ABSG Questions for Discussion: Lesson 7 (Nov 9-15), Christ Our Sacrifice

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, 9 November 2013

Lesson 7 (Nov 9-15), Christ Our Sacrifice

Jesus in Isaiah 53

Is it easier to suffer for your own mistakes or for another's mistakes?
Why did the suffering of the messiah make no impression on his persecutors?
Why do you think God did not kill off some persecutors on the spot to convince people Jesus was the Messiah? Why was there lightning and earthquake?

Sufficient Substitution

What was the point of Jesus dying, since he was resurrected anyway quite soon?
Since God makes the rules why couldn't He just forgive repentant people withoutJesus having to die?
Did God create humans with the capacity to have children so Jesus could be born as a real human?

Christ's Blood

Is the death of Jesus awful enough to keep one from sinning?
Which is more more important for our salvation, Jesus' life or death?

Spotless Sacrifice

Why couldn't the death of an innocent lamb be sufficient as a substitute for humans' sin?
Why do you think a lamb with only two dark hairs or less in one spot was still considered spotless? Does this mean anything for us or not?
Why is black or brown a symbol of sin when even white marks make dark clothes dirty?

A Great Danger

Does one need to know about Christ to receive the benefits of His sacrifice?
Does one need to know Christ personally to receive the benefits of his sacrifice
Is "trying to be good" wrong because we cannot be saved by works?
Is "not trying to be good" wrong also?

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.