ABSG Questions for Discussion: Lesson 6 (Oct 29-Nov 4), The Curse Causeless

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.

Tuesday, 1 November 2016

Lesson 6 (Oct 29-Nov 4), The Curse Causeless

The Big Questions

Why do people take tests even though they cause so much stress? What does enduring a trial do for us?
Do readers read through the debates in the dialogues of the book Job as readily as they do the prose story in the beginning and the end? If not why not?
What does the Bible mean by saying we will not be tempted above what we are able?

When Have the Innocent Perished?

If you were grieving the loss of all children what would you want friends to say that might comfort you? Would one like to hear that they got what they deserved, that everything is just and fair, or would one like to hear that they were innocent and life is not fair? Give reasons for your answer?
Why did Job's friends remain silent for a week? Do you think they stayed there continuously or just during the day? Should they have said something instead of waiting for Job to speak first.
Would it have been better for Job's friends to just give him a hug and leave?

A Man and His Maker

Why were Job's friends so anxious to prove that he was guilty?
Why does God have to be right? Why can Satan not be right?
Why is it not possible for a creature to be better than the creator?

The Foolish Taking Root

How much do the wicked enjoy the pleasures of ill-gotten wealth?
Can a righteous person be a victim of an evil curse?
How accurate were the friends of Job who stated that if Job was truly righteous as he claimed that he would be restored?

Rush to Judgement

What are we given the power of reasoning for if we are not to judge others?
To what extent are we justified in making a connection between sin and suffering?
What are signs of extreme grief that suggest one should not say anything to the bereaved?

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.