Leading Class Discussions
SEEK Summer Reading, Writing, and Research Workshop
Rationale: Learning how to lead a discussion of your peers is key to a learning-centered classroom; by leading discussions, students practice being self-motivated and self-reliant by taking ownership of their education. The group format also builds communication and team-player skills. Moreover, employers and graduate schools look for leadership skills in their applicants, so this is a great place to practice.
How To Be an Effective Discussion Leader:
- Make sure you do the reading thoroughly, preferably more than once.
- Be prepared for the day before the panels begin to discuss who will say and do what. If you do not have a productive meeting, discuss what would make it more productive.
- Come up with questions for the class to discuss, but avoid questions that begin with “do you think…?” because these usually elicit “yes” or “no” answers. Questions that begin with “why,” “what,” and “how” usually yield better discussions.
- Find controversial or puzzling passages in the reading that you want the class to discuss. You can present your own interpretations of them but also open it up for discussion.
- Keep delving deeper into issues. If you are in a leadership position, and the class goes quiet, it’s okay to ask them why.
- It’s rare that we can have said everything about a good issue, so keep pressing that issue, asking different kinds of questions, until the conversation continues.
Examples of Discussion Starters:
- I noticed in this reading _______. What I don’t get is___________.
- This sentence seems like it’s really important. Here’s what I get from it. Am I right?
- It seems like A is saying B, while is seems like X is saying Y. Is this accurate? And if so, who is right?
- Something that Brooks said reminded me of a movie I saw recently.
- What Baldwin says in this sentence goes against everything I’ve been taught!
Format: Discussion leaders will have the floor for about 30 minutes. You will not have to sustain a discussion for a full class. However, if you go longer because it’s an excellent discussion, that’s great and we will let it happen. Often, I think we will find that the student-led discussion is not so rigidly timed—it may go on for the whole class, with periods of other activities. If it is not going well for whatever reason, we will work from there. I will ask you some questions to get back on track and see what happens.
Tips for Effectively Working as a Team of Two or Three: Respect each other’s opinions, which may differ. Divide up the roles you are going to perform in class fairly and equally. Make sure that no two people will be doing the same things, but dividing up the roles is not a substitute for being prepared for any part of the discussion. This applies to those who are not in a leadership role as well.
The Role of the Rest of the Class: Those not leading the discussion are also expected to come prepared, having thoroughly done the reading and having thought of questions and passages that they want to discuss, both during the student-led portion of the class and the rest of the time. The goal is for each student to speak in every class.
The Instructor’s Role: I will work hard to steer you in the right direction in leading class discussions. I will meet with each group to talk about panels. Again, I will never let you drown since it’s in my best interest, as well as yours, that each class is as educational and effective as possible. If I feel that the students leading the group need a little help, I will intervene as gently as possible. In the unlikely event that a discussion becomes inappropriate or if I feel that some students are uncomfortable for any reason, I will also intervene.
How You Will Be Assessed: Students will be assessed individually based on their role in the group and how well they interact with the group. Your assessment will be based on how prepared you are in terms of the reading and having questions and discussion points for the class, as well as in how you present yourself. Being prepared and enthusiastic, however, counts for a lot more than your presentation style. Nerves will not count against you because public presentations come naturally to some and not to others.
The Debate
Rationale: Talking in front of a roomful of strangers is never easy. There’s the nervousness to deal with. But preparation is a key to dealing with that feeling. The more one knows one wants to say, the less one might be worried about what to say or how to say it. The best way to learn how to control nerves and speak in front of others is to do it. But another way to learn is to observe a model, using it to guide your own development. Watch the debate and answer the following questions. In small groups, you will write a summary of the debate, noting each speaker’s key points and any confusing or controversial or illuminating comments.
What is the motion/proposition?
What is the first speaker’s position—for or against?
What is the second’s?
What is the third’s?
What is the fourth’s?
To the best of your ability, paraphrase each side’s development of the position it takes.
FOR
AGAINST
