ABSG Questions for Discussion: Lesson 8 (Nov 16-22), God and the Covenant

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.

Sunday, 17 November 2019

Lesson 8 (Nov 16-22), God and the Covenant

The Idea of the Covenant

Why does God want to make a covenant with people? Why do people want to make a covenant with God? What would it be like if there was no covenant between God and humans?
What evidence is there of a covenant between God and the first family on earth?
Why do the majority of people end up on the side of evil?

Covenants in History

How can one tell if a covenant is not meant to be permanent? Has God made any temporary covenants?
What indicates that a covenant has been terminated?
What do we understand by the term "old covenant?"

Covenantal Structure

When making a petition or prayer what are the advantages of following a "structure?" What are disadvantages? For example, what are the benefits and weaknesses of using the Lord's prayer as a template?
What are advantages and/or disadvantages of using a template for covenants?
What are the differences in covenants made between equals and between unequals?

Pledges

Is it always wrong to marry outside the faith? Aren't there some worse people within the church?
Should pledges precede or follow grace?
Why does God want us to support the church financially when He has all the resources He needs?

The Temple

Why is it beneficial to have a dedicated structure in which to worship?
Why does the Adventist church generally require a structure to be debt free before it can be dedicated?
Are there any valid reasons why one may cease to give offerings to the church?

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.