals?

Take a lesson from the Master Teacher, Jesus Christ. (Luke 6:40)

Whether Jesus was speaking to a crowd on a mountainside or to just

afew people as they walked on the road, what he said and the way

he said it made a lasting impression. Jesus stimulated the minds and

hearts of his listeners, and he made practical application that they

could understand. Can you accomplish similar things?

Rely on Jehovah

Jesus’ teaching ability was enhanced bothby theintimaterelation-

ship that he had with his heavenly Father and by the blessing of

God’s spirit. Do you earnestly pray to Jehovah to be able to conduct

ahome Bible study eﬀectively? If you are a parent, do you regular-

ly pray for divine guidance in teaching your children? Do you oﬀer

heartfeltprayer whenpreparing to givetalks or to conductmeetings?

Such prayerful reliance on Jehovah will help you become a more ef-

fective teacher.

DependenceonJehovahisalso manifested by relianceonhis Word,

the Bible. In prayer on the ﬁnal evening of his life as a perfect hu-

man,Jesussaidtohis Father:“Ihavegivenyour word tothem.”(John

17:14) Though Jesus had vast experience, he never spoke of his own

originality.Healways spokewhathis Father taught him,therebyleav-

ing an example for us to follow. (John 12:49, 50) God’s word, as pre-

served in the Bible, has power to inﬂuence people—their actions, in-

Develop Ability as a Teacher

most thoughts, and feelings. (Heb. 4:12) As you grow in knowledge

of God’s Word and learn to use it well in your ministry, you will

be developing the sort of teaching ability that draws people to God.

—2Tim.3:16,17.

Honor Jehovah

Being a teacher in imitation of Christ is not simply a matter of be-

ing able to give an interesting discourse. True, peoplemarveled at Je-

sus’ “winsome words.” (Luke 4:22) But what was Jesus’ objective in

speaking well? It was to honor Jehovah,not todrawattention to him-

self. (John 7:16-18) And he urged his followers: “Let your light shine

before men, that they may see your ﬁne works and give glory to your

Father who is intheheavens.”(Matt.5:16) Thatcounsel should inﬂu-

ence theway we teach. Itought to be our aim to avoid anything that

would detract from thatobjective.Sowhenplanningwhatwewillsay

orhowwewill say it, we dowell toaskourselves,‘Will this deepenap-

preciation for Jehovah, or will it attractattention to me?’

For example, illustrations and real-life examples can be used eﬀec-

tively in teaching. However,when alengthy illustration is developed

oran experienceis relatedinexcessivedetail,thepointof theinstruc-

tion may be lost. Similarly, telling stories that merely entertain de-

tracts fromthepurposeofour ministry.In eﬀect, theteacher is draw-

ing attention to himself instead of accomplishing the real goal of

theocratic education.

“Make a Distinction”

For a persontruly to become adisciple,he mustclearly understand

what is being taught. He must hear the truth and see how it diﬀers

from other beliefs. Drawing contrasts helps to achievethis.

Repeatedly, Jehovah urged his people to “make a distinction” be-

tween what is clean and what is unclean. (Lev. 10:9-11) He said that

those who would serve in his great spiritual temple would instruct

people “in the diﬀerencebetweena holy thing and a profane thing.”

(Ezek. 44:23) The book of Proverbs is full of contrasts between righ-

teousness and wickedness, between wisdom and foolishness. Even

things that are not opposites can be distinguished from one anoth-

er. The apostle Paul drew a contrast between a righteous man and a

good man, as recorded at Romans 5:7. In the book of Hebrews, he

Develop Ability as a Teacher

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