Watchtower Study September 28-October 4, 2026 | Help Others Come to Know Jehovah

I feel genuine joy when a Bible student takes spiritual steps because I can see Jehovah’s help behind each advance. I may prepare carefully and give warm support, but real growth does not depend on my teaching ability. First Corinthians 3:5-9 keeps my perspective balanced: we are fellow workers, while Jehovah makes things grow. That helps me celebrate progress without looking for personal credit. I want that joy to deepen my gratitude.

Third John 3, 4 highlights the joy of knowing that someone keeps walking in the truth. So I try to notice more than correct answers during the study; I also look for small changes showing that what the student learns is already reaching his heart.

A practical step is to commend a specific effort—such as attending a meeting despite obstacles—and then direct attention to Jehovah. That teaches the student early on that friendship with God, rather than the teacher’s approval, is the real force behind his progress.

Each step a student takes makes me happy, but I want the credit always to go to Jehovah.

Jehovah does not want a student merely to collect religious facts; he wants accurate knowledge to shape the person’s life. First Timothy 2:3, 4 connects that knowledge with salvation, so learning who Jehovah is has a deeply personal purpose. To me, good teaching means helping each truth affect decisions, priorities, and feelings. Coming to know Jehovah should build a relationship, not simply add information.

Jeremiah 9:24 adds a valuable point: knowing Jehovah includes appreciating the way he acts. So when discussing a teaching, I can ask, “What does this show you about Jehovah?” That moves the student from understanding a doctrine to discovering the Person behind it.

John 17:3 links knowing God with everlasting life. That reminds me that a study is more than a weekly appointment; it can contribute to a friendship that lasts forever. This thought helps me teach patiently instead of rushing just to finish a lesson.

I want my student to know Jehovah so well that what he learns actually changes his life.

The article helps me organize teaching around three goals: helping the student know Jehovah well, discover what His personality is like, and use that knowledge in daily life. The order makes sense. First a relationship develops, then appreciation deepens, and finally that knowledge guides decisions. To me, this keeps the study from becoming a routine review of questions and answers. It gives each lesson a clear spiritual direction.

I can use those three goals as a brief self-check after each study: “Did the student learn something new about Jehovah, notice one of His qualities, and identify a way to apply it?” If one element is missing, I know what to strengthen next time.

It also teaches me not to separate doctrine from friendship with Jehovah. A Bible truth becomes more meaningful when the student sees what it reveals about God and how he can respond. Even familiar subjects can then reach the heart in a fresh way.

My goal is not to cover material; it is to help someone know, admire, and obey Jehovah.

Mark 12:30 reminds me that the main goal is to help the student love Jehovah with his whole being. I do not want him to become emotionally dependent on me, merely admire an organization, or memorize a set of teachings. I want him to value Jehovah as a real and close Person. As that love grows, obedience stops feeling like a checklist and becomes a willing response to his heavenly Father. That keeps the student's bond with God at the center.

That affects the way I teach. If the student asks a difficult question, I do not need to impress him with a clever answer; I can show how to find Bible principles and encourage him to speak to Jehovah in prayer. In that way, he learns to turn to God, not always to his teacher.

Dedication is personal. So I find it useful to ask whether my comments help the student see Jehovah more clearly or mainly make me look knowledgeable. A teacher’s humility can also direct the student’s heart toward God.

I want to teach so that the student keeps drawing closer to Jehovah, not becoming attached to me.

Love for Jehovah can become the strongest motivation to obey him. A rule may restrain conduct for a time, but deep affection changes what a person wants to do. Jesus obeyed because he loved his Father, and that same principle can grow in a student. So I try not merely to explain what is right or wrong; I want to help him understand why Jehovah’s standards are good and what loving feelings lie behind them.

First John 5:3 connects love for God with obedience to his commandments. When a standard feels difficult to the student, I can return to the question, “What do you already know about Jehovah that gives you confidence in this counsel?” That can strengthen obedience based on trust.

It is also good to recognize small steps. If the student makes a change because he wants to please Jehovah, that motive matters even if other areas still need work. Highlighting that reason can help him continue progressing without feeling defined by his mistakes.

As love for Jehovah grows, obedience becomes less about pressure and more about a willing choice.

Knowing Jehovah helps a person decide wisely even when no specific rule covers every situation. Just as experience helps a pilot respond with sound judgment, friendship with God develops spiritual discernment. The student learns how Jehovah thinks by studying principles and observing the results of applying them. Then, when facing a new decision, he can ask which choice best fits his heavenly Father’s personality and values.

One advantage of this approach is that it prepares the student for times when the teacher is not present. Instead of always asking, “Is this allowed?” he learns to reason, “What effect will this have on my friendship with Jehovah?” That develops greater maturity and responsibility.

Personal experience matters too. When the student sees that a decision based on Bible principles brings peace, a clean conscience, or better results, his confidence grows. Those experiences turn knowledge about Jehovah into personal conviction.

