3-Leading Effective Discussions

8/10/2019 3-Leading Effective Discussions

http://slidepdf.com/reader/full/3-leading-effective-discussions 1/16

Leading Effective Discussions:Dealing with Roadblocks

Valerie JonesStanford Psychology TA Workshop

Fall 2008



Leading Effective Discussions: Dealing with Roadblocks

“…we want to avoid class "discussions" that amount tonothing more than a perversion of the Socratic method, that

amount to nothing more than a series of closed, two-personexchanges in which the teacher asks a question and anindividual student answers the teacher, exchanges whichlock the other students into the role of passive observers. Wewant as many students as possible to be as attentive andinvolved and engaged as possible; we want them to beagents in their own educations.”

- Jennifer Barton, Paul Heilker, and David Rutkowski (Virginia Tech,English Department)




I. Basic Rules for Leading Discussions

II. Roadblock 1: Silence

III. Roadblock 2: Student Confusion

IV. Roadblock 3: Inappropriate Questions

V. Roadblock 4: Controversial Topics

VI. Roadblock 5: Distracting Behaviors

VII. Roadblock 6: The “Know-It- All”

VIII. Roadblock 7: Ending the Discussion



Basic Rules for Leading Discussions

Be excited

Be prepared

Set clear expectations

Learn names

Icebreakers & Warm-ups

Informally chat before/after lectures & discussion sections

Share your agenda (briefly) at the start of each class

Review course topics for the week

Encourage participation…?



Roadblock 1: Silence

Establish ground rule that everyone should

participate It’s important to hear everyone’s ideas and opinions

Review week’s topics

Require reaction papers

Have students email questions or things of interestbefore class

Assign discussion leaders for each classbeforehand

“The Pre-emptive Strike”




Is it an issue of clarity? Mini review of the week’s topics

Ask an easier question first; rephrase question

Provide clear examples (prepared beforehand if possible)

Call on individual students

Use strategic eye contact to encourageparticipation

Break students into discussion groups (2-3 people)

“Fixin’ What’s Broken”




Shy students

Pose non-threatening questions that don’t require great detail ora correct response

Engage students outside of class

Wait…is it you? Are you talking to much?

Are you answering your own questions? Are you being too opinionated and not allowing space for

students to speak freely?

Do you wait long enough to allow students to think, then speak?(3 - 5 sec)

“Fixin’ What’s Broken”



Roadblock 2: Student Confusion

Confusion from the TA Review and prepare before section

Watch for rambling Watch for inaccessible language

Rephrase (see “Inappropriate Questions”)

Use concrete examples & metaphors to explain a phenomenon

Course content confusion Ask students for any questions concerning the lecture(s) at the

beginning of each discussion section

Ask professor to review unclear topics at the start of next class

Strongly encourage professors to outline the grading systemand course assignments for the entire quarter



Roadblock 3: Inappropriate Questions

Guess what I’m Thinking… “What should researchers do to explore this question further?”

“What could researchers do to explore this question further?”

Yes/No questions “Do you think that this method effectively addresses the

problem? “Why do you think the researchers employed this method to

investigate the problem?



Roadblock 3: Inappropriate Questions

Rhetorical questions “In research, don’t we have a responsibility to take into

account the cultural differences that participants bring intothe lab?”

“What arguments, pros & cons, can we generate to accountfor cultural differences in our research design?”

Informational-retrieval questions “What was the method?”

“How does the method used in this study compare toprevious studies on this topics?”



Roadblock 4: Controversial Topics

Set ground rules The value or respectful tones

The value of other’s opinion (regardless of your own) The value in healthy disagreements

Modeling respectful listening & responding Give people time to make their point; do not interrupt

Do not ridicule other people's opinions, or put them down

Consider the effect what you are saying may have on others

Listen to and consider other people's opinions

Be aware that body language, as well as what you say, canaffect others



Roadblock 4: Controversial Topics

Maintain a neutral role

Handling arguments or clashes

Restate the essence of each person’s viewpoint

If appropriate, state that the difference can’t be resolved here

and that you need to move on with the agenda Tense atmosphere – call for a short break



Roadblock 5: Distracting Behaviors

Rambling discussions Politely ask student(s) how comment relates to current

discussion

Politely return to discussion topics Ask class for cooperation in staying on topic

Off the point comments or discussions; raisingtopics that will be discussed later Affirm student(s), but move on quickly

Side conversations Pause without looking directly at those talking

If conversation continues, ask students if they have aquestion or issue to raise to the entire class

Continued conversation throughout class: talk to student(s)after class or send a polite email addressing the issue



Roadblock 6: The “Know-It All”

Eye-contact strategy Breaking eye contact with a speaker and scanning the room

can distribute the speakers communication through the class Works well to stop long-winded students from continued talking

Acknowledge, encourage, then discuss the issue of“air -time” with problem student(s)

Assign talkative student(s) a specific role

Implement time limits for comments



Roadblock 7: Ending the Discussion

Ending the discussion Take notes – jot down notes from the discussion and use to

summarize the session

Ask for any final comments or questions When possible, attribute comments to students who originally

made them

Summarize with 2-3 points (only) – broad themes Remark on how the discussion progressed, the issues

discussed, and other issues to be addressed later

Ask for questions of clarification from professor

Set up class for the following week What questions or issues should they keep in mind?




Be prepared

Don’t expect problems, but be pro-active in addressingany potential issues that arise

A word about your own nervousness and/or shyness

You are the expert (assert your authority)

CTL courses of interest:

• CTL 215: Voice Workshop

• CTL 217: The Art of Effective Speaking

Conclusions

3-Leading Effective Discussions

Documents

Transcript of 3-Leading Effective Discussions