Always Ask Why: Practicing and Teaching Conversation Skills (Online Reflection #2)

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 (1^st ed.).  Portsmouth, NJ: Heinemann.

Jackson, R. (2009). “Never work harder than your students and other principles of great teaching.” Alexandria, VA: ASCD.