This week, we continue in our look at witnessing principles that can help us get through to Jehovah’s Witnesses. These deal with the way in which we communicate.

Principle #3: Communicate effectively.

This involves student role teaching—getting through to Jehovah’s Witnesses by asking respectful questions rather than making assertions. The key is to get them out of their prepared presentations so they really have to search for answers. I strongly caution against becoming a passive student, someone who stops asking questions that challenge Watchtower dogma and instead passively submits to a learning role in which you find yourself focusing exclusively on the Watchtower’s questions and parroting its answers. (pp. 42-43)

Avoid using Christian jargon they won’t understand, and do use phrases they use such as “Jehovah’s arrangement for salvation.” Be aware of critical differences contained in the Watchtower’s “New World Translation” of the Bible. Later chapters in the book identify these differences and discuss how to deal with them. Define what you mean by various terms such as “judgment” and “born again.” In order to avoid misunderstandings, clarify differing positions by having each other summarize the points the others are making, even if we disagree with those points. Before we can get through to someone, we first need to understand them and make sure they are understanding us. (pp. 45-48)

Principle #4: Consistently model good Bible study techniques.

When looking at an important Bible passage, try to get them to read the text and to read it out loud in order to make sure they are actually coming face-to-face with the text in context. (pp. 48-49)

In order to get through to them, you will need to get them out of their prepared presentations by asking questions that challenge Watchtower teachings. These are questions they would never ask for themselves. In order to avoid coming across as a persecutor or as someone who is trying to take over the teacher role, phrases like this can be helpful as long as you don’t overuse them (p. 50):

  • “I’m sorry. I’m confused by that. It seems to me… What am I missing?”
  • “I’m puzzled by that. What about….?”
  • “I’d like to get your take on something I’ve always been taught about that…”
  • “I’m sorry. I just don’t get that. Please help me understand…”
  • If they dodge one of your questions, don’t accuse them of anything. Just say, “I guess I didn’t phrase my question the right way. What I’m really asking is…” (then rephrase your question and wait for them to answer you.”

Principle #5: Be flexible.

The book’s approaches are meant to be guidelines, not scripts you have to memorize or follow in a certain order. Always rely on the Holy Spirit. If you sense that you are getting through to the Witnesses on a particular point, stop and let that point sink in. Don’t rush ahead to press your advantage or to cover more ground. Silence can be a very effective witnessing tool. Give the Holy Spirit time to work.

Study Questions

  1. What are some of the principles for doing Student Role Teaching well? (pp. 41-50)
  1. Why does it usually work better to have them read Bible passages aloud than to read them aloud yourself or just read them together silently? (pp. 48-49)
  1. As long as you don’t overdo it, how can being “puzzled” or “confused” or saying, “Please help me understand…?” be more effective that other types of questions? (p. 50)
  1. Why can silence sometimes be more effective than talking when you are trying to get through to Jehovah’s Witnesses? (p. 51)

 

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