Classroom discussion is a
time-honored way to learn. It is also an evidence-based way to help students
retain information, pay attention, and gain real insight. However, if you’re a
discussion leader, you may be nervous. Preparing for, opening, and continuing a
great discussion is a skill you can learn. These steps advise you on every
aspect of leading a good discussion, from keeping everyone engaged, to managing
strong personalities, to wrapping up the discussion. So if you find yourself
needing to lead a class in college or high school, or if you are simply
interested in alternative ways of learning, practice these skills and make them
your own. Soon you will be on your way to leading engaging and
thought-provoking discussions where everyone learns -- including yourself!
·
Ask a question that inspires a productive
conversation. The best
questions are neither too open-ended nor too limited. "Yes or No"
questions halt discussion, while overly broad questions (such as "What do
you think about Romeo and Juliet?") questions also tend to discourage
discussion. The best questions are balanced; they are open enough that there
seem to be a few good answers, yet closed enough that people know how to
approach them, and feel motivated to start talking.
·
Be prepared. As the discussion leader, you should come into
the meeting with several "big" questions. Be prepared to ask the next
one when discussion dies down, when people need more food for thought. The more
prepared you feel when you walk into a classroom, the more confident you’ll
look. If you look confident in your ideas and your approach, students will be
more likely to respect you and to cooperate.
·
Provide clear guidelines for participation. Everyone knows how to have a conversation; but
a thoughtful discussion is more intentional and more focused than just a chat.
If you want to start the conversation off on the right foot, then let the
students know exactly what your expectations are. Should students raise their
hand before speaking? Or should they speak freely without raising their hands?
Should they use "Mr." and "Ms." when addressing their
fellow students? These details clarify expectations and hence increase student
confidence. You might also coach students on how to avoid personal biases in
their responses, or any terms to use or avoid, and what to do if the discussion
gets heated
·
Provide a shared frame of reference, such as a
book, video, or other media. It’s important
for you and the students to have something you can all talk about before you
begin the discussion. This can be almost anything: the assigned reading for
that day’s class, a news story or poem, a work of art, or even a natural object
like a sunset. The important thing is that you and the students share a common
object of study so the discussion can be concrete instead of wallowing in
abstractions
·
Maintain enthusiasm for the topic. One way to make sure that the discussion goes
well is to show your enthusiasm for the subject right from the beginning. If
you have engaged body language, are alert and energetic, and show how the topic
is important to your life and the lives of the students, they’ll be much more
likely to be engaged. If they think that you’re tired, apathetic, or just
trying to get the discussion over with, then they’ll be less likely to care
·
Define key terms. One helpful way to begin the discussion is to
define any key terms that may be useful to your students throughout the
discussion. For example, if you’re giving a lesson on poetry, you can discuss
simile, metaphor, allusion, or any other literary devices that are central to
the poem. If all of your students feel like they’re on the same page and have a
strong foundation before they begin the discussion, then they’ll be much more
confident about participating.
·
Present yourself well. In order to lead a meaningful discussion, you
should strike a balance between confidence about what you know and a
willingness to learn more. A discussion is an adventure -- you may not know
exactly where it will go, but you can lead the way. If you are willing to be
vulnerable in showing that you don't know everything, students will be more
likely to be vulnerable too.
