ABSG Questions for Discussion: Lesson 4 (Jan 16-22), Conflict and Crisis

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.

Wednesday, 20 January 2016

Lesson 4 (Jan 16-22), Conflict and Crisis

Deborah

Why did the Israelites keep lapsing into sin when they could witness the suffering, the punishment, the pain of of defeat at the hand of the enemy each time they lapsed?
What made the Israelites better than their neighbours that God persisted with them?
Was it okay for Jael to kill Sisera in his sleep after showing him great hospitality?

Gideon

Will God answer prayers for signs today as he did for Gideon?
If the Lord does not grant us a sign are we to understand that God is not interested in communicating with us?
Why does God invite humans to participate in great victories (by doing small things with trumpets, jars and torches) when He can smash the enemy without their help?

Samson

Why did God select Samson when He knew how great was his moral weakness?
How can we account for Samson's stupid trust in Delilah when she revealed her treachery so many times?
Why is Samson included in the hall of fame in Hebrews 11?
Had Samson's parents failed to rear him properly?

Ruth

Why do you think that the Moabites allowed an Israelite family to settle in their land when the nations had fought so many wars?
Why is it that women find it difficult to get along with their mothers-in-law? Whose fault is it?
Why is it that today a dead man's brother or other relative is not responsible for the care of a widow?

Samuel

Was Eli to blame for his son's wicked behaviour? Was Samuel to blame for his sons' wickedness? Why are children of religious leaders often so naughty?
Was the Israelite demand for a king any reflection on the success of Samuel as a judge?
Do children of leaders make good leaders? What makes children of kings eligible to be kings ?

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.