Discussion anyone? Talk to Me!
Getting students engaged in a discussion of reading is always a tremendous challenge for me. Even if I succeed in getting them to actually do the reading, getting them to think about and have ideas about what they read is another challenge altogether. It's tough.
The other day, I wanted to just have an open discussion in class about what we had all read for that day in order to walk away with a fuller understanding of what the text might represent, to hear different perspectives on it, and so on. Of course, I go into these situations with too much idealism. I often think we can all sit around in a circle and muse philosophically over the text and everyone will be enraptured by the whole thing. Doesn't work that way. The funny thing is I walk into the class half knowing that it won't work, I just don't want to believe it. Needless to say, with only a plan for open discussion on the text in class that day, it bombed big time (well it wasn't horrible, but not good.) I learn quickly though.
The next day, I had the same objective to accomplish in a different section of the course. I wanted students to get engaged with the material, to talk about it in specific ways, and to hear others talk about it. I tried something different. I had them get into small groups. Each group had one "Question for a Second Reading." They were to compare their notes on the question, discuss it, and then prepare a 3-minute presentation to give to the course offering their perspective on the reading based on the question they pursued. It's a simple plan really, but the results were so much better than the previous day.
The lesson learned? Perhaps, I should curb the idealism a little in the interests of better serving the students. Because I enjoy sitting around in a circle sipping coffee and talking about text, doesn't mean my 19-year old students will necessarily. A little nudge never hurt.
The other day, I wanted to just have an open discussion in class about what we had all read for that day in order to walk away with a fuller understanding of what the text might represent, to hear different perspectives on it, and so on. Of course, I go into these situations with too much idealism. I often think we can all sit around in a circle and muse philosophically over the text and everyone will be enraptured by the whole thing. Doesn't work that way. The funny thing is I walk into the class half knowing that it won't work, I just don't want to believe it. Needless to say, with only a plan for open discussion on the text in class that day, it bombed big time (well it wasn't horrible, but not good.) I learn quickly though.
The next day, I had the same objective to accomplish in a different section of the course. I wanted students to get engaged with the material, to talk about it in specific ways, and to hear others talk about it. I tried something different. I had them get into small groups. Each group had one "Question for a Second Reading." They were to compare their notes on the question, discuss it, and then prepare a 3-minute presentation to give to the course offering their perspective on the reading based on the question they pursued. It's a simple plan really, but the results were so much better than the previous day.
The lesson learned? Perhaps, I should curb the idealism a little in the interests of better serving the students. Because I enjoy sitting around in a circle sipping coffee and talking about text, doesn't mean my 19-year old students will necessarily. A little nudge never hurt.
2 Comments:
day in day out as a teacher is not easy. I too understand how u feel as i am a secondary teacher. I like teaching too..but is very challenging job. I am learning to be better everyday. Learn frm d student.haha
..well, visit my blog if u have time. I often talk bout my student. May be we can share something in d future. take care..GOD BLESS U!
http://jkwy.blogspot.com
By Jarod, at 9/26/2004 11:01 AM
Mike:
There is nothing quite like wanting to "wing it" in class. Unfortunately, that virtually never works out well (I haven't actively tried winging it since I was teaching at NIU).
These days I do what you ended up doing--small group discussion with brief "presentations" or "reports" back to the class (and then I add my two cents as well). Lending just that little extra "formal atmosphere" to the class often helps. I feel like if students can just sit and talk whenever they want (or not at all), they don't assign any value to that (point value specifically); if it feels like class work, they seem more apt to do it.
For larger projects (novels, films, etc.) I develop study sheets for them to fill out ahead of our discussion so they are prepared beyond "read the text so you are prepared for discussion."
On a final note, it's amazing to see how much better a second class can be. My 10 am comp. is typically better than my 9 am simply because I've "tested the material" for my audience already. I thought of that when you noted your class the next day was much better. Sometimes that 10 mins. between classes is all it takes to improve something that bombed in the previous 50 mins. :)
By Nate, at 11/12/2004 12:22 PM
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