ABSG Questions for Discussion: Lesson 8 (Feb 18-24), The Holy Spirit and the Gifts of the Spirit

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, 21 February 2017

Lesson 8 (Feb 18-24), The Holy Spirit and the Gifts of the Spirit

The Fruit of the Spirit and the Gifts of the Spirit

Why do we refer only to the "fruit" of the Spirit and not "fruits" when there are so many--love, joy, peace, patience, kindness, goodness, and faithfulness?
Why do speak of the "gifts" of the Spirit in plural? Is the Spirit a gift from God, or does the Spirit bring gifts from God?

God the Sovereign Giver of the Spiritual Gifts

Does the Spirit give gifts at birth or as we grow?
Can we choose which gifts we want and prayerfully develop those?
Are some people given more gifts than others?

The Purpose of the Spiritual Gifts

Are the gifts of the Spirit given for our benefit or for the benefit of others?
Are some gifts more important than others?
How can one discern what his or her gift is?
How can one understand if the gift is being used properly for the building up of the church or not? Can one misunderstand the outcome?
In what ways can a person misuse a Gift of the Spirit?

The Gift, Then and Now

Are the gifts listed in Romans and I Corinthians exhaustive or are there more? Are some of the gifts given during the New Testament times obsolete now?
Are there some new gifts being given for these modern times?

The Holy Spirit and the Gift of Discernment

Why is the gift of discernment important?
Do some people have more discernment than others?
Since so few will admit their limitations in understanding, how can one recognise their deficiencies in discernment, if any?

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.