Discussion as a Way of
Teaching
The
first time I was exposed to discussion used as a method of teaching I was blown
away. I was in my senior year of high school working with an intriguing woman
named Kris Menon, trying to devise a week long program to unite our school. I
began to notice our discussions consisted largely of Kris asking me questions;
some were deep and meaningful, others were almost tedious in their simplicity. What
I realized was the best learning experiences and self-discovery come from
insightful and meaningful discussions. The discussions may not always end in
the way we had hoped but they end where they are supposed to. Discussion as a
method of teaching can be extremely beneficial to students and teachers alike.
While
reading “Discussion in a Democratic Society” from the book Discussion as a Way of Teaching I realized discussion as a method
of teaching is a fairly new concept. Attaining good, thoughtful discussion
needs some key components, such as “an atmosphere where people feel invited to
participate.” Many students, including myself, are more scared of their peers’
responses over those of parents or teachers. If the classroom atmosphere emits
acceptance, lack of judgment and a feeling of openness to any ideas, students
will feel more inclined to participate and say what is on their mind. Overall,
active participation can lead to a deeper understanding for all students involved.
In my
experience working with Kris and her organization called Ignite, I have seen
the benefits of discussion for learning first hand. In our small groups of
mentors ( upperclassmen who are being trained to facilitate discussions with
mentees, underclassmen) I saw a boost of confidence, unexpected students step up
into leadership roles, empathy arise through connections, and friendships
created between enemies. Discussion allowed the mentors to charge of their own
learning as well as encourage learning in their mentees. Unfortunately, I have also witnessed the
downfalls of discussion. If a mentor is unsure of the intended direction of the
discussion or unaware of the students the discussion can be a waste of time for
everyone involved. Asking the right questions, encouraging participation,
modeling appropriate behavior, allowing
the discussion to run its course as well as reaffirming previous points and
important positions all contribute to a quality discussion.
The
reason I decided to become a teacher was because Kris told me that I needed to
obtain a college degree in “something” to continue to work with her and Ignite.
I decided to go into teaching because I had hoped that I would learn different methods
and ideas to inspire children to learn and grow. I had also hoped it would give
me more credibility with the teachers and administrators I was working with. Instead,
Ignite has inspired and influenced my teaching style and methods every quarter I
take a new class. In Ignite, we encourage building a community that supports
and challenges one another. Hopefully, throughout discussion I will be able to
use Ignite tactics as well as what I have learned in the teaching program to
cultivate students who appreciate one another, challenge the norms, have hope and
inspires students to be “cocreators of knowledge.”
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