A classroom discussion is a great way to learn.It is an evidence-based way to help students retain information.You may be nervous if you're a discussion leader.Preparing for, opening, and continuing a great discussion are skills you can learn.Every aspect of leading a good discussion is advised by these steps.If you are interested in alternative ways of learning or need to lead a class in college or high school, practice these skills and make your own.Soon you will be leading engaging and thought- provoking discussions where everyone learns.
Step 1: Ask a question that makes you think.
The best questions are not limited or open-ended."Yes or No" questions stop discussion, while questions like "What do you think about Juliet?" are too broad.Discussion is discouraged by questions.The best questions are balanced, they are open, there are a few good answers, and people know how to approach them.Suppose you're talking about Juliet.In what ways does the friar make mistakes?What are the ways in which he succeeds?The question leads students in a productive direction.
Step 2: Be ready.
You should come into the meeting with a lot of big questions.When people need more food for thought, be prepared to ask the next one.The more prepared you are, the more confident you will look.Students will be more likely to cooperate if you look confident in your ideas and approach.Give participants 1-2 questions in advance to give them more time to contribute.It is helpful to give participants the questions you will discuss in class, on paper or on the board.Some students learn better if they have questions in front of them.This can be a good reminder of the main question for the day.Good questions should be asked in a 2 hour discussion.Smaller sub-questions are good for each main question.If students are particularly reticent that day or if one line of inquiry isn't as fruitful as you thought it would be, you should prepare for at least 1.5 times the amount of material you think you'll cover.
Step 3: Guidelines for participation can be provided.
Everyone knows how to have a conversation, but a thoughtful discussion is more focused than just a chat.Let the students know what your expectations are if you want to start the conversation on the right foot.Is it a good idea for students to raise their hand before speaking?Is it appropriate for them to speak without raising their hands?Is it a good idea to use "Mr." and "Ms." when speaking to their peers?Student confidence is increased by these details.You could teach students how to avoid personal biases in their responses, and what to do if the discussion gets heated.Students can stay on track if you have a handout with "Dos" and "Don'ts".
Step 4: A frame of reference can be a book, video, or other media.
It's important that you and the students have something to talk about before the discussion begins.This can be anything from a news story or poem to a work of art or even a natural object like a sunset.The discussion can be concrete if you and the students share a common object of study.Make sure the expectations are clear.If you don't give students incentive to do the homework or consequences for students who are unprepared, they'll be less likely to come to class with fresh, exciting ideas.
Step 5: Don't give up enthusiasm for the topic.
One way to make sure the discussion goes well is to show your enthusiasm from the beginning.Students will be more likely to be engaged 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 less likely to care if they think you're tired, apathetic, or just trying to get the discussion over with.Don't try to cushion the blow by saying that the topic is uninteresting, students will follow.Showing that something has real-world applications can help students care about it.If you're studying a historical event, for example, then starting off the class with a news article about an event with similar themes or values behind it, such as current protests against discrimination in relation to race riots of the 1960s, can help students stay engaged.
Step 6: Key terms are defined.
One way to begin the discussion is to define any key terms that may be useful to your students.If you're teaching a poetry class, you can discuss simile, metaphor, allusion, or any other literary devices that are central to the poem.If your students feel like they're on the same page and have a strong foundation before they start the discussion, they will be more confident in their participation.It's better to have everyone on the same page before the discussion starts than to lose a few students.It's important to explain some of the more simple terms to students before you can move forward.
Step 7: Go ahead and present yourself well.
If you want to lead a meaningful discussion, you need to strike a balance between knowing what you know and being willing to learn more.You can lead the way if you know where you want to go.Students will be more vulnerable if you show that you don't know everything.Stand tall, make eye contact, and smile as you present yourself as a professional.Excited about your students' ideas will help generate enthusiasm for the topic.Ask the student to repeat great comments.They may not know that they made a great comment.
Step 8: The atmosphere of safety and respect should be maintained.
