ABSG Questions for Discussion: Lesson 1 (Mar 28-Apr 3), The Coming of Jesus

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, 29 March 2015

Lesson 1 (Mar 28-Apr 3), The Coming of Jesus

What qualities of a physician could assist in writing history as in the case of Luke?

An Orderly Account

What could motivate a person to write another gospel when others have already been written?
What could lend credence to a biography of a person the author had not met?
How important is it to cite sources used in writing?

Call His Name John

For what reasons could God's Spirit have refrained from inspiring any prophet to write during four hundred years between the two testaments?
Why would God wish to produce miracle births for John and for Jesus?
Can Zacharias be faulted for wondering at the prophecy of the angel since he and his wife were long past childbearing, or should he have believed immediately?
Do fulfillment of previous prophecies ensure that a new one will be believed?
Why do you think Joseph believed Mary's story of her pregnancy readily enough?

The Manger of Bethlehem

Why would it be important for Luke to provide minute details of the taxation that sent Joseph and Mary to Bethlehem?
Would Jesus have attracted more followers if he had been born in a richer setting than a manger in a stable?
Why do you think Jesus chose to be born in such humble settings when He could have chosen perhaps anything he wished?

The Witnesses to the Saviour

How do you think God communicated to Simeon that he would not dies before seeing the Messiah?
What effect would Simeon's prophecies have had on Mary?
What are times in the life and ministry of Jesus that Mary would have felt her heart pierced? Anytime other than the cross?

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.