ABSG Questions for Discussion: Lesson 9 (Feb 22-28), From Contamination 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.

Tuesday, 25 February 2020

Lesson 9 (Feb 22-28), From Contamination to . . .

The Ram and the Goat

What are the differences between a ram and a goat? What are the similarities?
What could be the reason the two of them being mentioned together are restricted to the Day of Atonement setting?
Why is the ram pushing in all directions except east?
Why does the angel specify which are the empires and kingdoms in this vision and not in Dan 2?

The Rise of the Little Horn

Why is it important to understand the directions in which the Little Horn is moving?
How do we know the Little Horn of this chapter is the same as the Little Horn in Dan 7?
What is this "pleasant" or "glorious" land? Why is the direction not a point on the compass?

The Attack on the Sanctuary

How do we know what "hosts" or "stars" represent?
Why do we say that "Michael" is Jesus?
What all went on everyday in the earthly Sanctuary and what could that represent in the ministry of the heavenly?

The Cleansing of the Sanctuary

How do we know that the cleansing has to take place in heaven? Why didn't William Miller realise that?
Why should the heavenly sanctuary need cleansing?
Why does some blood pollute and some cleanse?

The Prophetic Timetable

How do we know that the 2300 days is symbolic and not literal?
On what basis do we use the time scale one day is equal to one year and not another such as one day is equal to one week or month?
Is the vision of the 2300 days positive or negative?

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.