Leading a Discussion
Appendix
B
Those of you who meet with students once a week in smaller sections can spend class time
answering questions, reviewing the more difficult material assigned during the week,
administering quizzes, and covering new material. But many of you are expected to spend at
least some of the class period conducting a discussion about the assigned material. This
appendix offers guidance in leading a discussion.
PROS AND CONS OF CLASS DISCUSSIONS
Initially you may think that carrying on a discussion is easier than lecturing. You imagine a
lively debate among students, where your role is limited to posing the issue and interceding
Advantages of Class Discussion
Although lecturing represents an efficient means of transmitting large amounts of
information, lecturing provides few opportunities for student participation and student
feedback. The straight lecture approach is one-way communication. Discussion, however,
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Discussions are also an effective way to generate student interest and to get their blood
flowing. In a sense, discussions can be more emotional than lectures and therefore draw
Problems with Class Discussions
Suppose that you have raised an issue, reminded students of a few facts to set the table, and
asked for comments. Nothing happens. The deafening silence seems like a class conspiracy.
Perhaps the biggest obstacle to a productive discussion is students’ unwillingness or inability
to participate. Many students view discussions as a waste of time or, worse yet, as a source of
awkwardness and humiliation. Class discussions teach some students to improvise opinions
on the spot and to substitute fast talk for real thought.
• Discussions are time consuming—Discussions can drag on and are time consuming.
Because the pace is slower than lectures, not much seems to be happening, so
Why Discussion?
If discussion is so difficult and at times so awkward, why bother? Consider the
benefits of class discussion. First, weekly discussions force students to keep up
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Conducting a Discussion
As noted earlier, the biggest problem with discussions is getting students to participate. Some
students are shy, they failed to read the background material, or they have little confidence in
their own views, so discussions are a threat to them (during lectures, students need not reveal
Preparing for a Good Discussion
The hardest part of carrying on a good discussion is getting started. Begin with a controversy,
a story, an observation, a startling statistic, a personal experience—something to grab
students’ attention. Draw on your own experience, particularly if you believe your experience
is a common one. Once you have their attention, how do you hold it? Keep in mind what you
want them to learn, but tilt the focus toward what interests them. Adapt the discussion to your
audience. Keep the analysis at a level they can handle.
• Be prepared — As noted earlier, a good discussion often requires more preparation
than does a good lecture. You must be prepared for the possible directions that
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• Define the topic — Open the discussion by defining the problem. Make sure there is
some agreement about what the question or problem is. The topic for discussion
Serve as a Facilitator
Your role as a discussion leader is that of facilitator. First, you should listen to what students
Some students will inevitably have more to say than others. The trick is to make the “talkers”
feel appreciated without calling on them too frequently. When you pose a question, wait to
see if someone other than the primary talkers can answer it. Urge the passive students to get
involved, but don’t call unnecessary attention to their lack of participation.
If conflicts erupt in class, don’t try to paper them over. Clarify differences and examine the
source of these differences. See if the conflicts are over facts (positive differences) or over
opinions (normative differences). This distinction itself offers a lesson.
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Ways to Generate and Sustain Class Discussion
Generate an expectation of participation. This could be something as simple as arranging the
chairs in a circle to help students become acquainted with one another. Also encourage
Ask Questions
When students ask questions, they usually are seeking particular information. But teachers
and discussion leaders ask questions for a variety of reasons—to see if students are following
the material, to raise certain issues, to change the pace of the class, to draw out an otherwise
quiet student, or simply to get the class talking.
To get a discussion rolling, ask a question that is open-ended, not one that can be answered
“yes” or “no” or one that can be answered with a fact. A question such as “When did
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role is to not speak at all.
Brainstorming
Once the problem is well defined, have students suggest possible solutions. For example,
Role Playing
Role playing is a way of involving otherwise passive students in the discussion. Assign two
students the role of interviewer and interviewee and have them act out an employment
Concluding Remarks
Students are usually armed more with feelings and sentiments than with facts or theory. Be
somewhat sensitive to these feelings and sentiments. Don’t threaten students. Students must