LEADING
DISCUSSIONS -- TEACHER'S RESPONSIBILITIES
There
are three teacher skills that are essentials
for successful class discussions -- 1) careful
planning, 2) a willingness to intervene when
necessary, and 3) an ability to hold back.
Student participation is a central thrust in
class discussion...and we often squelch that
with our own desire to "make that point
clear."
STARTING: Getting
a good discussion going is seldom easy.
- State the goal of the session. Be specific.
Use an open-ended question, state a problem,
describe a potential outcome. Phrase the
problem in a personal context. ("Do
you consider yourself a romantic?" rather
than "What is romanticism?")
- Put the goal in front of all the students
-- use the board, an overhead, a handout.
- Clarify the intent of the session. Is
it to be open-ended...or are there objectives
to be achieved...conclusions to be made?
- Present any "ground rules" for
the session. How long will the discussion
last? Are judgments to be made? Will reports
be made to a larger group?
- "Walk away" as soon as the discussion
begins to flow. Your presence may inhibit
some contributors.
LISTENING: The
instructor must model good listening behaviors.
- Look at the person who is talking.
- Look at everyone from time-to-time in
order to check on non-verbal signals.
- Turn toward people; smile; nod.
- Restate important points for emphasis;
ask for clarification.
- Most important, really listen!
RESPONDING TO FEELINGS: A
safe and open environment is essential to good
discussions.
- Protect and encourage those who express
feelings -- even negative ones.
- Sometimes it is important to encourage
elaboration if the feelings are germane to
the topic.
HANDLING CONFLICT: Don't
automatically diffuse conflict...deal with it
and further learning.
- Maintain your own composure.
- Respond fairly to all sides -- whether
you agree with the point of view or not.
- Seek a compromise; table the issue until
tempers cool; agree to disagree.
- A factual disagreement? Further research
should solve the issue. Not resolved in the
literature? Ask how the issue could be tested.
A values conflict? Ask each side to argue
the opponent's cause.
- Involve the "losers" in the
group immediately. Remember that those who
feel like losers, act as if they are and
may withdraw.
- Bluntly rule out quibbles as less than
crucial to the topic at hand. Step in as
referee between two quibblers and move the
discussion on.
FOCUSING: It's
your responsibility to see that the group doesn't "take
off on a tangent."
- Directly remind the group of the task
or goal to be accomplished.
- Interrupt occasionally and ask someone
to relate the current discussion to the stated
goal.
- Caution: Overuse of this activity may
indicate student unease or disinterest in
the topic.
GATEKEEPING: Generally,
discussion will be more successful if the contributions
are kept balanced within the group.
- Limit the comments of monopolizers.
- Encourage the more passive to contribute
-- without forcing. Praise the contributions
of "undertalkers."
- Keep careful tabs on non-verbal cues for
signals of wanting to talk.
GIVING FEEDBACK: Be
human!
- Use a range of reactions. Being blunt,
outraged, struck dumb or bowled over are
perfectly legitimate responses for you. Use
humor, praise, astonishment.
- Occasionally summarize the group's accomplishments.
- Encourage point-by-point feedback in order
to expose misunderstandings that might otherwise
go undiscovered.
SUMMARIZING: Most
students will be better satisfied with the discussion
if there is some sort of closure provided.
- Anticipate the end so that some sort of
finale is achieved.
- Briefly restate the points made during
discussion.
- Identify the contributors -- if appropriate.
- Draw generalizations or relationships.
- List points on the board or on a transparency
so that all can see