Silence in Academic Classroom Discussions (Ch.5)
Comments(2) I think that often one of the most difficult things to do in a class discussion is to allow adequate response time for all of the students to consider a question and formulate an answer. Oftentimes it can be hard to slow down the pace of a discussion if there are a number of students who are really engaged and interested and who respond quickly. It seems to be that there would be a very delicate balancing act as a facilitator if you were trying to provide time for students to consider while also not slowing down the discussion to the point that some students lose interest or focus.
With oral activities, especially ones that move fairly quickly, it can be quite challenging to follow the discussion and hold both the question and response in your mind while you wait for your turn. I thought the suggestion that you have students jot down notes, questions, and thoughts was useful, especially in the sense that it would help ensure that students take note of what you are asking them. There is a potential challenge to this approach, however, because if students are focused on keeping some sort of record of what is going on then they may not have the time to consider a response or could even lose track of parts of the discussion as they write. To that end, it would be interesting to see if it were possible for the teacher to note down the questions asked, while still being able to facilitate the discussion (and without students falling into the need to copy down everything the teacher puts on the board).
I agree with you on this one. I think the chapter has some solid ideas as to how to start and lead a classroom discussion. From personal experience, I noticed that only a certain few would always answer the questions while certain students would avoid talking. The students who were outspoken tend to have really good ideas and contribute most of the answers leaving the more “quieter” students to sit and worry about what to say that is “original” should they be picked on by the teacher.
I also agree with you on the point that when the discussion goes off tangent, the interest of the class may stray and a loss of concentration can happen. Note taking is a challenging one. To take notes while the teacher is talking is effective but only to the extent that the notes are taken concisely. It is very easy for younger students to want to copy everything on the board or that is dictated to them. I always like the option of giving a handout or guideline to follow so the students can pay attention without the worry that they will miss key information. Before starting the discussion, perhaps it is a good idea to suggest a few questions on the board so that they may focus their thinking? As evidenced in my other class, role playing can be quite effective in engaging all students in a fun and collaborative way.
To add to this, I think that incorporating silence in not only class discussions but lecture style lessons can greatly add to helping students taking the needed time to process opinions, comments, or concepts. I agree that there is a very delicate balance to ensuring that students do not lose their own questions while trying to formulate responses, and that topics do not suddenly change or break down.
Combining the ideas of some sort of active question board with guided notes may help the students to ensure they are still able to process the needed information, while exploring discussion topics as they arise. It may also be important to acknowledge that creating this type of learning environment that uses discussion and silence is something that both students and teachers may need time to adapt. Working with students to develop an environment, routine, process, or habit and accounting for that initial adjustment time may allow for the most success in the long run.