Creating an atmosphere of respect is one of the most important jobs.If you want your students to participate, you have to give them a safe place to do so.All of the students deserve respect and no one will be made to feel inferior because of their ideas or opinions.You should reward students for their hard work.Don't let other students make them feel stupid.If a student is being rude to another student and you don't say anything, it will look like it's okay for them to be rude.Encourage students to speak.They should feel excited to join the discussion.
Step 9: Make arguments.
Don't share your feelings without backing them up.Someone says "The Friar shouldn't have given Romeo any advice!" if you're talking about the couple.Ask them why.Discuss possible opposition to their claim.Students can argue against a position using the "pros and cons" model.Which conclusion would be better in a court of law?It can lead to meaningful results without the students feeling like you're spoon-feeding them the answers.Help students reach their conclusions.If the purpose of the discussion is to make the students see the right answer, then you should have lectured at them instead.
Step 10: It's time to move from the known to the unknown.
No one can learn if they already know everything.A good discussion starts when we realize we need to learn more.Press deeper if you feel you have answered the question.You can either find another puzzle you don't understand or move to the next area of interest.You and the group should move on to a more complicated mystery once you have established something.Continue to dig deeper and use your previous discussion as a reference point.The students will solve the mystery of the new unknown.If you have already thought about it, act like you are figuring it out with them.
Step 11: Manage people.
Some students enjoy discussing and debating while others feel anxious speaking in a group.Don't worry if you make a mistake, give space to each person.Every participant should have an opportunity to be heard.Some will not take the chance, but they will feel cared for.Make sure that every student is heard and that some aren't.It's important that students don't have misunderstandings and that everyone gets along.Here are a few tips for the more outgoing student.They can decide which comments are important by asking them to speak only 5 times that day.2.Don't justanswer your questions every time, ask them to ask questions and not just answer them.3.At the end of class, invite them to write out their thoughts.4.Tell them that when a quieter person speaks first, they should speak first as this will encourage them to balance each other out.There are a few tips for the quieter student.Ask the quieter members what they think about the topic.2.They can offer to read their thoughts to the class at the beginning of the next discussion.3.While "internal processors" think through the discussion, allow room for silence and reflection.Be aware of the different personality types in your classroom and how they perform in group discussions.If you have a student who likes to absorb the conversation and then weigh in towards the end, let him take the time he needs instead of forcing him to speak when he's not ready.If some students refuse to participate, don't take it personally.Social anxiety or family stress may make it difficult for them to engage.Encourage them that their presence is important.
Step 12: Write your ideas down.
One way to maintain a productive class discussion is to write down the ideas of your students.This can remind students of what you're talking about.You can write their ideas down in a way that helps frame the discussion.If you do this, make sure you write down most of the ideas that are said so some students don't feel discouraged.A designated note taker can be a student who stands at the board and writes down ideas as they come.
Step 13: It's about the topic, not you.
If the students don't like you or respect you, then you may be feeling self-conscious when you lead a class discussion.You will only be discouraged if you focus on the topic at hand.If your students aren't responding well or not as engaged as they could be, then remind yourself that the topic can be presented in a new light, not because there's something wrong with you.When you stop focusing on what's wrong with you, you'll have more freedom to talk about anything that interests you.
Step 14: Take care of your time well.
Making sure you hit most of the points you wanted to hit is an important aspect of leading a discussion.The more important aspects of the day's material can be moved along if students get stuck on one point.If you find that students are having a fascinating conversation about something you didn't intend to hit and that they are really learning from each other, then you can continue to use this time to explore a new line of thinking.Leading a class discussion requires time management.It's important to keep the students on track and avoid talking about one minor quibble for the entire class time.You can subtly check the clock or watch from time to time.You don't want the students to be nervous.Students should be given a two minute warning to slow down, reflect, and present any final thoughts.
Step 15: Help students talk to each other.
