ABSG Questions for Discussion: Lesson 5 (July 28-Aug 3), The Conversion of Paul

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, 30 July 2018

Lesson 5 (July 28-Aug 3), The Conversion of Paul

Persecutor of the Church

What are the characteristics of a fanatic? Was Paul a fanatic? Are Christians expected to be fanatics for the gospel?
Did Paul's Greek name and origin influence him against the Jewish influence on Christianity?
What makes the difference between zeal for the church and zeal for the gospel?

On the Damascus Road

Why didn't God allow Saul's companions to understand the words of the voice that Saul heard or to see what Saul saw?
What made Saul sure he was not hallucinating?
Between one's reading and one's conviction which are we bound to follow?
Why would God strike Saul's eyesight rather than his hearing or his hands?

Ananias's Visit

What qualities did Ananias likely possess that God would send him to Saul?
Why did God choose to choose another human to assist in restoring Saul's vision?
Why does God not strike other non-believers so dramatically in order to convert them? Why did He do it for Paul and not for me?

The Beginning of Paul's Ministry

What would be the benefits of dwelling in Arabia a while before going up to see the disciples of Jesus?
Why do we not hear of Paul evangelizing in Arabia?
Why did Paul choose to begin his ministry in Damascus?

Return to Jerusalem

Why did Paul wait three years before going to Jerusalem to meet the disciples of Jesus?
Why makes people willing to kill and be killed in the name of religion?
Would Stephen believe it was worth dying for Paul to be converted?

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.