Page 125 - Homiletics I Student Textbook

Mark 3:4 And He said to them, "Is it lawful to do good or to do harm on the Sabbath, to save a life or to
kill?" But they kept silent.

Matthew 16:13 Now when Jesus came into the district of Caesarea Philippi, He was asking His disciples,
"Who do people say that the Son of Man is?"

Mark 10:3 And He answered and said to them, "What did Moses command you?"

Matthew 16:26 For what will it profit a man if he gains the whole world and forfeits his soul? Or what
will a man give in exchange for his soul?

Luke 10:36 Which of these three do you think proved to be a neighbor to the man who fell into the
robbers' hands?

Matthew 12:11 And He said to them, "What man is there among you who has a sheep, and if it falls into
a pit on the Sabbath, will he not take hold of it and lift it out?

Matthew 7:9 Or what man is there among you who, when his son asks for a loaf, will give him a stone?

Why do you suppose this method was used so much by Jesus? (You are now thinking about an answer).
That’s it! A question asked causes the recipient to have to stop and think. He will come up with what he
feels is a good answer in reply, or perhaps after thinking, he cannot answer. His response may be, “I
don’t know.” In either case, the teacher engaged the brain of the student with the question.

A question also opens up a pathway to learning. If the answer from the student is incorrect or they just
don’t know an answer, the student has been prepared to receive instructions that will answer the
question. A question causes the learner to not only engage, but to become an active recipient of new
information. It also resets their attention span.

Some cautions about questions.

1. Make sure your questions relate closely to the topic that you are trying to teach the students.

2. Make sure the question forces the student to think. If you just told them that King Asa ruled the
Southern Kingdom, don’t ask them, “Now who ruled the Southern Kingdom?” Even the least intelligent
student in the class can answer that one. Give them something to think about and ponder in designing
your question.

2. Phrase your questions so that they force your students to think about the application of the topic to
their lives. For example, you just taught about giving to God. Then ask a question like, “Realizing that
God is a Spirit, in what different ways can you tangibly give your money to God?”

3. Rather than asking the entire class a question, start with, “I’m going to call on someone to answer
this question…. Let them think about the answer to the question. Then call on one person to answer.
This keeps 10 people from blurting out the answer all at one time.

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