ABSG Questions for Discussion: Lesson 2 (July 5-11), The Son

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.

Monday, 7 July 2014

Lesson 2 (July 5-11), The Son

Do humans today have enough evidences to answer Jesus' question to His disciples: "Who do you say I am?" On what bases do we give our answer?

The Son of Man

Why would Jesus prefer to refer to Himself as the "Son of Man," rather than "Son of God?" Why was it important to Him?
What were the dangers in emphasizing Jesus' humanness? How could those who abused Jesus have known He was more than just another human?

The Son of God

Of all the options avaialable why would God have selected a father-son relationship, rather brother, mother, sister, uncle, etc.
Are there any dangers in emphasizing the Father-son relationship?

Christ's Divine Nature -1

What evidences to humans was there that Jesus was divine?
What more could God have done to prove to humans that Jesus was indeed God? If there was more that could have been done, why wasn't it done?
How completely convinced were the disciples that Jesus was God
Could the Father have chosen to die for humans and then be known as the Son?

Christ's Divine Nature -2

Why did Jesus retain His power to do miracles during His incarnation?
Did Jesus perform miracles in His own strength or in His Father's?

Christ's Mission

Whom did Jesus mean when he referred to the "lost?" What makes someone "lost?"
How do we apply the parables of the lost coin, the lost sheep, and the lost son?
What is invovled in being "found?" If there are different categories of "lost," how are each "found?"

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.