ABSG Questions for Discussion: Lesson 3 (April 14-20), Jesus and the Book of Revelation

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.

Friday, 20 April 2018

Lesson 3 (April 14-20), Jesus and the Book of Revelation

Structure of Revelation

Why do Adventists study Daniel and Revelation together? If we wanted to add another book to the group, which would it be?
How much knowledge of history is necessary to study future events? How do we know if our knowledge of history is accurate?
Why did people such as the Israelites not learn from history but keep making the same mistakes?

Images of Jesus

What does "firstborn from the dead" mean? How can Jesus claim that title when He was not the first to be resurrected?
Did Jesus always have the keys of death, or did He get it after His resurrection?
How is Jesus better qualified than the Father, to hear our prayers?
Why does Jesus call Himself the Alpha and Omega?

The Sanctuary Motif in Revelation

When Jesus ascended to heaven did He go to the Holy Place or Most Holy Place?
What does "walking among the lamp stands" mean?
Was John actually shown the Heavenly Sanctuary or only on the screen of his mind?

Christ in Revelation

Does the title "King of Kings" give us assurance or frighten us? What makes a difference?
What purpose does it serve that Jesus is depicted as a servant washing our sins? Why was Peter put off by that image?
Why did Martha slow to understand Jesus when He said He was the resurrection and the life? What was she thinking?
How much control over life and death do humans have?

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.