ABSG Questions for Discussion: Lesson 11 (Dec 6-12) Getting Ready for the Harvest

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, 6 December 2014

Lesson 11 (Dec 6-12) Getting Ready for the Harvest

Since not many people today have expereince with literal harvests, is there a better metaphor that can be used?

Waiting for Rain

How dependent are farmers on weather these days?
Are the early and latter rains for the benefit of the church or for the individual, or both? Can they be at different times for each?
What is the meaning of the parable of the wheat and the tares? Why can one not distinguish between the two till they have matured?

How Near is "Near?"

What is the best word ör phrase to describe the "nearness of Christ's coming--around the corner, imminent, soon, at the door?
Has the church erred through the centuries by pastors preaching that Christ's coming is near?
Is the time of the second coming fixed or flexible?

Grumbling, Groaning, and Growing

Is the second coming delayed or still on schedule?
If the Lord is delaying His coming, what could be the purpose? Are some people who might have been saved going to be lost because the second coming is delayed?
What lesson can we apply from the Israelites having to turn back from the door of Canaan to wander forty years?

Models of Patient Endurance

Is patience inherited or cultivated?
Is there a limit to patience? If so what is it?
Can one get patience as a gift through the Holy Spirit?

Transparent as the Sunlight

What is the meaning of "swear? "Is it wrong to swear?
Is it wrong to make an oath?
What does James mean "Let your yes be yes, and your no be no?' Is it wrong to be ambivalent or to please everyone? What did Paul mean when he said Ï am all things to all people?

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.