Knowing how Jehovah thinks helps me choose well even when there is no direct rule.

Joseph did not need a written rule covering every detail to know that giving in to Potiphar’s wife would be wrong. What he knew about Jehovah, marriage, and earlier family accounts had shaped his conscience. Genesis 39:7-9 shows that his central concern was not sinning against God. I learn that a strong conscience grows from knowing Jehovah’s feelings, not merely memorizing prohibitions. That conviction can support us when no one else is watching.

Joseph had suffered injustice, yet he did not use his pain as an excuse to lower his standards. That can help a student who thinks, “After everything I have been through, I deserve to do what I want.” Friendship with Jehovah can be stronger than a passing emotion.

His response also shows the value of advance preparation. Joseph made the moral choice before the pressure intensified. So I can encourage a student to think ahead about situations that may test loyalty and decide now what he wants to protect.

Joseph teaches me that knowing Jehovah’s feelings strengthens the conscience before a test comes.

The book uses questions that do more than test facts; they invite the student to think about Jehovah’s feelings and qualities. I can pause on those questions and allow him time to reason instead of answering for him. Job learned much when Jehovah taught him by means of questions, and that method is still powerful. A well-chosen question can help a student discover something about God for himself and remember it far better.

For example, after a correct answer I might ask, “What do you like about Jehovah in this?” That second question often opens a more personal conversation. It does not add complicated information; it simply helps the student express admiration, gratitude, or trust.

I can also avoid turning the study into an interrogation. Questions work best when I truly listen and follow up on what the student says. Then he feels that we are discovering Jehovah’s personality together, not merely completing a worksheet.

A thoughtful question can help a student discover for himself what Jehovah is really like.

I can teach the student to read for more than the sequence of events. After a Bible account, it helps to ask what it reveals about Jehovah, what conduct pleases him, and what displeases him. James 5:11, for example, highlights not only Job’s endurance but also God’s tenderness and mercy. When a student learns to read this way, every chapter can become an opportunity to know Jehovah better rather than simply remember people and events.

A simple method could be to use a color or symbol in personal notes whenever a detail reveals one of Jehovah’s qualities. Over time, the student develops a kind of personal map of what he has discovered about God during Bible reading.

It is also useful to notice the results of people’s choices. In Daniel 6, for instance, contrasting Daniel’s loyalty with the actions of his accusers helps identify both what Jehovah values and what he rejects.

I want to read the Bible asking what each account reveals about Jehovah’s personality.

If the student expresses gratitude for something he learned, I can appreciate his kindness without keeping the credit. A simple response such as, “It is wonderful that Jehovah helped you find this in his Word,” directs gratitude to the true Source. Isaiah 30:20, 21 presents Jehovah as our Grand Instructor. I would like the student to finish each lesson thinking less about my teaching skill and more about Jehovah’s personal care for him.

I can reinforce that thought by recalling prayers that were answered or spiritual help that arrived at the right time. Without treating every coincidence as special intervention, I can help him recognize the steady care he receives through the Bible and the congregation.

This also protects the student if his teacher changes someday. If his faith is tied to Jehovah rather than to one personality, the transition will be much easier. A good teacher prepares the student to keep growing even when the teacher is no longer present.

I want the student to leave each lesson mainly grateful to Jehovah, his true Teacher.

When a Bible account raises questions that Scripture does not answer in every detail, knowing Jehovah keeps us from filling the gaps with suspicion. I can recall what I already know about his respect for life, mercy, and justice. Exodus 34:6, 7 shows that those qualities are perfectly balanced. So even if I do not understand every circumstance of a divine judgment, I do not need to distrust the Judge; I can leave a question open without doubting his character.

Second Peter 3:9 confirms that Jehovah does not delight in people dying. That truth becomes a firm anchor when an account feels emotionally difficult. I start with what I know for certain rather than building conclusions on details the text does not explain.

This way of reasoning also teaches intellectual humility. We can tell the student, “I do not know every detail, but I do know Jehovah.” Admitting the limits of our information does not weaken faith; it can show mature trust.

When details are missing, I rely on what I already know for sure about Jehovah’s character.

I can help the student look at that brother or sister from Jehovah’s viewpoint. God values that person so much that he gave his Son, and he wants the congregation to preserve unity. Instead of making the whole conversation about who was at fault, we can identify good qualities in the other person and consider what response would please Jehovah. That does not mean ignoring a serious problem; it means preventing an ordinary offense from defining the entire relationship and harming the student’s bond with the congregation.

Psalm 133:1 shows how much Jehovah values unity. A concrete step might be encouraging the student to greet the person warmly, work together on an activity, or have a neutral conversation. Sometimes a small initiative breaks down a distance that seemed very large.

I can also listen without feeding resentment. If every time he describes the problem I reinforce the idea that “the other person was terrible,” I may deepen the hurt. It is better to acknowledge his feelings and then help him choose a response that protects peace and spirituality.

