Apply Yourself to the Field Ministry for the Week of November 16-22, 2026

Start Conversations

(3 mins.) INFORMAL WITNESSING. Start a friendly conversation that ends before you can preach (lmd lesson 2 point 4). Lesson 2 · Naturalness · point 4: Be patient and wait for the right moment. Setting: First conversation between two mothers after a swimming lesson. Text to prepare the demonstration, not to read to the person: Ecclesiastes 3:7.

Ecclesiastes 3:7 — A time to rip apart and a time to sew together; A time to be silent and a time to speak;

This principle helps us avoid rushing. In the demonstration, the publisher listens and converses kindly; she leaves the possibility of talking about the Bible for another occasion.

Publisher: Excuse me, are you waiting to go in or to pick someone up? I’m not sure I’m standing in the right line. This is the first time I’ve come to pick up my daughter.

Person: To pick up my son. You’re in the right place; they come out through that door. The registration line is on the other side. I was confused the first day too.

Publisher: I’m glad I asked. My husband usually picks her up, but he couldn’t today. She gave me all the instructions before we left home, except which door she would come out of.

Person: That’s an important detail. Mine explained three times where I had to put his goggles. Then he left his backpack by the door.

Publisher: Did you have to go back to get it?

Person: Yes, luckily we were still just around the corner. Now we try to leave it ready at night, although we don’t always remember. On Tuesdays we’re all rushing around.

Publisher: We’re adjusting our schedules too. I thought we would come calmly, but between the snack and finding a clean towel, we arrived just in time. How long has your son been coming?

Person: A month. At first he loved it; now he says he doesn’t want to come because the others swim better. I don’t know whether to insist or let him take a break.

Publisher: That’s a difficult decision. Is what bothers him being left behind, or is there something about the class he doesn’t like?

Person: I think it’s comparing himself with the others. But I don’t want to minimize it either. People tell me to let it go, that he’ll learn eventually, and that doesn’t help much.

Publisher: Of course. You need to understand what’s happening with him, not make a blind decision. Have you been able to speak with the instructor?

Person: Not yet. She comes out with so many children that I feel awkward keeping her. Besides, I don’t want him to think I’m going to complain.

Publisher: Yes, it could be uncomfortable in front of everyone. Perhaps someone at reception knows when you could speak with her for a moment, without having to do it here as everyone leaves.

Person: I could ask about that. But first I want to listen to him calmly. When we’re in the car, he tells me more than when I ask him directly.

Publisher: My daughter is the same at bedtime. During the afternoon she has nothing to tell me, and when we turn off the light, she remembers everything. Sometimes what she needs is for me to stay and listen for a little while.

Person: Yes, although by that time we’re already tired. Look, they’re opening. I have to leave right away today to pick up my other daughter.

Publisher: Of course, I won’t keep you. By the way, my name is Elena.

Person: I’m Marta. We’ll probably see each other another Tuesday. There’s mine, still wearing his goggles. See you later!

Publisher: See you later, Marta! Take care.

Follow Up

Publisher: Hello, Elena. Did you ever find the clothing-repair shop? Last time I wasn’t sure I had given you the right directions.

Person: Yes, it was where you said. In fact, I’ve just picked up a jacket. I have a little time before going home.

Publisher: That’s good. I kept thinking about what you told me about your daughter and her choice of studies. Were you able to talk more calmly?

Person: We tried, but we ended up in the same place. She says I don’t listen to her. And I think, If I didn’t listen to her, I wouldn’t even know what she wants to study.

Publisher: I understand the difference. You know what she wants to do, but perhaps she hopes to explain something more. What do you think she feels you still don’t understand?

Person: I don’t know. I suppose why she likes it so much. As soon as she starts, I talk to her about job prospects. I’m worried she’ll regret it later.

Publisher: Of course. You don’t want her to make a decision without thinking about the consequences. Would you mind listening to her reasons first and leaving that subject for later?

Person: Listening to her, no. What I don’t want is to give her the impression that I agree with everything. Then she could say that I had already given her permission.

Publisher: It makes sense to clarify that. Listening to understand is not the same as approving a decision. There is a proverb that helps us see why it is worthwhile not to jump to conclusions. Notice what Proverbs 20:5 says.

Proverbs 20:5 — The thoughts of a man’s heart are like deep waters, But the discerning man draws them out.

Publisher: The comparison with deep waters makes me think that we do not always know someone’s reasons just because we hear their decision. Perhaps we need to give her time to explain herself.

Person: That happens to me. Sometimes she is still talking and I am already preparing my answer. But she could also explain herself without becoming defensive.

Publisher: Of course, both of you take part in the conversation. You cannot answer for her, but you can try another way of starting: ask her what attracts her most and listen to the complete answer.

Person: I could do that. Although, if I start with many questions, she’ll think I’m interrogating her to find some fault.

Publisher: Then perhaps one sincere question will be enough, followed by letting her speak. Afterward you could check whether you understood her: “Is this what excites you?” Not to trap her, but to give her an opportunity to correct any misunderstanding.

Person: That feels more natural to me. I thought that talking about the Bible would mean talking about things far removed from my problems, not about how I listen at home.

Publisher: That is precisely why I wanted to offer you a Bible course, keeping in mind what you told me. Before deciding, we can watch a video from the teaching toolbox and discuss it. Would you like to watch it now?

Person: Yes, I can watch a video. But I prefer to tell you now that I’m not looking to commit to a course.

Publisher: It’s good that you told me. I’ll show it to you, and afterward you can tell me what you think; I won’t assume that you have accepted.

Person: Well, after watching it, I’m interested in the possibility of learning. What I still don’t know is whether a course would be for me.

