ABSG Questions for Discussion: Lesson 13 (Sept 22-28), Journey to Rome

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.

Wednesday, 26 September 2018

Lesson 13 (Sept 22-28), Journey to Rome

Sailing to Rome

Did Paul observe the Jewish feasts and fasts or was he just commenting on them? Is it okay for Christians to celebrate the Jewish feasts/fasts?
Why would Paul agree to sail on a ship which was going to get wrecked? Had he been told by God about the risk or did he know it from the season?
Why were they in such a hurry to sail in dangerous weather?

The Shipwreck

How much comfort is it in a violent storm to be told by a prophet that you would survive a shipwreck?
Why would God spare all the passengers on the boat when only Paul was important for Him?
Why didn't God spare the ship and let them keep sailing? Could God have stilled the storm for Paul's sake?

In Malta

Why did God let the viper bite Paul and then protect him from the venom? Was the reaction of the islanders who then thought he was a god, justified?
Why didn't Paul take advantage of Luke's presence to treat all the sick people on the island who came for help?
How is it that no conversions are mentioned on the ship and on the island even though there was so much evidence of Paul's divine protection?

Paul in Rome Finally

Why do you think the Jews of Rome had not been contacted by the Jewish leaders in Jerusalem regarding Paul?
Are Christians the most hospitable to fellow believers?
Why do you think Paul was allowed to live on his own while in Rome?

The Victory of the Gospel

Why did Paul quote from the Bible about the rejection of the gospel by the Jews? Wouldn't that turn them away more firmly?
Why did Jews resist the message of Christ?
Why does the book of Acts end here when there was so much more that the apostles did?

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.