ABSG Questions for Discussion: Lesson 11 (Sept 5-11), Paul

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.

Saturday, 5 September 2015

Lesson 11 (Sept 5-11), Paul

What made the Apostle Paul such an outstanding figure? Is it possible to be like that today?

Saul of Tarsus

How popular is the name Saul today? Why would some people still name people Saul?
How important was Tarsus? Why would someone be labelled of Tarsus?
Did being a pharisee help or hurt in Paul's ministry?

Paul the Man

What is the difference between personality and character? Which is one born with and which is developed? How does one become zealous for something like Paul?
Was Paul a proud or humble person?

From Saul to Paul

Why do you think God chose to strike Saul blind rather than making him lame so he could not pursue the Christians?
How easy is it to change one's mind and attitude on a subject on which we are so sure?
Can one who is born in the truth be as effective as another who was converted to it, in witnessing to people?

Paul in the Mission Field

When Paul said that he had from Jerusalem to Illirycum "fully preached," what could he have meant by that? What is involved in "fully preaching?"
How much of the gospel must be imparted before a person may be baptised?
Did Jesus commission us to evangelise or to make disciples? Is there a difference?

Mission and Multiculturalism

Is Christianity a western or eastern religion?
Are there aspects of Western culture in Adventism in India? If there are, should these be identified and eliminated?
How much of Indian culture can be incorporated into Adventism to make it more appealing to locals?

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.