ABSG Questions for Discussion: Lesson 3 (Jan 9-15), Global Rebellion and the Patriarchs

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.

Friday, 8 January 2016

Lesson 3 (Jan 9-15), Global Rebellion and the Patriarchs

How much does our position in the family (eldest, middle, youngest) influence the outcome of our choices and destiny?

Cain and Abel

What was Cain's wrong since there is no record that God had instructed them to bring animal sacrifices? If that was critical should not the author have emphasised it?
How was Cain's response to God's questions worse than Adam's when confronted by God?

The Flood

Does Peter (2 Peter 3:6) seem to suggest that the flood may not have been universal by using the phrase "the world of that time?"
What indications in the narrative indicate that the flood was universal?
How could Noah be drunk at one time and still be called perfect?

Abraham

What are the indications in the Abraham stories that suggest that his faith was not perfect?
What supreme tests of faith did Abraham pass? How easy was the test of moving out of Ur? What made it easy enough for Abraham to obey God?
Does faith obliterate all doubts?

Jacob and Easu

Why should the eldest son get more than the other siblings?
How should Isaac have handled sibling rivalry?
How could God use one who cheated left and right?

Joseph

Was Jacob unwise to give one son special favours?
Were Joseph's dreams from God or a result of his personal ambition?

Do God's backup plans bring the same result as the first plan?

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.