The Spirit Catches You and You Fall Down:
Guidelines for Summer Reading Program Book Discussion Leaders
Expectations of Discussion Sessions
- Students will engage in intellectual discourse, where diverse perspectives are welcomed and encouraged.
- Students will learn about multiculturalism in America.
- Discussion leaders will "lead" discussion rather than serve as "conversation cops." Discussion leaders will be active participants in the discussion.
- While discussion questions are provided as a guide, discussion leaders are encouraged to formulate their own questions and to use a series of questions with which he/she feels most comfortable.
- Students are encouraged to come up with their own questions related to the book.
- Discussion sessions will have a positive tone and allow for students to gain comfort in discussing a complex set of issues in a group with whom they are not familiar.
Strategies for Facilitating
- Ice Breaker Activity -- begin with a 5-10 minute activity that will put students at ease; this is an opportunity for students to get to know one another and the faculty/staff member, and vice versa. You may want to select something that will address students' own experience, such as what they expect when they go to the doctor.
- Establish Ground-Rules for discussing Controversial Subjects -- suggestions are noted at end of this handout.
- Entire Group Discussion -- with all members of your group. Best if no more than 20-25 students.
- Smaller Group Discussion -- break students into small groups of 4-5 to discuss particular questions among themselves and then report to the larger group. Works with any size group; best if group is larger than 20-25.
- Personal sharing -- discussion leader is encouraged to offer a related story, situation, thought, feeling or perspective.
- Observe body language -- pay close attention to participants and to who may be participating or tuned out.
- Compare and contrast themes of the book to the various experiences students may encounter in their first year in college (i.e., What does it mean to assimilate to the majority culture?)
Learning Outcomes
- Students will have a greater understanding (personal definition) of their "place" in society. (Identity)
- Students will be challenged to understand why they think and/or feel the way they do about the book. (Critical Thinking)
- Students will learn and use active listening techniques while engaging in group discussion. (Practical Competencies)
- Students will articulate their personal perspective on a particular subject, recognizing there are multiple perspectives. (Practical Competencies, Appreciation of Human Difference)
- Students will understand the various themes found in the book (i.e., cultural difference, tolerance, assimilation) and practically learn how each might relate to their first year college-life experience. (Knowledge of Practical Problems)
- Students will understand and appreciate their differences and similarities. (Appreciation of Human Difference)
- Students will gain an appreciation of civility. (Civil Responsibility)
Sample Ground Rules for Discussing Controversial Subjects
I will:
- be critical of ideas, not people.
- encourage everyone to participate.
- listen to everyone's ideas, even if I don't agree.
- try to understand all sides of an issue.
- seek the best answer to a question rather than try to convince others.
- try not to let my previous ideas or prejudices interfere with my thinking.
- try to practice listening carefully to the points that others make.
- stick to the subject.
- avoid overly long stories, anecdotes or examples.
- provide encouragement and approval to others.
- be sympathetic and understanding of other's views.
For more information about the Carolina Summer
Reading Program, send email to read@unc.edu.
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Last revised: July 23, 2001