ABSG Questions for Discussion: Lesson 3 (Jan 10-16), A A Matter of Life and Death

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.

Thursday, 8 January 2015

Lesson 3 (Jan 10-16), A A Matter of Life and Death

Would we avoid doing wrong if the punishment was severe or immediate?

The Law in Our Lives

Might it help keep the law if we had portions of the law tied to our wrist or hanging from our necks to serve as reminders like strict Jews still do? Why or why not?
How much good does a rosary do for the devout?
Why do Adventists shy away from wearing a cross from the neck? Some Adventist churches are now placing crosses on their pulpits--is this good or bad?
What do you think of the empty space shaped like a cross in the Adventist logo?

Light and Life

How is the law related to light?
In what way was Jesus a light?
What does it mean for us to "let our light shine?"

Fighting Temptation

How might the law be used to justify a sin?
What is more effective in temptation--appearance or words? What attracted Eve more, the "forbidden fruit," or the words of the serpent?

You Shall not Steal?

What is the connection between adultery and theft?
Can one be "starving" for sex?
Why is adultery much more serious than stealing?
Why did Jesus say lust was equivalent to adultery when no has gotten hurt?

The Threat of Death

Is it possible for us to remember that the wages of sin is death when we are faced with temptation?
Why is a person who wakes up before dawn considered better than one who stays up at night after dark?
When we yield to temptation do we abandon reason or misuse it? What is the opposite of "wisdom?" What is folly, ignorance or false wisdom?

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.