Discussion in the Classroom

As I approach discussion with my students, I would define it as a way to get our ideas out and open our minds to other opinions. I would explain to my students that people think about topics several different ways and it is important that we hear each other out and recognize each other’s values and beliefs. It is also a way to learn from our fellow classmates. I would remind our students that we all know a lot about different topics and a discussion is a way to share what we know and help others understand the subject better. Discussion is a way to test our own knowledge and beliefs and open ourselves up to those around us.

I think that creating a classroom community is the first step in creating quality discussions. It is so important that every student in the room feels comfortable enough to share their beliefs and experiences. I also think it is important to take small steps toward discussion. I think it is important to start with pair discussions and then move on to small and large group discussions. I would also have the students do quick writes at first before discussions to help them think about things to talk about because it is difficult at first to think of questions. The Almasi reading talked about the difference between discussion and recitation. I think that it would probably be a good idea to start classes out with recitations before moving right into full on discussions. Many students have never participated in discussions and are used to the teacher facilitating. In many instances students are only used to answering what the teacher has asked and then waiting to see if they are right and wrong. I think the teacher should start by asking the questions, but begin to include other students on the answer. They could do this by saying such things as, "That’s a great idea Jenny, What do you think Irene?" By doing this the teacher still plays an active role, but is moving the class toward discussion. Discussions involve students building off one another’s thoughts and bringing in new ideas. Many students do not know how to approach this, it is important to take small steps.

I also really enjoyed the Response-Center talk I read about. I had never really thought about all the planning teachers do before discussion. This article showed me that by careful planning before hand, the teacher can play less of a facilitator role and the students will be able to interact and build off one another’s ideas. I think it is important for the teacher to respond to the students, but in a way that guides the discussion and does not just direct the talk in the way the teacher wants.

The teacher must know a lot about their students before just diving into a discussion. First of all, have these students ever participated in a discussion? What was their learning like before this class? If they are conditioned to raise their hand and talk only when called on and are not used to a sort of free discussion, it might be very intimidating to just dive in with discussion. We discussed in class how many students are conditioned this way and I see this a lot in my field class. Our students raise their hands to do everything. We do not really see discussion and I do not think the students would know how to react if we tried to do one. I think it is also important to know where your students are coming from. Many students might be hesitant to approach a certain topic because of their background. As a teacher, it is important to know when students feel uncomfortable or when they just do not want to participate. I think successful discussions are in large part an outcome of careful planning.