Doug Mannell

February 25, 2915

Student Involvement in Classroom Discussions
EDU-600
University of New England

Discussion, in its most simplistic form is something that is done around the family dinner table.
Parents will ask in depth questions in search of information about their childrens lives and how
they are functioning in school and their world. Discussion is a way to draw out information and
it is all about communication. We see discussion used at work where there is either a project
meeting or colleagues sitting down to lunch where they solve all the issues of the world, or the
local sports team. The same discussion of the world and sports team is repeated between
neighbors at the fence during a break from outdoor chores. Obtaining information in these
situations should be the same as asking a student what their thoughts are on a specific lesson.
However, in most cases it is not. What makes these discussions so much easier than the ones in a
classroom?
As educators, to be successful we must seek out the information our students have obtained
through our teaching. Just as the mother or father at the dinner table direct the discussion with
their children; it is the role of the teacher to do so in the classroom. What information is being
sought after? A common mistake made by teachers in formatting questions for the classroom is
to ask their students to recite rather than discuss the subject matter (Wilen, 2004). Wilen points
out that teachers will ask students to recite information that will be found on an upcoming test,
rather than ask pointed questions to see if the students truly can explain their in depth knowledge
on the subject matter (2004). The teacher must lead the discussion, but not dominate it and this
will lead to a more relaxed atmosphere for the students to express their own thoughts and
opinions (Dykema, Kooi, Quisenberry, Roehling, & Vandelin, 2011; Henning, Henning, Nielsen,
& Schulz, 2008). As the moderator of the discussion the teacher needs to set ground rules for the
students to follow (Dykema et al., 2011). One of these ground rules is to make sure students
realize that they are the ones who need to be heard from and to be respectful of everyones

thoughts and opinions. The quality of the discussion can be greatly improved by giving the
students the information ahead of time and allowing them time to prepare (Dykema et al. 2011;
Gritter, 2011; Henning et al. 2008). Preparation gives those students a chance to review the
material and compose their thoughts. Confidence will show in the responses of the students and
add to greater opportunity for their classmates to respond which will reduce the need for teacher
involvement in keeping the discussion moving forward. Another discussion approach is placing
students into smaller groups to give them a greater opportunity to share their thoughts and grow
confidence for later discussions with the entire class (Gritter, 2011). A major driving force in the
success of a classroom discussion is how enthusiastic the teacher is towards the material
(Dykema et al., 2011). The students will be able to read in the attitude of the teacher if the
discussion is an important part of the class or just a way to pass the time.
When preparing for a classroom discussion what should teachers use as a catalyst that will
promote participation by the majority of the students? Setting the format and ground rules on the
way the discussion will proceed, as well as the way in which students are to respond is key to
setting the tone for what the teacher is attempting to accomplish (Dekker & Drie, 2013),
(Dykema et al., 2011). Dekker and Drie also point out that the goal of the discussion is to
involve as many students as possible (2013). Henning et al. write that the information to be
discussed should have been assigned by the teacher previously to the discussion (2008). This, as
stated previously, builds confidence in the students and leads to better interaction between
everyone in the class. Henning et al. point out that the discussion must have a purpose in order
for the students to take part (2008). The topic for the discussion must be well thought out by the
teacher in order for the students participation. Dekker and Drei state the questions should be

used to open up the thoughts and opinions of the students (2013). Furthermore the discussion
questions should bring about a growth in knowledge with the students (Dekker & Drei, 2013).
There are different approaches to the manner in which the discussion should be formatted.
Dykema et al. (2011) write the discussion questions should be broad based and avoid obvious
right and wrong answers. Students will be forced to give detailed responses rather than just a yes
or no answer (Wilen, 2004). Henning et al. recommend that the question be arguable and open
up differing opinions (2008). Wilen has two approaches for teachers to use; the first is making
the discussion feel more like a conversation by not using questions to seek out the information
(2004). The second approach Wilen uses is having the students write the questions for the
discussion (2004). This can bring the discussion to a level the students will feel comfortable
with. Dekker and Drei state the questions should be used to open up the thoughts and opinions
of the students (2013).
What are the benefits that teachers and students will receive through the use of a classroom
discussion? Students build communicative skills through participation in discussions (Henning
et al., 2008). Dekker and Drie point out that knowledge grows through communication and the
sharing of ideas (2013). Students learn to think for themselves during discussions which also
allow them the opportunity to voice their own opinions (Dykema et al., 2011). When given the
time to prepare the student will feel a greater sense of security in their knowledge of the subject,
which will lead to greater participation (Dekker & Drie, 2013), (Wilen, 2004). Henning et al.
point out that discussions help students master the content of the subject matter and give them a
forum in which they can apply problem solving techniques (2008). The ultimate goal with the
discussion for the student is to gain a deeper understanding of the information (Wilen, 2004),
(Dykema et al., 2011). With an active discussion students can also learn from each other while

hearing from different viewpoints (Henning et al., 2008), (Wilen, 2004). Discussion will also
give those students who do not read well a chance to learn from the others in the classroom
(Gritter, 2011).
Discussion is a tool that teachers can use in determining the knowledge base of their students
through the simple act of communication with one another. Communication in the form of a
discussion opens up the student to areas of critical thinking, expressing their opinions, and how
to solve problems in a controlled environment, the classroom. Rather than just reviewing
material, which limits the opportunity for a student to access more knowledge about a topic,
discussion allows for the student and teacher to build on their knowledge base of the subject
matter.
Teacher preparation is the key to the success of the discussion in determining the types of
questions that need to be asked. This preparation should anticipate the direction the discussion
could possibly take. Thorough knowledge of the material combined with being familiar with
students this will allow for a more relaxed and successful discussion. The teacher must also be
able to give positive feedback to conclude the discussion and strengthen the knowledge in the
students. A true discussion will benefit both student and teacher in their growth of the subject
matter, but also in the relationship everyone will have in the classroom. As this relationship
develops the discussions will become easier and much more productive.

REFERENCES
Drie, Jannet; Dekker, Rijkje. (Apr2013). Theoretical triangulation as an approach for revealing
the complexity of a classroom discussion. British Educational Research Journal., Vol.
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millennial generation in class discussions. College Teaching, 59(1),1-6.
doi:10.1080/87567555.2010.484035
Gritter, K. (2011). Promoting lively literature discussion. Reading Teacher, 64(6), 445- 449.
doi:10.1598/RT.64.6.7
Henning, J. E., Nielsen, L. E., Henning, M. C., & Schulz, E. U. (2008). Designing discussions:
four ways to open up a dialogue. Social Studies, 99(3), 122-126.
Wilen, W. W. (2004). Refuting misconceptions about classroom discussion. Social
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