ABSG Questions for Discussion: Lesson 9 (Nov 23-29), Trials, Tribulations, And Lists

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, 29 November 2019

Lesson 9 (Nov 23-29), Trials, Tribulations, And Lists

The God of History

How much of Nebuchadnezzar's madness should Beltshazzer have known? How could he make the same mistake of being too proud?
Why was Cyrus so cooperative with God's plan? Did he have a choice?
How can we explain the freedom of people like the betrayer and denyer in the light of the statement that "everyone has a place in God's plan?"

In Their Cities

What is the purpose of Biblical genealogies?
Should each of us be recording our genealogies? What do we discover by doing so?
What is required to turn a life around so completely as the fortunes of Israel and Jerusalem?

Where Are the Priests?

What are the advantages of having an inherited clergy?
What were the options in Bible times for those other than Levites who wished to serve God?
What are the options for those who feel called by God, but not by the church?
Was it wrong for Jews to stay back in Babylon when the others returned as per the decree?
Is it wrong to migrate to a country other than that which God caused us to be born in?
How well did Judaism survive in Babylon?

Humbled Before God

What kept Jews from escaping from Babylon before the 70 years were up?
What occasions "drove out" certain Israelites from their country? Why would emigrants wish to return to their home country?
How are we to know that we are reading the "signs of the times" right?

In the Holy City

Would the returning Jews have preferred to live in Jerusalem or in the rural towns?
Why was it necessary for some to occupy the city of Jerusalem?
What are ways in which Adventists can reach out to those who live in India's cities?

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.