ABSG Questions for Discussion: Lesson 9 (Feb 21-27), Words of Truth

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.

Monday, 23 February 2015

Lesson 9 (Feb 21-27), Words of Truth

The Knowledge of Truth

What difference does it make if we pray before we read the Bible?
What is involved in "digesting" what we read?
Are there any consequences for not sharing the "truth?"

Robbing the Poor

Is it a greater sin to rob from the poor than to rob from the rich? Why or why not? Why did the prophet Nathan use the illustration of a poor man's only lamb to condemn King David's adultery with Bathsheba?
Is adultery with a poor woman worse than with a wealthy one?
If there were no God would life be more stressful or less?

Being Jealous of the Wicked

Do the wicked have more fun than the righteous?
Why did Jesus say that it was hard for a rich man to enter heaven? Considering how difficult it is for a camel to pass through the eye of a needle, did Jesus imply that it was impossible for a rich man to enter heaven?

What We Put in Our Mouths

Why do we call it an apple that Eve ate when the Bible doesn't specify what it was?
Why do you think Satan's first temptation involved food? Was a deeper issue at stake?
Why does the Apostle Paul recommend "a little wine?" How much can we safely consume?

Our Responsibilities

Why are bystanders reluctant to get involved in attacks on innocent people? If I am attacked what can I do to elicit help from bystanders?
If I do not assist a victim will I be guilty of wrongdoing?
What, if anything, are we expected to do regarding the many social ills that exist in the world--child labour, injustice, discrimination, etc?

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.