I want to help the student see fellow believers as Jehovah sees them, not only through a hurt.

When a decision is still difficult after prayer and research, Jesus’ example offers a simple question: “Which choice would please my Father?” John 8:29 shows that this was central to his decisions. The teacher does not need to decide for the student; he can help connect Bible principles with what the student already knows about Jehovah. Then the decision strengthens conscience and friendship with God instead of creating dependence on someone else’s opinion.

A job that interferes with meetings illustrates the process well. Instead of saying “take it” or “turn it down,” we can ask what priority Jehovah places on worship and what effect the student wants the choice to have on his friendship with God. The reasoning then belongs to the student.

After the decision, it can also help to review what he learned. If he saw Jehovah support him, that experience can strengthen him for the next difficult choice. Each faithful decision then becomes part of his personal history with Jehovah.

I do not want to decide for the student; I want to teach him to ask what would please Jehovah.

We want the student to know Jehovah as a Person, not merely master doctrinal subjects or congregation arrangements. Understanding the condition of the dead, the ransom, or how the congregation functions is valuable, but those truths should draw him toward the Author of the Bible. To me, progress is shown not only when he can explain a teaching but when he speaks warmly about Jehovah, trusts him, and makes choices with a desire to please him.

That changes how I evaluate a lesson. A technically correct answer may be only the beginning. If I ask, “How does this affect the way you feel about Jehovah?” I can see whether the teaching is moving from the mind to the heart.

It also keeps me from comparing students. One may grasp concepts quickly, while another needs more time but develops deep trust in God. Spiritual progress is not measured only by speed or by how easily someone expresses himself.

I am not looking only for correct answers; I want to see the student build friendship with Jehovah.

Knowing Jehovah improves life now by giving direction, security, and a friendship that no circumstance can replace. Psalm 25:12-15 shows that he guides those who fear him, and 1 John 5:20 connects knowing the true God with the hope of everlasting life. First Corinthians 8:3 adds a moving thought: the person who loves God is known by Him. We do not merely learn about Jehovah; we can become people whom he recognizes as his friends.

The expression “known by him” feels very personal to me. Jehovah does not view his servants as an anonymous crowd; he knows their history, struggles, and choices made out of love. That can strengthen a student who feels invisible or unimportant.

There is also a future blessing: a relationship with Jehovah that can continue forever. That prospect gives meaning to every small step now, from reading a few verses to changing a difficult habit. No effort to know him better is wasted.

The greatest reward of knowing Jehovah is that he also knows us and recognizes us as his friends.

Because lasting faith requires a personal relationship with Jehovah, not merely correct information. When the student understands how God thinks and discovers His qualities, love becomes the reason for obedience. That bond gives discernment for new decisions, strength under pressure, and confidence when every detail is not understood. Knowing Jehovah well turns truth into a way of life and prepares the student to stand firm without depending on his teacher.

Joseph shows the practical result: what he knew about Jehovah had shaped his conscience before temptation arrived. A student who develops that kind of friendship can face situations that were never discussed specifically during the Bible course.

John 17:3 also connects knowing God with everlasting life. So we are not merely teaching a belief system; we are helping a person begin a relationship that can continue forever. That gives every lesson a much larger purpose.

Knowing Jehovah turns Bible teachings into convictions strong enough to support an entire life.

We can repeatedly direct the student’s attention to Jehovah’s personality while studying. Course questions, Bible accounts, and personal reading can reveal what He loves, what He rejects, and which qualities He displays. Rather than supplying every conclusion, it is better to ask questions that help the student discover them. We can also give Jehovah credit for the benefits of the study so that the student sees a Father teaching him behind what he learns.

During Bible reading I can ask the student to identify one quality of Jehovah and one human action that He approves or disapproves of. That simple habit changes the reading: the student looks not only at what happened but at what he learns about God.

It also helps to listen carefully to his answers. If he expresses a personal thought about Jehovah, I can explore it with another question instead of rushing to the next paragraph. Those moments are often where friendship begins to grow.

In every lesson I want the student to discover something more about the kind of Person Jehovah is.

We can teach the student to recall what he knows about Jehovah when a real difficulty arises. If a Bible account troubles him, someone hurts him, or he faces a major decision, he can ask what he already knows about God’s character and values. Rather than deciding for him, we help connect principles with his friendship with Jehovah. Each challenge then becomes an opportunity to exercise conscience and personally see the good results of trusting God.

A useful question is, “Based on what you already know about Jehovah, which choice do you think would please him?” That wording does not impose an answer; it activates knowledge the student has already made his own.

Later, reviewing the result can strengthen faith. When the student notices peace, spiritual protection, or help received, he learns that Bible principles are not theory. They work because they reflect Jehovah’s wisdom.

I want to help the student use what he knows about Jehovah when real life requires a decision.