This week’s assigned reading really got me thinking about
best practices for group discussion in the classroom. Discussion is an integral part of the English
Language Arts culture, and a practice that helps both student and teacher
disseminate important information and dig into to sometimes complex texts. This
being said, what is meant to be meaningful and authentic discussion often turns
into recitation sessions where the teacher is the “sage on the stage” and the
students are receptacles of their knowledge. Bomer (2011) offers a solution to
this all too common problem in man ELA classrooms. Engaging in participant talk
rather than procedural instructions or recitation of facts to students is one
of the most beneficial practices in teaching students how to have great
academic conversations (p. 138). Modeling
thought and conversation processes for our students can lead to more productive
class time and an easier transition into teaching this type of conversation. This
demonstration will subliminally teach what a good contribution to a
conversation is. I also think this is a
fantastic technique because you will still be able to guide the conversation,
keeping it on track or moving it along if it stagnates, without taking direct
control of the discussion. Letting
students respond to our ideas can also boost their confidence; if students feel
at ease and confident enough to comment, contradict, or correct a teacher’s
assertion (respectfully) they will have no problem jumping into any classroom
discussion, formal or informal.
Another strategy that can help students learn how to
participate in classroom conversations is also teacher led. “Keep asking why”
(Bomer, 2011, p. 139). Sometimes the
best way to help cement students’ understanding and increase participation is
to simply ask why they think what they do.
While this may seem like an elementary approach, it really works! I used
this strategy last week after reading Bomer’s suggestion and it developed a
much more thoughtful and in-depth conversation about new topics. It does take some getting used to however. I
often felt like a three-year old trying to understand how the world works, but
I think it was worth it. It was
especially beneficial for students who offer simple one word responses, it
forces them to qualify their answers and really think about their response
rather than guessing or doing the bare minimum. I highly recommend trying this strategy out in
order to foster deeper and more meaningful conversations with little work. Often during classroom discussions, it is
easy for teachers to get wrapped up in their learning objectives and what they
want their students to know or particular knowledge that they want their
students to obtain that they become too involved. In a nod to Jackson’s (2009) article “Never
Work Harder Than Your Students,” don’t! Asking why is an effortless way for
students to develop their own authentic discussion and arrive at their own
conclusions.
While each of these strategies is important for teaching
great conversation, perhaps the most important thing a teacher can do is simply
listen to their students. Whether this is in academic conversation, in
their actions and behavior, or listening to a personal problem, it is an
educator’s duty to be mindful of our students’ needs and showing that we care.
Listening and maintaining awareness is the first step in this endeavor!
Bomer, R.
(2011). Building adolescent literacy in today’s English classroom (1st
ed.). Portsmouth, NJ: Heinemann.
Jackson, R.
(2009). “Never work harder than your students and other principles of great
teaching.” Alexandria, VA: ASCD.
