Encouraging Student Participation in Discussion

Encouraging Student Participation in Discussion

from Tools for Teaching, Barbara Gross Davis

Encourage students to learn each other's names and interests. Students are more likely to participate in class if they feel they are among friends rather than strangers; so at the beginning of the term, ask students to introduce themselves and describe their primary interests or background in the subject (Tiberius, 1990). These introductions may also give you some clues about framing discussion questions that address students' interests.

Get to know as many of your students as class size permits. In classes of thirty or less, learn all your students' names. If you require students to come to your office once during the first few weeks of class, you can also learn about their interests. Class participation often improves after students have had an opportunity to talk informally with their instructor.

Arrange seating to promote discussion. If your room has movable chairs, ask students to sit in a semicircle so that they can see one another. At a long seminar table, seat yourself along the side rather than at the head. If appropriate, ask students to print their names on name cards and display them on their desk or the table. Research reported by Beard and Hartley (1984) shows that people tend to talk to the person sitting opposite them, that people sitting next to each other tend not to talk to one another, that the most centrally placed member of a group tends to emerge as leader, and that leaders tend to sit in the least crowded parts of a room.

Allow the class time to warm up before you launch into the discussion. Consider arriving two to three minutes early to talk informally with students. Or open class with a few minutes of conversation about relevant current events, campus activities, or administrative matters. (Sources: Billson, 1986; Welty, 1989)

Limit your own comments. Some teachers talk too much and turn a discussion into a lecture or a series of instructor-student dialogues. Brown and Atkins (1988) report a series of studies by various researchers that found that most discussion classes are dominated by instructors. In one study (p. 53) faculty talked 86 percent of the time. Avoid the temptation to respond to every student's contribution. Instead, allow students to develop their ideas and respond to one another.