ABSG Questions for Discussion: Lesson 7 (Feb 6-12, 2021), Defeat of the Assyrians

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, 9 February 2021

Lesson 7 (Feb 6-12, 2021), Defeat of the Assyrians

Strings Attached

How do bad kings like Ahaz have good sons like Hezekiah to succeed them?
Why do people prefer to trust human beings rather than God?
While trusting God how much human effort and planning should be done to counter threat?

Propaganda

What are the advantages of getting your enemy to surrender without a fight? What are the disadvantages, if any?
At what point does it become better to surrender to the enemy rather than fight and be destroyed?
How much can one trust the enemy to surrender, hoping to be spared?

Shaken, but Not Forsaken

How sure can one be that God has heard one's prayer and will answer it positively?
Why are some prophets like Isaiah believed and trusted by kings and others like Jeremiah doubted?
How concerned is God about his reputation?

The Rest of the Story

Why do kings and leaders not admit failures?
Can the account of the Bible which credits the death of 185,000 Assyrian soldiers to the Angel of the Lord, be harmonized with the historian Herodotus who blames the death on the bubonic plague?
Why does God rescue Jerusalem while allowing the others cities of Judah such as Lachish and Azekah to be defeated?

In Sickness and in Wealth

Was Hezekiah's illness a result of Satan's work? Why would Satan wish him to die?
Why did King Ahaz not want a sign from God, and why did Hezekiah ask for a sign?
How can the shadow on a sundial go backwards without throwing the solar system off course?

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.