ABSG Questions for Discussion: Lesson 9 (May 20-26), Be Who You Are

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, 22 May 2017

Lesson 9 (May 20-26), Be Who You Are

A Precious Faith

How important is the concept of faith in the life of an individual? What would life be like without such a thing as faith?
Are "doubting Thomases" born that way or are they made by environment and circumstances?
What is the relationship between faith and promise? Can either exist without the other?

Love, the Goal of Christian Virtue

Is faith a gift or can one develop it?
Does temperance and self-control originate within or does it come from God?
Is patience inherited or cultivated?
Should love come first in Peter's list of virtues or last?

Be Who You Are

Is it possible to attain all the virtues listed by Peter? Can one achieve absolute temperance, complete patience, full Godliness, enduring kindness, and unconditional love all possible in this life, or will Christ's achievement be counted for us?
How can one become like Christ?

Shedding the Tent

How is a "tent" an apt symbol of this life?
Why is the idea of resurrection not compatible with the teaching of immortality of the soul such as Hindus or Catholics believe? Where was Jesus' soul during the three days that he was in the grave?

Faith in Face of Death

Does facing death strengthen one's faith or weaken it? Do different responses depend on anything?
How are martyrs able to endure undeserving deaths? Is the pain of death reduced for them?
What was it that transformed Peter from a coward to a brave witness?

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.