ABSG Questions for Discussion: Lesson 6 (Oct 31-Nov 6), Symbolic Acts

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, 31 October 2015

Lesson 6 (Oct 31-Nov 6), Symbolic Acts

Do symbols make it easier or harder to get the message?

Truth in Symbols

Does God value animal life more than He does plant life? Why is it preferable to be a vegetarian?
Why did God value Abel's sacrifice more than Cain's?
How can the same thing (serpent, lion) symbolise God at one time and Satan at another? Is there potential for confusion?

The Potter's Clay

What is more important for the destiny of a human, the potter or the clay?
Are humans in reality better than dumb lifeless clay in the hand of the potter?
Why did God persist with a nation that had no interest in listening to His prophets?

The Degeneration of a Nation

Are the Jews today more faithful to God than before the time of Christ since they keep the Sabbath and do not worship idols?
Why did the Israelites persist in their evil ways even though they were headed for destruction/degeneration? Are there parallels in our lives?
Why was it okay for God to sacrifice His son and not for humans to do the same?

Smashing the Jar

Why do people purchase breakable vessels when unbreakable ones are available?
Why do we respond differently to a vessel being broken accidentally or deliberately?
What can preachers do today to attract more attention during sermons?

The Linen Belt

Why did God ask Jeremiah to go to the Euphrates when there were rives closely? Does a longer period of time heighten or detract from the message? How much time inside for cloth to get spoilt?
What meaning can be drawn from the comparison of a belt to God's chosen people?

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.