Helping students talk to each other instead of you is one way to move the discussion forward.If the conversation is respectful and well-meaning, having them directly address each other's points can facilitate a meaningful discussion without any barriers.You can pull students back if you find that this technique is making the conversation too aggressive.The students can have a more exciting discussion if they talk to each other more.If they are talking to each other instead of addressing the teacher, they will feel like they can talk more openly.It's important to stress that this should be done in a respectful manner and that the focus should not be on the person.
Step 16: Problem students can be managed.
A discussion can be ruined by just one problem student.If there's a person in your class who always talks out of turn, puts down the views of others, or just generally disrespects you and the other students, then you need to work on addressing the problem as quickly as you can so this one student.You can try to address the problem in class, but if that doesn't work, you can pull the student aside and talk about his or her behavior privately.There are a lot of problem students.If one of your students talks out of turn, make sure to raise his hand before he speaks.If you have a student who talks too much, make him wait until at least four other people have spoken before he contributes again.This may sound harsh, but it can help this student focus on what others are saying.An overbearing participant may need to be removed from the discussion.Students respond well to gentle but firm correction.A student won't play by the rules.It's not right for participants to allow one person to ruin the discussion.After many warnings, you may want to find a way to organize the discussion without them.If your students are doing things in class that distract them, sit them up front and pay attention to them.If you're having trouble leading a discussion because many students aren't doing the reading, then you should encourage them to do their homework by giving reading check quizzes at the beginning of class, making class participation a higher percentage of the course grade, or finding other ways to hold them more
Step 17: You should summarize as you go.
One way to make sure that all of the students are on the same page is to summarize the class discussion.It's possible to make it feel seamless and not interrupt the conversation.It is possible for your students to get a better picture of the big picture by repeating the points that you have made.If you're teaching a long class, make a point of slowing down and rebooting every 20 minutes so that everyone is on track.Other students can help you with this task.Say something like, "Okay, what have we learned so far?" and have volunteers help you out.
Step 18: Attach it all together.
When the allotted time for the discussion is up, or when things have reached a natural end point, do a full summary of what you covered.Mention to the students any arguments that were made along the way, and talk about the point you started from.Instead of acting like you're showing students the one and only way to do something, focus on bringing together all of the different ideas you talked about.If you leave some time to do this, your students won't be distracted and ready to pack up their bags.Notes can be left on the board during the discussion.It's easier to wrap up your ideas if you have something to point to.It's possible to have another student or two finish the class discussion.It can make students feel more involved.
Step 19: Leave room for questions.
Leave a few minutes for questions at the end of class.You don't want students to leave the discussion confused.Students won't want to hold up or prolong the class if you wait until the end to ask if anyone has questions.Make sure to leave enough time for questions and to encourage students to speak up if they are confused.You can wrap up the discussion by answering the students' questions.You can get insight into the strengths and weaknesses of your discussion by having people ask questions.If five students are confused about the same thing, that may be because you didn't cover it thoroughly enough in your discussion.
Step 20: Leave them hungry.
There is a suggestion for further research if you close with a related question.For the next time, this will give everyone something to think about.You shouldn't make students feel like you solved the puzzle by discussing everything you had to say about it.You should have moved the conversation forward, helped students gain valuable insight, and left them looking forward to the next discussion.If you leave your students wanting more, you can pick up where you left off during the next class.They will come to class excited to continue the conversation, and they may have gained some insight into the topic in the meantime.Consider doing a brief check out.Discuss where the discussion leaves them or where they will go next.They can do this at the end of class or in a survey during the last few minutes.
Step 21: Notice who didn't improve next time.
When the discussion is over, ask yourself who did the most talking, who didn't talk at all, and who contributed most meaningfully to the conversation.It's important to keep in mind that talking the most doesn't mean you contribute most.If you lead a discussion again, you can make sure that everyone has a chance to speak and that the students don't feel dominated by a few more confident speakers.No discussion is perfect.As you improve, you'll make sure that all students are involved in the discussion.