Discussion as a Way of Teaching

Classroom discussions are imperative to a student’s learning. As an instructor, it is your job to proactively engage the students In meaningful discussions with each other and in a positive environment. If done correctly, your students will gain myriad of skills that entail awareness, tolerance, respectful listening, and mental agility. Classroom discussions encourage mature communication that we expect from young adults transitioning into adulthood.

In order to limit problems that often arise in classroom discussions, it is important to note main reasons as to why discussions fail. As a teacher, your rules and procedures needs to remain constant and this applies to rewards as well. This doesn’t necessarily mean always bring in bite sized candy to reward students on “correct answers;” however, a proper reward system in place prevents the possibility of favoritism or the appearance of you “picking-on” a student. A balanced and relaxed environment in the classroom is important to bring out effective discussion in students.

In addition, providing clear instructions as to what is expected of students and allowing a safe space for those who may not be comfortable expressing their minds in front of their peers. If you address this early, it takes some strain out of the classroom environment as most students are willing to help eachother if there is a general understanding. Something new I had learned recently is if you share a part of yourself such as, “I understand how hard speaking is in front of people, as I had to take years of communication classes to be able to do what I do now,” that exposes you in some light, it helps some people feel more comfortable as they feel exposed into doing something they don’t enjoy.

If you identify who your students are early and their comfort level with speaking, I feel that a proactive teacher will use these characteristics for the benefit of the group or classroom discussions. For example, the “Conversational Moves” activity talked about in the article could be used to allow someone who often doesn’t want to be involved, be helpful for their peers as they exhibit a body language that shows interest in a group-mate’s ideas. This helps encourage new skills without making students feel awkward or uncomfortable.