ABSG Questions for Discussion: Lesson 3 (Oct 10-16), The Last Five Kings

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, 11 October 2015

Lesson 3 (Oct 10-16), The Last Five Kings

Under the Rule of Josiah

How could an eight-year old be so good when his father and grandfather were so wicked? Are youngsters less corrupt than elders?
What could evil kings gain from leading people into idolatry? How much would the general people have believed in the idols they were worshipping?
How long does it take to convert people?

Jehoahaz and Jehoiakim

After seeing the benefits of faithfulness to God why would a king wish to be wicked?
How much does a king have to favour those who helped him get the throne? Can a leader cast off campaign leaders after assuming the top position? How much die Jehoiakim have to bow to Egypt's wishes when he became king since they took away his brother paving the way for him to be king?
Is it okay for a king/leader to accumulate personal wealth by initiating various schemes as long it is not stolen from the people?

The Short Reign of Jehoiachin

What is the minimum period a ruler needs in order to be effective?
What is the maximum period a ruler should be given after which he changes for the worse?
Why do you think a foreign king could be treated royally even in captivity?

At the End of the Dead End

What thoughts could occupy a leader knowing that he/she would be the very last?
Could it have been Zedekiah's fault that the kingdom ended with him? Could he have done anything to extend it?
Were the any bright spots in the captivity of Jerusalem?

The Dark Years

Who were the remnant of Israel, the ones in captivity or the ones left behind?
Why did Jeremiah have to advise the people to settle down in captivity for the long haul? Was it wrong to long to return to the promised land?
Was the period of captivity fixed or did it depend on the relationship of the people to God?

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.