Teaching Through Leading Discussion
Week 3: Student Notes


Dennis McCallum's latest book "Satan and His Kingdom"

 

by Dennis McCallum

Starting a discussion

      1. Start the discussion like you would any teaching. A _________________

        and ___________________________________ from you to set the stage is essential. Groups come to the time of learning with their minds scattered and

        preoccupied. Only after the leader has _______________________ and

        _______________________________ can we expect good discussion.
      2. After setting the stage and involving the whole group in the study, present your first discussion question. It should be worded well [see exercise on

        phrasing questions] and attainable. Then ____________________. Resist

        _________________________________________.
      3. If nobody answers after a full 10 seconds, you can rephrase the question and ask again. Don’t ___________________________ (even if he or she is well able to answer) as this may frighten others who imagine you picking on them. Dead air is nearly always sufficient to provoke discussion.

Pacing a discussion

    1. An improperely paced discussion is frustrating and even agonizing to all. The leaders is solely responsible for the pace, and must use his or her authority as leader to enforce an appropriate pace.
    1. Therefore the leader must constantly monitor the discussion, evaluating whether

      _______________________________ or _________________________________
    2. A teacher who is more focused on covering his outline than on having a deep talk

      _________________________________________. Leaders have to be prepared

      ________________________________________ if group interest spontaneously leads elsewhere. If the leader often makes people change the subject, even though they are pursuing it eagerly, people feel "jerked around."
    3. Learn to ____________________ regarding pace and react appropriately. Listen to

      ______________________________on this, as well as developing sensitivity to

      ____________________________________.

Responding to group comments during discussion

Lowman says, "A useful Classroom discussion, unlike a dormitory bull session, consists of student comments separated by frequent probes and clarifications by the teacher that facilitate involvement and development of thinking by the whole group. Dynamic lecturers captivate a class by the virtuosity of their individual performances. Exemplary discussion leaders accomplish the same end by skillful guidance of the group’s collective thinking processes." 159

According to this, leaders are there to _____, not to ________________.

Also, "Student comments are offered to the instructor in the hope of approval and verification of their academic competence. The quality of the instructor’s response potently influences both the student offering the comment and those observing the interchange." 165

As a discussion leader, you need to take your attention off self, off your outline, and onto ___________________. You need to sparkle in your best personality, exuding friendliness, enthusiasm, intensity, and good humor, all in proper balance.

Lowman says, As the leader, your probes, comments, and summaries will either urge the group on, creating excitement and participation, or will dampen interest like a wet blanket. "All successful discussion leaders direct the group’s thinking by following a series of student comments with brief remarks or additional questions that build on students’ comments." 166

"But if teacher speaks for more than 15 seconds between comments, it may turn off students motivation to speak up. Thus, make your summaries very brief, and avoid launching into comments of your own unless you are ready to shift focus or bring discussion to a close." 182

  1. Wait for at least __________________________ before changing direction or moving discussion along with another query, or moving back to lecture. On the other hand,

    students’ enthusiasm for responding usually wanes after ________________________

  2. In general, the leader should be very positive in response to any comments from members,

    but not always. The positive response can be ___________________________________ People wonder whether to risk speaking up, and they decide the question partly based on how the leader responds to others who share. As the group wonders corporately how much to fear the instructor, response to____________________________________________. You can usually find something positive to say even in wrong responses. At times, you may elect to withhold positive response, but this is unusual.

  3. At times, the leader needs to be _____________________: a discussion in which

    __________________________________________________ . Instructors become

    _____________________________________________ working to keep the group on its toes. "So you’re saying that anyone who has a quiet time in the morning is a formalist?"

  4. At other times, the need for positive reinforcement ______________________________ "A discussion leader who lets students talk on and on with little control or direction will soon lose the groups attention." (165)

  5. Responding to statements that are clearly untrue or that take the discussion in a direction other than what you as leader want present a special challenge to our _______________and ___________________ Several possible types of response follow. What is being done in each?

    Yes, that’s interesting. I wonder how you would respond to someone who used a similar argument to justify infanticide?"

 

"Okay, what do the rest of us think about that?"

 

"Yeah, what about that?"

Okay, that’s very thought provoking, and there are certainly a lot of people who would agree with that."

I don't think you're saying all morality is relative to the individual, are you?

Okay, that squares with what Jim said. But why would a person feel that way?"

Would you say that’s a biblical teaching, or your personal opinion?"

If I understood you correctly, Janice you are saying that. . ."

I realize what you're saying is important in some contexts, but I'd like to finish with the question I raised earlier."

The only problem I see with that is...

Do you think what you are saying is compatible with...

How would you reconcile that with what you said earlier?

Okay, great! But I wonder if we really ever addressed the question I raised earlier?6.

6. Sometimes people will ask questions of the instructor instead of giving opinion or answers. Lowman points out that students learn most from struggling with a problem or issue, so you should not propose a solution too quickly even if directly asked. The default response should be, "That’s a good question. Who has an idea for an answer?" This kind of response turns the locus of expertise back from the leader to the group. In some situations, however, it may be best to answer the question yourself. What kind of questions do you think might better be handled by the leader rather than turned back to the group?

7. During some spontaneous discussion, members may burst into angry outbursts at other members or at the leader. When directed at the leader, such outbursts present no particular danger to the group, as the leader will no doubt be able to respond appropriately. However, when newer members of the group are the object of attack, the leader must spring into action. Even when older members are attacked, there is some danger that they may retaliate inappropriately. The leader is responsible for mediating such disputes, calling on either party or both for more self-control and understanding. Remember:

The presence of anger is not a bad thing in group interaction

A panicked response from the leader or other members moving to quench the anger may do more harm than the anger itself. You must be perceived as fair and undefensive in this situation.

You may elect to speak a word of discipline to the angry one. This may depend on the severity of the outburst, whether it has been a repetitive problem, and the spiritual age and accountability of the speaker. Samples might include:

"Well, I think what you’re saying may be important for us to discuss, but I hope we can discuss it without losing respect for each other"

"I see this upsets you quite a bit. Why do you think that is?"

Sometimes simply reflect feelings, "You’re angry that a group of middle-class whites would presume to know that Blacks think and feel." But follow up with a helpful suggestion.

For an accountable believer, "Why don’t you try to restate your question in a spirit of humility and love?"

"Are you upset because. . ." [speculate on what you think is the cause of their anger]

Discussion Class Contents
Classes Index Page
Xenos Homepage
Talk to Dennis