ABSG Questions for Discussion: Lesson 5 (Oct 25-31), Love and the Law

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, 25 October 2014

Lesson 5 (Oct 25-31), Love and the Law

Is the parable of the Good Samaritan true to life? Do the social outcasts show more compassion than church leaders?

The Man in Gold

Why do we treat rich people better than the poor? Is it wrong to give the upper class preferential treatment?
Why did Jesus say it would be hard for a rich man to enter heaven? What are the practical obstacles?

Class Struggle

Are the rich more stingy than the poor or more generous?
Why are the poor more receptive to the gospel? Since the poor are more receptive to the gospel are we justified in devoting more time and more resources to evangelizing that group?
In the church are the rich obliged to share their wealth with the poor?

Loving Our Neighbours

Does the injunction of Jesus imply that we must love ourselves first? What are ways in which we are wrong to despise ourselves?
Are we obliged to love our fellow Christians more than those outside the Christian community?
What did Jesus do to demonstrate He loved His neighbours?

The Whole Law

Is a person who breaks two commandments worse than the person who breaks only one?
What did Jesus mean when He said not even a "jot and tittle" of the law could be dropped?
What is the fundamental principle of the law that makes a person who breaks any one law guilty of breaking the whole?

Judged by the Law

How true is the statement that "if we have to do anything for our salvation, it means that what Jesus did was inadequate?"
Is it easier to give grace or receive grace?
Why do people like James feel the need to emphasize the value of works?

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.