ABSG Questions for Discussion: Lesson 1 (Sept 27-Oct 3), James, The Lord's Brother

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, 27 September 2014

Lesson 1 (Sept 27-Oct 3), James, The Lord's Brother

What does it mean "blood is thicker than water?" How do you match that with "there is a friend that sticks closer than a brother?" How do you rate James as a brother of Jesus?

James, The Brother of Jesus

At the cross why did Jesus ask John and not his brother James to look after his mother?
Why were Jesus family members embarrassed with His ministry? Should they not have been proud of Him?

James the Believer

How easy is it to be converted from one opinion to another? What could have made James a believer in Jesus?
Why would the followers of Jesus look up to James as a leader?

James and the Gospel

As we get older do we get more legalistic or more liberal? What influences our change if any?
Though James emphasizes faith more times than works why do we remember him for what he says only about works?

To the Twelve Tribes Scattered Abroad

Why would Christians wish to be identified with the Jews? Why might they resent being identified with the twelve tribes?
What can Adventists learn from Jews? What Jewish characteristics should we avoid?

James and Jesus

Why do you think the author does not identify himself as the brother of Jesus? Would people accept his authority more?
Is it harder or easier for a close relative to accept the importance of a person?

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.