ABSG Questions for Discussion: Lesson 10 (May 27-June 2), Prophecy and Scripture

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.

Monday, 29 May 2017

Lesson 10 (May 27-June 2), Prophecy and Scripture

Jesus in the Old Testament

If the Messianic prophecies were so clear, why didn't the Jews discern the fulfilment in Jesus?
Were Old Testament prophets inspired with word-to word predictions or were they given thoughts they understood and then put into words?
How much of the future do angels know?

Eyewitnesses of Majesty

How much of the Messiah did the disciples discern in Jesus as they moved about with Him? What events would have impressed them the most?
What about the Messiah did they fail to understand and why?
What could Peter be referring to by the majesty of Jesus that he was witness to?

The Morning Star in Our Hearts

Why did Bible writers use figures of speech which make it difficult to pinpoint the meaning? If Peter meant "second coming" why didn't he say so instead of saying "day dawn?"
Why is darkness viewed negatively? Are there any positive aspects of darkness?
Is the "morning star" Jesus or Satan?

The More Sure Word of Prophecy

Has the Adventist church erred in interpretation of prophecy? Could we be making wrong applications of some of the prophecies as we teach them today?
Why is it that when we use newer versions of the Bible we get into trouble with our interpretation of prophecy because the words are different?
What's the difference between a false prophet and a false teacher?

The Word in Our Lives

Why does the Bible speak more intimately to some people when they read it in their native language than when they read it in the King James Version?
What difference does it make if we pray before we read the Bible? What should we be praying for? How should we read the Bible after that?
What is involved in letting the Bible be its own interpreter?

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.