ABSG Questions for Discussion: Lesson 5 (Jan 24-30), The Blessings of the Righteous

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.

Sunday, 25 January 2015

Lesson 5 (Jan 24-30), The Blessings of the Righteous

Why does the Sage describe the good results of choosing wisdom by deriding the bad results of choosing folly.

Righteousness is Holistic

Why is it important for people to love their neighbors?
Why must we suffer for other people's wrong choices or deeds? Why do have to suffer for Adam's wrong choice?
Why is lust and hate wrong if it is only in the mind?

The Mouth of the Righteous

Why did God not give us an "undo" button for our speech and actions?
Why is the parts of the body--mouth, heart and foot blamed for sins of an individual? Can the eyes be blamed for a person's lust?
Why do we sometimes speak irresponsibly when we know the rewards of carefully chosen out words.

The Hope of the Righteous

If there is no future, no life after death, would the definition of "good life"change?
What is the value of "hope" for (a) a prisoner, (b) for a dying person, or for (c) the average person?
What is the meaning of "penny wise and pound foolish?"

The Truth of the Righteous

Why do people tell lies?
How would life be if we could not determine the veracity of a person's speech?
Is successful deceit ever commendable? What about Rahab misguiding the police?

The Reward of the Righteous

Why are there only two camps--the righteous and the wicked? Why can't there be a middle path?
If the wicked were to just expire and not be raised to burn in hell, would more people not mind being lost?
If there were no future reward, what makes it worth being good?

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.