ABSG Questions for Discussion: Lesson 5 (July 22-28), Old Testament Faith

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, 24 July 2017

Lesson 5 (July 22-28), Old Testament Faith

The Foolish Galatians

What is the difference between calling a person foolish and calling the person a "fool?"
What are various reasons why people become Christians? Under what circumstances may the reasons change, either for better or for worse?
Is it wrong to think that we are better than other people?

Grounded in Scripture

Are some parts of the Bible more inspired, or less inspired than others?
When does something become "scripture?" When it is inspired? As soon as it is written? When it is accepted by a reader? When it is included/bound along with other Scripture?
Did the Spirit inspire the Bible writer with words or with thoughts? Should one memorize Scripture word for word, or thought for thought? Which version should one use for memorization?

Reckoned as Scripture

Is Abraham better as an example of "faith" or of "works?"
What does Rom 4:5 mean when it says "he who does not work, but believes in the One who justifies, his faith is counted as righteousness?" What kind of "work" is meant?
Why can't God count us as righteous on the basis of our "trying our best" to keep the law?

The Gospel in the Old Testament

How were "all nations of the earth" blessed because of Abraham?
What was the difference between the Old Covenant and the New Covenant?
How cheap is "grace?" Do different people require differing amounts of grace?

Redeemed From a Curse

How can Paul label our sincere attempts to keep the law a "curse?"
What does James 2:10 mean by stating that one who breaks one commandment is guilty of breaking them all?
How much control did God have over the manner of Christ's death?

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.