So last night I was reading an article on leading group discussions (not my own) and I was doing absolutely fine until I came across the notion of establishing a class rule that states: "You are not allowed to say 'I don't know' in this class when asked a question. You are not required to know, but you are expected to think. So if I ask you a question and you don`t know the answer, you are responsible to think of an answer, to guess, to speculate, to wonder aloud" ("Fostering Effective Classroom Discussion"). Um....I don't know how effective that would really be.
When I was in high school, I was painfully shy and I absolutely hated speaking in class, and it wasn't because I didn't know the answer, but because I just generally hated public speaking. When singled out by the teacher, I would get all nervous, my heart would start to race, and I suddenly couldn't articulate my thoughts because there were now thirty pairs of eyes (including the teacher's) staring at me. And then there was always that one person who had to make some kind of smart-mouth retort to my comment and I couldn't think fast enough to defend myself.
And if that wasn't stressful enough, the teacher would then ask me to expand my answer or explain myself beause it wasn't quite right and all I could think was, "I absolutely hate you for putting me in this position. I didn't want to talk in the first place, I pulled an answer out of the air, and I don't know what else you want from me. I have nothing else to say, and stop staring at me because not only am I completely embarrased, you're hindering me from shrinking into a ball and cowering beneath my desk." Seems like an exageration, but it's honestly how I felt.
I think we really need to take into consideration that not everyone feels comfortable with public speaking. While participation will be important in my classroom, I won't penalize those who I know are shy and would rather poke their own eye out instead of speak out in class. My plan (and I don't know if it's feasible quite yet), is to put more emphasis on creative project that allows students to express their thoughts and opinions. I still have to work out the plan, but it's definately an option for me.
I was actually wondering if there is anyone out there who has had a similar situation (just so I know I'm not abnormal), or if there are any suggestions on how to encourage classroom discussion (that weren't in the articles). Any help would be great because I feel at a bit of a loss here when it comes to the right ways to lead a classroom discussion.
Thanks!
Sabrina
Sabrina
8 comments:
I was never shy and I always didn't mind public speaking. I had a different and less common fear when I was younger. What I hated was calling strangers on the phone and making appointments, etc. I was just petrified to make calls to people who weren't my friends or family. My point is that my life would be extremely difficult today if I hadn't been pushed to get over that fear.
Public speaking and the ability to articulate your views are essential life skills. I don't agree with putting shy students on the spot, but I think that they need to practice overcoming their fears. Our group suggested today that shy students may feel a bit more comfortable speaking up if they had the time to write some ideas down on paper before sharing with the class. Public speaking, like anything else, only gets easier the more you do it.
You seem to look back on teachers pushing you to speak in front of the class as completely negative. Is it possible to look at it as a painful (but necessary) learning experience that helped shape the confident person you are today??
While I agree that many individuals feel quite uncomfortable voicing their opinions in a classroom environment, I think we, as prospective teachers, need to understand why some students feel this way in the first place. For myself, I believe that the educational system has conditioned children to not only assume, but to expect that they are being evaluated for any form of expression individually or in contrast to their peers. Students may be worried that their contributions to class discussions are less valid than those of others, and/or lack the content of a response they believe would earn a high grade. Therefore, students may neglect to offer their point of view in fear of jeopardizing their current grade because they don't have a "complete and definitive" perspective on a particular issue. I'm not saying that some people can't just simply be shy, but I do believe that an emphasis on evaluation in schools has led to a silencing of opinion, inquiry and many unique perspectives that can not only stimulate discussion, but help foster a better learning environment for everyone.
Sorry Sabrina, I haven't really offered any suggestions, but I think one thing a teacher can do is try to establish an environment where students feel as though they are not being graded for the content of their input, but instead for asking a question, telling a story, making a comment, or sharing any idea that contributes to the classroom. I think it is a good idea to have alternative ways to ensure that your students are participating, as long as it is something that can be shared. As far as encouraging classroom discussion, I had a teacher who had "Feel Good Friday" (yeah, odd name, but anyway). Each period before Friday's class everyone one would draw someone's name from a bucket whom you would have to say something positive about at the beginning of Friday's class. I know it sounds odd and a little silly, but not only did it get people looking forward to stepping foot into his class, but it got people comfortable with talking, and actually made you feel pretty good about yourself sometimes...haha, hence the name right? I found that this exercise broke down some social barriers between types of individuals, which I believe are partly responsible for that classroom discomfort that some people have.
Looking at my post, I think that I posed more questions than I did comments..sorry.
