ABSG Questions for Discussion: Lesson 9: (August 24-30), Reformation: The Outgrowth of Revival

Welcome

Many Sabbath School class teachers either preach a sermon to their class or deliver a monologue on the whole lesson, going through it "day-by-day." The most rewarding sessions involve the members in discussion. These questions here are intended to stimulate the active participation of the members in your class. Of course pertinent information imparted by the teacher is also very valuable, for which there are many resources in print and on the internet. This site seeks to provide a resource for discussions.

If you are a member and not a teacher and your class is boring, try asking questions such as these in your class.

Saturday, 24 August 2013

Lesson 9: (August 24-30), Reformation: The Outgrowth of Revival

What is the difference, if any, between a revivalist and a reformer? How would each be treated by our church?

The Prophet's Appeal for Reformation

When Israel backslid so often could their reformations be questioned?
Were Israel's reformations because of appeals of prophets or because of punishments? If the latter, how genuine could their repentance be?
Does God punish people so that they will return to Him?

Paul's Appeal for Reformation in Corinth

Are feelings of remorse and repentance compulsory prerequisites for reformation?
How important is a pastor's personal prayers for his congregation?
Is a pastor a failure if he cannot produce a revival in his congregation?

Revelation's Appeal for Reformation in Ephesus

What factor's cause a person to lose his/her first love?
What factors lead to spiritual decline?
What causes a church to lose the fervor it had when it first started?

Luther's Appeal for Reformation

Is there a difference in the reformation of Luther and what we are seeking now?
What was Martin Luther's sin that he needed revival and reformation?
Were the churches of the Middle Ages reformed?

Heaven's Appeal for an End-time Reformation

Does the Adventist church need revival or reformation or both? If both, what needs reformation? Is our church reformable if necessary?
What tools does Satan employ to block revival from leading to reformation?

How to Teach a Sabbath School Class

1. Make a conscious decision that you will lead a discussion and not preach a sermon. Prepare accordingly and be alert for discussion opportunities. A discussion in which many participate is very rewarding.

2. You must have a page of freshly written notes. Don't waste people's time with inconsequential things just to occupy the time.

3. Sprinkle your notes with discussion questions and mark them out in bold. Any time you feel you are losing the attention of the members get them into another discussion. The discussion should be relevant to the lesson as well as to everyday life.

4. Start the lesson with a discussion question, or at the very latest within the next few sentences. If you wait for ten minutes and then try to generate a discussion it will be too late. The class will have tuned you out because you have tuned them out.

5. The opening question should be general enough so that even those who have not studied will be interested in contributing.

6. Avoid questions that can be answered by a single word. If someone answers with "yes/no" ask them to give reasons for their answer. If the answer is too short ask them to clarify or simplify the answer.

7. If a member asks a question, that is a golden opportunity for a discussion. Don't waste it by answering it too quickly. Throw the question back to the members for their opinion. You can give yours at the end.

8. Avoid childish questions such as "Which day is the Sabbath?" Members will not feel any need to answer it. Similarly do not pause in a sentence for the members to supply the last few words. That kind of participation is not a discussion. Members must contribute ideas and thoughts and not just words.

9. Avoid trick questions. Members will be embarrassed if you show them wrong and they will not answer the next time. Also avoid questions that will make it obvious whether or not they have studied the lesson. Those who have not studied should also feel urged to contribute.

10. You may sometimes present two views and ask the members to evaluate the views.