ABSG Questions for Discussion: Lesson 8 (Feb 16-22), With the Rich and Famous

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, 15 February 2014

Lesson 8 (Feb 16-22), With the Rich and Famous

At what point does a person become categorized as rich?
When Jesus declared that it was harder for a rich man to enter heaven than for a camel to pass through the eye of a needle, did He mean it was possible or not?

Richly Blessed

Why do people want more money than they need?
Do we envy people who have less wealth than we?
Do all blessings come from God? Why does He distribute wealth so unevenly?

Rich and Infamous

What is the difference between "illegal" and "immoral?"
What is the modern moral equivalent of the Biblical "tax collector?"
Was what the tax collector doing illegal or immoral?
Describe the process of change that saved Zacchaeus?

Nighttime Rendezvous

Why do the wealthy come to Jesus cautiously?
Are the rich and famous concerned about their reputation?
Why do we have so few rich people in church?

Gold-plated Messages

What does it mean, "where your treasure is, there will your heart be also?"
If there were no heaven, would it be worth to chase money?
What did Jesus mean by the "deceitfulness of wealth?"

Terms of Endangerment

Could anything have been said to the rich young ruler to encourage rather than discourage him?
Is there any evidence that the rich young ruler in fact had not been keeping the commandments as he thought he had been?
On what grounds could Jesus promise that all who had forsaken their earthly possessions and relationships would be rewarded a hundredfold? Could there be exceptions?

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.