ABSG Questions for Discussion: Lesson 9, (Nov 19-25), Intimations of Hope

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, 22 November 2016

Lesson 9, (Nov 19-25), Intimations of Hope

Forgers of Lies

From where did Job's friends get their information about God?
How can we know if what we believe about God is true or not?
What does Satan want us to believe about God? What does God do to counter false information about himself?

Though He Slay Me

What enabled Job to have that strong faith that even the threat of death could not shake?
What did Job have to gain by remaining steadfast in his loyalty to God, considering that he appeared headed for death?
How did the friends of Job hope to help him by their arguments?

Intimations of Hope

Does Job feel insecure about the "sins of his youth" (13:26)?
How much faith did Job have in the sacrifices that he performed at the beginning and ending of the story? How much peace did those sacrifices bring him?
How safe is the feeling of assurance that we may experience?

Hope Before the World Began

Why would God make provision for salvation from sin even before there was sin? Did that presuppose the entry of sin?
In enduring suffering, do those who do not know the truth have a disadvantage compared to those who do?
How much did Job know about the plan of salvation?

Images of Hope

Why do you think a lamb was selected for sacrifices? How forgiven can one feel after sacrificing an innocent lamb?
Why does God reveal truth progressively? Why could he not reveal everything to Adam?
Why did God wait a few thousand years before sending Jesus? Why not immediately after Adam and Eve sinned?

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.