ABSG Questions for Discussion: Lesson 2 (Jan 4-10), Discipling Through Metaphor

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.

Wednesday, 8 January 2014

Lesson 2 (Jan 4-10), Discipling Through Metaphor

How much risk is there of being misunderstood when one speaks in parables?

Why did Jesus speak so much in parables?
What are characteristics of a good parable?

Old Testament Examples

Was David partial?
How do we know that David's repentance was genuine and not because he got caught? Why is it not too late to repent even after the sin is exposed?
Why did David fail to detect the objective Nathan's parable?

Architectural Wisdom

When as kids we sang "the wise man built his house upon the rock," what lesson were we learning?
Despite warnings of Jesus, why do most people end up short of money when they build a home?

Agricultural Analogies

Since most people today have no experience with sowing seed, what parable do you think could be used today to teach how people respond in different ways to the gospel?
How could one teach the lessons of the parables of weeds and tares, and the parable of the pearl of great price, to city dwellers?

The Revolutionary's War

When Jesus said that prostitutes and tax collectors would get in to heaven before the pharisees, what could that mean for us today? Will any pharisee be in heaven?
Who today are the lame and the blind who will be invited into the kingdom for the feast?
What should church leaders do to ensure they do not become like pharisees?

Christ's Creative Legacy

Why did the disciples not teach in parables?
Should pastors today preach more in parables?

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.