ABSG Questions for Discussion: Lesson 6 (Feb 2-9), The Sealed People of God

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.

Thursday, 7 February 2019

Lesson 6 (Feb 2-9), The Sealed People of God

Restraining the Wind

On the whole does wind do more good or bad for humans? What would happen if winds were actually stopped by God?
Would we want the seal of God to be a visible seal on our foreheads? How visible is our witness for Sabbath-keeping? How public is our witness to being a Christian believer?

The Sealed People of God

Why is the number twelve so important to God?
Do we have to somehow associate with one of the twelve tribes of Israel in order to be saved? If you could choose which tribe you wished to belong to, what would be your choice? Why?

The Great Multitude

Is it desirable to be part of the 144,000 or is it better to be part of the multitude in heaven? What do the 144, 000 have to do be part of that number?
Would you like to go through the time of trouble or would you rather die before that?

Those Who Follow the Lamb

Why would the 144, 000 follow Jesus wherever He went? Would you like to follow Him everywhere, or would you like to go somewhere by yourself?
What does "first fruits" mean? Are they first in time or first in quality?

Salvation to Our God and the Lamb

Will the remnant awaiting translation eventually become sinless or will sin continue till Jesus comes?
What does spotless and blameless mean?
If someone were to ask you what Jesus is like, what would be your answer? Do you just know about Him, or do you know Him? How can I tell the difference?

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.