ABSG Questions for Discussion: Lesson 3 (Jan 12-18), Discipleship and Prayer

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, 11 January 2014

Lesson 3 (Jan 12-18), Discipleship and Prayer

What is the use of Jesus saying that whatever we ask will be granted when there are conditions, and so many prayers are not answered?

TIME TESTED COMPASSION

Are humans born selfish or do we become that way?
What is the use of praying for others? Don't they have to reform themselves?
How does God respond to intercessory prayer?

TIME FOR PRAYER

Is it possible to maintain a prayer life like Christ's in today's world? If so,how?
Why did Jesus spend so much time praying in the outdoors? Should we be doing the same?
Though anytime is right, what is the best time for prayers?

TIMELESS TEACHING

Considering the immense value of prayer, if you were Satan how would you attempt to destroy its effectiveness?
If you were God what kinds of prayers would please you the most? What kinds of prayers would turn you off?
What does it mean to "come boldly" before the throne of God?

TIMELESS COMPASSION

What spurs humans to compassion? What enables one to put himself or herself in another's shoes?
What can parents do to inculcate compassion in their children?
Is compassion in the genes or is it acquired?
Did Jesus show compassion to the Pharisees? Why, or why not?

TIMELESS COMPASSION REPLICATED

Which of the twelve disciples were the least compassionate to begin with? Did they change? If yes, what evidence is there? If yes, what made the change?
When Stephen prayed as he was being stoned "Lord lay not this sin against their account," what was the use of that prayer?

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.