ABSG Questions for Discussion: Lesson 10 (Feb 27-Mar 5, 2021), Doing the Unthinkable

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.

Thursday, 4 March 2021

Lesson 10 (Feb 27-Mar 5, 2021), Doing the Unthinkable

Isaiah's Testing Truth

Why would having hairs from your beard plucked be shameful comparable to being spat upon?
Why is honour and shame a life and death matter?
Why do people mock at those in distress?

The Suffering Servant Poem

What appeal does the Messiah have by being portrayed as a Servant rather than as a king?
In what way was Jesus disfigured physically beyond recognition as predicted by Isaiah?
How does Jesus bear our infirmities and carry our sorrows?

Who Has Believed

Why do the innocent have to suffer for the guilty?
Whose loss was greater Jesus' or Job's?
Why do we identify more easily with the innocent that with the guilty?

The Unreachable is Us

Why is Jesus pictured as a tender shoot rather than a strong tree?
Is all suffering because of sin?
In what way did our sins kill Jesus?

A Transforming Reparation Offering

What is the difference between "guilt" and "sin?"
How is the servant poems good news?
Why are lambs the ideal animals to represent the Messiah?
In what way is the sacrifice of a lamb not a fit representation of the Messiah's sacrifice of himself?

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.