Publisher: What would you like to clarify about what you just saw? Do you have more questions about studying the Bible or about starting something new?

Person: About starting. I don’t want to say yes just to be polite and then avoid coming by because I haven’t followed through.

Publisher: I prefer that you tell me what you really think. If you would like, another day we can see what studying together would be like, and then you can decide. And if you prefer to leave it there for now, I respect that too.

Person: I’d rather think about it. For now I want to try listening to my daughter without interrupting her. If I come back next week, I’ll tell you how it went.

Publisher: That sounds like a good first step. And if the conversation does not go as you hope, that does not necessarily mean it was useless to try. When you come back, you can also tell me what was difficult for you. Are you worried about how your daughter will react when she notices that you are trying to listen to her in a different way?

Person: Yes, because she might say, “Now you want to listen to me, but yesterday you wouldn’t let me speak.” And she would be right. I find it hard to admit that without immediately adding that she interrupts me too. I wouldn’t want that attempt to turn into another argument about who is to blame.

Publisher: You could acknowledge that specific situation without adding a reproach: “That’s true, I interrupted you yesterday. I’m sorry. I would like to understand what I did not let you explain.” That will not resolve the choice of studies yet, but it may help you discuss the matter without either of you becoming defensive. And if she does not want to talk at that moment, you could ask when would be better for her.

Person: That helps me be more realistic. I don’t have to resolve everything in one conversation or expect her attitude to change immediately. I can start by acknowledging my part and giving her time.

Publisher: All right, Elena. When we meet again, we can continue talking about whatever you would like to tell me. Take care.

What Would You Say?

This five-minute assignment is an audience discussion about the house-to-house ministry. We will review Love People—Make Disciples, lesson 1, Genuine Interest, point 4b. The goal is to observe respectfully and adapt the start of a conversation. We will keep in mind Acts 17:22, 23 and consider a first visit to someone who has beside her door a plaque thanking God for her family.

The lesson point invites us to ask ourselves: “What do a person’s clothing, appearance, and home tell me about their beliefs or culture?” Let us remember that observing does not mean classifying people. We can notice something that helps us choose a question, but we need to listen before drawing conclusions. The same sign can have different meanings for people who live in a house.

Let us look at the picture: Jesus is speaking with a woman at a well. What we see places us in an everyday setting, connected with a need we all have: water. We do not need to attribute feelings to the woman that the picture does not allow us to know. It is enough to recognize that the setting offers a simple starting point for conversation.

Based on what we see in the picture, what question could you ask to start a conversation? One possibility would be: “Do you usually come here to get water?” It is a question related to the place, easy to understand, and does not require revealing anything private. We are not saying that these were Jesus’ words; we are thinking about how we might start a conversation based on what we observe.

The important thing would not be to move immediately to a prepared presentation. The answer might indicate that the person has time to talk or, on the contrary, needs to finish soon. If she tells us about a difficulty related to getting water, it would be natural to show interest in that difficulty. A question demonstrates genuine interest only when we are willing to pay attention to the answer.

Let us apply that principle to the house-to-house ministry. Imagine that someone welcomes us for the first time and we see beside her door a plaque thanking God for the family. We do not know who put it there or whether everyone in the home shares that belief. We can use it as a starting point, not as proof that we know the person.

After greeting her, we could briefly mention the plaque and ask: “What do you think—can knowing God better help a family?” This question connects with something visible and allows her to express an opinion. It does not require her to identify with a religion or assume that she has family problems. It also leaves room for an answer different from the one we may have expected.

For example, she might explain that the plaque belonged to a relative and that she is not religious. In that case, we would not insist on treating her as a believer. We would appreciate the clarification and adapt the conversation to what she really thinks. She might also say that faith is important to her family. Then we would have common ground from which to continue, without beginning by pointing out differences.

The second question for the discussion is: What scripture would you show? One option is Acts 17:22, 23. This passage allows us to talk about the possibility of knowing God and, at the same time, teaches us how a respectful observation can open a conversation. Before considering how to present it at that door, let us note what Paul observed and how he used that observation. Let us read Acts 17:22, 23.

Acts 17:22-23 — Paul now stood in the midst of the Areopagus and said: “Men of Athens, I see that in all things you seem to be more given to the fear of the deities than others are. For instance, while passing along and carefully observing your objects of veneration, I found even an altar on which had been inscribed ‘To an Unknown God.’ Therefore, what you are unknowingly worshipping, this I am declaring to you.

Paul had carefully observed the sacred objects. When he spoke, he started with something his listeners knew and considered important. He did not begin by ridiculing their beliefs. That observation allowed him to introduce what he wanted to explain about God. For us, the lesson is not to repeat his introduction word for word, but to observe respectfully and look for a sincere point of contact.

In the situation at the door, if the person showed interest in knowing God better, we could explain that a Bible writer spoke with religious people about that same subject. Then we would ask permission to show her the passage. In this way, the reading would have a clear reason. It would not appear suddenly, disconnected from what the person had just said, nor would it be imposed if she did not want to listen.

After reading it, we could highlight that Paul offered to help his listeners get to know God and ask what she thinks of that possibility. We would avoid directly comparing the person with those who worshipped without knowing him. Such a comparison could sound disrespectful and is unnecessary. The purpose would be to open a respectful conversation, not to judge how much someone knows based on a detail we saw in her home.

The approach feels natural because it arises from something observable; respectful because it asks rather than assumes; and adaptable because the answer determines how to continue. The picture reminds us of the value of an everyday beginning. The lesson encourages us to pay attention to the person, and Paul’s example shows how to connect an observation with the message. Observe, ask, and listen—that is how we make room for a conversation instead of merely reciting a presentation.