ABSG Questions for Discussion: Lesson 2 (Jan 4-10), From Jerusalem To

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.

Saturday, 4 January 2020

Lesson 2 (Jan 4-10), From Jerusalem To

God's Sovereignty

Why is Babylon seen as the antithesis Jerusalem? Which is a greater enemy of Judah, Rome or Babylon?
What lesson does "Shinar" teach about God? How well did Babylon learn that lesson?
What attempts did God make to teach the King of Babylon that the God of Israel was the supreme sovereign?

Faith Under Pressure

Could Daniel and his companions eased their conscience like the apostle Paul and eaten the king's food even though it might be offered to idols first, without guilt?
How much difference can ten days of healthy food make?
How could Daniel and his companions have gained the favour of the chief steward so quickly?

Firm Resolution

Why did Daniel and his companions not protest when they were given pagan names to replace their Hebrew names?
How could the food from the king's table defile a person eating it?
How likely was it that any Hebrew was a vegetarian?

Unblemished and Wise

On what basis would the king and his agents have selected Daniel and his companions for training for high positions in the kingdom?
How much difference in studies can diet make nowadays? Do vegans and vegetarians perform better in exams?
Does God grant wisdom only to those who are faithful to what they know to be true?

Final Exam

What is the real meaning of "ten times better?"
How much could the Hebrew youth have actually learnt from the Babylonian system?
How does God grant a person "learning and skill?"

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.