ABSG Questions for Discussion: Lesson 8 (May 16-22), The Mission 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.

Monday, 18 May 2015

Lesson 8 (May 16-22), The Mission of Jesus

The Lost Sheep and the Lost Coin

Why did Jesus use the numbers 99 and 100 in His parable of the lost sheep? Is the number 100 important to Him?
What percentage of sheep brought into the church get lost? Should Adventists be doing more to keep sheep from getting lost?
How can Jesus save a person who does not know he/she is lost like the woman found the lost coin?

The Parable of the Lost Son

What does "prodigal" really mean? Are we correct in using the word to refer to people who left and return?
Do children have a right to inherit the parents' wealth?
Is it wrong to waste money?
Do parents love children more than children love them? Why or why not?
How hard or easy is it for a runaway child to return home? Are some parents and homes easier to return to. What makes it that way?
Should the father have gone out in search of his son instead of waiting at home? Why or why not?
Did the father go overboard when his son returned? If he had controlled himself more could he have kept the elder brother happy?
Did Jesus tell the parable more to help those who have left home and or those who stayed home? How well do we as a church score as older brothers?

Lost Opportunities

Is it wrong to enjoy a luxurious life?
If God gave humans second chances would more people be saved? Why does God not give the wicked at the very end of time before they are burned in hell, another opportunity to come to His side?

Was Blind But Now I See

Is sight the most valuable of our senses? Why do we use "see" to mean comprehend such as in "I see?"
How significant are motives? If Zacchaeus had died before he could have actually reimbursed those he had cheated would he have been saved because of his motive?
Can we or our church do more to make outcasts feel at home in our church?

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.