Handbook Table of Contents > Teaching Methods > Problems with Discussion
Indiana University Teaching Handbook
Teaching Methods
Problems with Discussion
Running a section skillfully requires creating a context of “organized spontaneity” in which “the good section leader gives the students opportunities and incentives to express themselves and develop skills within the otherwise somewhat passive context of the lecture course” (Segerstrale, 1982). One key to facilitating a discussion is to guide its course without appearing to do so. Here is a list of some common difficulties instructors encounter in leading discussions which relate to the problem of “control,” and some suggestions for overcoming them (McKeachie, 1994).
- If you habitually can’t get discussion started, you first need to pay more attention to the topics you’re picking; they may not be broad enough. Or you may not be using good questioning skills—putting people on the spot or embarrassing them.
- If your students are unwilling or unable to discuss as a whole group, try putting them into pairs or small groups with a question to answer. Then have at least several groups report their conclusions to the class. You might also have your students write for a minute or two, and then discuss. This gives them a chance to start to think through the issue in private before they have to go public. Seeing a thought in writing, even one of their own, often lets students feel like it is important enough to share.
- If one or two students consistently monopolize the floor, you may want to take one of two approaches. Either use their comments to throw the discussion back to the class (You’ve raised an important point. Maybe others would like to comment.”), or acknowledge the comments and offer another outlet. (“Those ideas deserve a lot more time. Maybe we can discuss them after class.”)
- If there is a lull in the discussion, relax. This doesn’t mean you’ve failed. Every conversation needs a chance to catch its breath. It may mean that your topic is exhausted or it may be a pause for people to digest what they’ve heard. If the lull comes too frequently, though, you may need to give more attention to the types of topics you’re picking. It is often not enough just to have a topic; you should come to class with several specific but open-ended questions prepared. You may also be inadvertently shutting down discussion by dominating rather than facilitating.
- Most teachers tend not to wait long enough between questions or before answering their own questions because a silent classroom induces too much anxiety in the instructor; research actually shows an average wait time of 0.9 seconds. Try counting to 10 slowly after asking a provocative question to which you are just dying to respond yourself. Students don’t like a silent classroom either. Once they have confidence that you will give them time to think their responses through, they will participate more freely.
- If students are talking only to you instead of to each other, you are probably focusing too intently on the speaker. You can help students talk to each other by leading with your eyes, looking occasionally at others in the room. This will lead the speaker to do likewise.
- If there are students who seldom or never talk, see if you can find out whether they are shy, confused, or simply turned off. Watch for clues that indicate that they might want to speak up (“Alan, you seem disturbed by Dan’s idea. What do you think?”). However, be careful that you don’t embarrass a student into participating. You may want to make a point of talking to this student before or after class to indicate your interest.
- If you run out of material before the end of class, ask your students if there are other topics they might be interested in discussing. If not, let them go early. Don’t keep them the whole hour just for form’s sake.
- If a fight breaks out over an issue, then you’ve got a hot topic on your hands! Facilitate! Your major task here is to keep the argument focused on the issues. Don’t let it turn personal, under any circumstances. Remember to demand evidence and reasons, not name-calling.
AIs: Despite the fact that section participation is a requirement for many introductory courses, students may believe that their attendance is not mandatory since the AI rather than the professor is in charge. Therefore you may want to devise a way to structure required assignments, projects or presentations into your sections so that section participation will be a part of the final course grade. If students know that the AI has some responsibility for determining their grades, that AI will have considerably more authority in the classroom or in any interactions with students. Students will also be more likely to attend sections or lectures led by the associate instructor.
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