Conducting Successful Discussions

Rhetorical Strategies

Ask thought-provoking questions ( questions that prompt analytical thinking and argumentative responses).

While simple questions are useful for laying the foundation for good discussions, some questions are more useful than others. So instead of asking, "What is the thesis," you might ask, "What makes this thesis successful?" The second question requires that the first also be addressed, but the latter requires analysis as well as identification.     

Avoid questions that prompt a "yes or no" or "true or false" response. Avoid questions--such as "Does anyone know what this means?," "Does anyone remember this article?," and "Anything else?"--that invite the unsaid answer, "No." More general questions, such as "What do we know about this phrase?" or "What do we remember about the article?," work well for generating comments.

Avoid leading questions (questions that are fishing for a particular answer) because they privilege the teacher as a source of truth, they do not allow alternative lines of inquiry, and they turn the discussion into a guessing game rather than a productive dialogue.

Lead students through a logical series of questions that move beyond "what," encouraging students to think about ideas, rhetorical strategies, and their consequences; for example: What? How? Why? So What?

When students internalize such lines of questioning, they will find plenty to say both in class conversations and in papers.

Wait and Listen.

Don't fear silence. Silence can be very productive. Students need some time to think, and the shy students need some time to muster some courage to speak. Count to ten or thirty if needed. Use that time to make eye contact with your students, especially the shy ones. Smile; show your students that you are not uncomfortable and that you are willing to wait. Sometimes the best discussions develop after a few moments of quiet thinking.

Avoid the temptation to answer your own questions or pile on additional questions or comments when students don't immediately shout out answers.    

Encourage dissent:

Ask students (the same student or another student) to generate alternative/subversive arguments. For instance, when teaching Shakespeare's King Lear , ask students both to prosecute and defend the characters or concepts. Thus, a good discussion of King Lear will explore how his weaknesses may also be his strengths.

While you can always play "devil's advocate" for the students, students will enjoy playing "the opposition" for one another and for themselves. They will also learn to anticipate criticisms of their ideas (and writing) and address them.

Ground the discussion in a text (specific passages from the literature, the model papers, the student's own writing, handouts, etc.).

Identify significant passages and go through them one by one with the class, asking for analysis from the students and responding to their analysis and to the text itself. Using key passages in this fashion is an easy way to direct the class to important themes or rhetorical techniques without lecturing. This exercise also teaches the students "close reading," a skill that is useful when reading and when writing an analytical paper.

When teaching/considering a long text (literature or composition), divide the text among groups and ask each group to find significant passages and prepare to share why they are key to an understanding of the text.

Another approach is to identify key themes and ask students to locate textual examples/evidence.

Use a handout to guide students through a series of questions or exercises.

Avoid reading handouts to students, especially if they are long. There are many other ways to use handouts. For example, you can ask students to review a handout before class and come with questions or examples or you can ask groups each to study a part of the handout and report back to the rest of the class. If every word of the handout must be read in class, then at least ask students to read sections aloud to the class while the others follow along.

In literature classes, give students a quiz at the start of class that forces students to generate the kinds of responses that you wish for them to share in discussion. Then use the rest of the class to discuss students' answers. This approach is VERY successful because the students have already generated and recorded thoughtful responses, so even the shyest student will have something to share if you call on him/her. He or she can always read his or her response if he or she is nervous about extemporaneous speaking.

In composition classes, you can employ a similar strategy through freewriting. At the start of class, give the students a topic (either creative or related to the current assignment) and ask the students to respond to that topic in writing (writing without stopping) for a few minutes. You can ask students to share their freewrites with the class or their groups. (Asking shy students to read--either from a handout or from their own writing--is an easy and effective way to facilitate their participation.) Students can also use their freewrites in a variety of revision exercises.

See Erika Lindemann, A Rhetoric for Writing Teachers , 4 th edition, Oxford and New York: Oxford UP, 2001, 114-15; Peter Elbow's Writing without Teachers , New York: Oxford UP, 1973, 3; and   Ken Macronie's Telling Writing , 4 th edition, Upper Montclair, NJ: Boynton/Cook, 1985,   9 .  

Circulate and Hover During Group Work

It might feel uncomfortable, but your presence can help keep groups on task. Don't participate in the groups; just hover over them. Then you can bring up things they said; for instance, "Group 1, I saw that you were discussing X. What conclusions did you reach?" You can use this strategy if they are writing too. This approach links the activities and is an easy way to move from group work to general class discussion.

Record their thoughts on the board or blackboard.

Students may talk more w hen their ideas become a text for the class (when they are recorded and put in context by the teacher or others). When notes are kept on the board, students tend to take notes as well. This exercise privileges student contributions, indicating that they are valuable.

You can have students post summaries of their group discussions on Blackboard. These summaries serve as a resource for the students (especially in literature classes where they will be studying for exams). Students should be encouraged to continue their classroom discussions on Blackboard (the discussion board forums are a very useful tool).

Encourage Student Ownership

In literature classes, ask students to record their questions and comments and share them with the class.

Some ask students to keep journals from which they may occasionally read.

Others ask students to prepare a reading guide (with varying elements, including basic plot points, characters, narrative style, important thematic elements, important passages and page numbers (etc.), and a personal response).  

Teachers who use Blackboard may ask students to participate in online discussion forums. There are many ways to manage these. Some ask students to be responsible for them (generating topics/responses and moderating); others pose questions for their students and ask them to respond. These forums are useful both for generating discussion before class and for continuing discussions begun in class.

Remember to bring online discussions into the classroom and vice versa. Students need to know that what they say online is equally as important as what they say in class. (Online discussion forums are also great for less confident speakers. These forums can be safe spaces for shy students not only because they do not require oral communication but also because they are frequently less formal and more student-centered.)

Assign discussion leaders.

It takes a very dynamic person to lead a 50-75 minute discussion. Making students responsible for generating questions and comments (before class on Blackboard or during class in groups or on their own) and/or for moderating class discussion is a very successful strategy for empowering students and for ensuring that at least some of the students have critical ideas to share.

Remember to set parameters and advertise criteria for success. Modeling can be very helpful in preparing students to take on this responsibility.

Good Discussion Environments

Put students into groups.

Try to make the groups small enough so that the quiet students have to contribute.

Have the students switch responsibilities within the group throughout the semester (recorder, moderator, speaker, etc) so that everyone practices a variety of skills.

Have the students sit in semicircle or circle.

If space permits, have the students face one another during discussions. When students can see one another, they are more likely to engage with one another (rather than directing all comments to the teacher).

If space does not permit sitting in a semicircle or circle, then move around the room or position yourself in various places throughout the class period, so that either students forget where you are (and stop addressing responses to you) or they turn to find you (and in the process must look at other classmates).