ABSG Questions for Discussion: Lesson 3 (Oct 10-16), 2020), The Law as Teacher

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, 10 October 2020

Lesson 3 (Oct 10-16), 2020), The Law as Teacher

To Love and To Fear God

What is the difference between having a "fear of the Lord," and being afraid of Him?
What other words can be used to convey the idea of "fear of the Lord?" How can one love and fear at the same time?
Why do you think most Bible passages that use "fear of the Lord" to describe a person follow it with "shun evil" (Prov 3:7; Job 1:1), or fear God and keep his commandments (Eccl 12:13)? Since all have sinned, and none has shunned evil totally, what do you think that means?

A Witness Against You

How successful was Moses in inspiring the Israelites to be faithful?
What did Moses do to ensure the faithfulness of the Israelites? What more, if anything, could have been done?
Why do rules exist and why do people not like them?

That You May Prosper

How does keeping the law contribute to prosperity more than breaking the law?
If we are not saved by the law why do Christians have to keep it?
How do other Christians feel about the Law? Is there any difference in how they feel about in theory and in practice?

The Toils and Struggles of Law Keepers

Does law keeping come easier for some people than for others? Why or why not?
Why did the Israelites fall into disobedience so often when they knew what happens as a consequence?
Why did the psalmist (Ps 73) almost lose his footing when he saw the prosperity of the wicked? How did he resolve his problem?

Jesus Our Example

What purpose did Jesus life (as opposed to his death), serve for humanity?
What is the value of an example if we cannot follow it?
On what basis could the psalmist say the law was sweeter than honey? How come the most intricate of all poems in the Bible (Ps 119) is on the law, rather than grace?

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.