Wow I really like the idea of "Feel Good Friday"! It sounds like a great way of getting students to think about their peers and articulate their thoughts.
I'm with you Sabrina, when I read that comment in discussion article #2 I felt exactly the same way. I was a very shy kid as well. I can vividly remember my heart pounding whenever I thought my name might be called to speak in class. It's a very scary feeling and I hate the idea of making any one of my students feel that way. I would also like to learn some different ways of getting kids to feel more comfortable speaking up in class because it is such an important part of life.
I think that by establishing some class rules of respect it might make it easier for shy kids to talk. I also really like Ellie's suggestion of giving the students time to write down some ideas before starting the discussion. I think when I was in school a big part of my nervousness came from feeling like I wasn't quick enough on my toes to think of a really good response. I know if I had had time to write some quick notes down I would have felt more prepared to participate in class discussions.
I also really liked the idea of the "entrance ticket" presented in that article. It would be good to assign some reading or some topic questions the night before the discussion to get the students thinking about the subject.
Don't worry Sabrina you weren't alone!
Alison
Well I was definitely on the fence with being shy and not-shy in highschool(I was far from outgoing and verbal, but if the topic was something I was truly interested in most teachers could persuade me to talk about it in class). My thing was (and still is) standing in front of a group of peers and having them just look at me and hang on every word. Speeches and oral reports were NOT my forte!! Not only would I go the colour of a very ripe tomatoe, but I would forget what I had faithfully rehearsed or sometimes repeat things. Oy.
So anywho, in our group today we came up with the idea of planning ahead (as the article says) a SERIES of discussions with different steps for each to get those shy/non-talkers to come out.
For the first discussion day it would be small groups of 3 or 4 that would brainstorm ideas, with one student writing them down (perhaps the "whoever's wearing the most red" or "whoever's name starts with a letter closest to R") and then a rep from each group (again the "random" deligation) would be chosen to voice those ideas. Even if those students who are normally painfully shy, they are likely to feel more comfortable sharing the ideas of OTHERS than simply their own.
Second would be a partner thing so the kids would be relying more on their own opinions and having to verbalize them when called upon: "What did you and Jane talk about Bob?...anything he missed Jane?" etc.
Next discussion they might just have to write down a few points and then the ole "random" choice to ask what some of their thoughts were.
After that it would be more likely that because they've already talked in class they would feel comfortable enough to do it again.
I also second Ellie's statement that practice does make perfect - no matter how hard it is - but there are ways to ease into it rather than just the old fashioned call-on pressure move.
Yah? No? Does this seem like it would be possible and if so would it work??
I am really on the fence about this subject as well. Many times in high school, I was the one who did not want to speak, and when the teacher answered a question, I did not know (even in University!) I would quickly avert my eyes, pretend I was writing something down, or have an urge to run to my locker for whatever. Nonetheless, I see that although I hated being called upon, without the push and urge to speak in class, I would not have been able to overcome my public speaking issues.
I think that as teachers we need to offer (as others already mentioned) a variety of different venues to express oneself. I think that a lot of the things we discussed today (derived from the Discussion articles) would be really helpful. For example, I think that allowing enough time for the students to actually think about the question is key, and encouraging students to write ideas down so that they have a point of reference is also important. I believe that this way they will not feel so on the spot. As Danika mentioned, as well, small groups would be a good idea to alleviate that tension. I think either individual or group verbal presentations should be mandatory as well, even if they are short.
Public speaking is an important life skill that I think is extremely prevalent in everyone's life. As teachers, I truly believe that it is our obligation to provide students with as many life skills as we can. Therefore, public speaking is something that we should make a conscious effort to encourage.
“According to most studies, people's number one fear is public speaking. Number two is death. Death is number two. Does that sound right? This means to the average person, if you go to a funeral, you're better off in the casket than doing the eulogy.”
- Jerry Seinfeld
I love the Jerry Seinfeld quote!!
When it comes to public speaking we all seem to understand that no matter how terrified we were in high school , or how much we loved sharing our opinions, high school is an excellent time to push our limits and try public speaking.
I feel very strongly that the old format of a formal speech given while standing in front of the class for 5-10 minutes has outlived it's welcome in our public schools. I feel this old strategy really sets up some kids to fail. Some of the most prepared teenagers will still stammer and fail when they are pushed into this pressure filled situation.
Instead, maybe a group presentation and class interactive activity lead by the students would give them a boost of public speaking confidence. The teacher could start by picking different groups from within the class. These groups would have to choose a progressive topic to research and then present their ideas (equally) in front of the class. This could be followed by a question period for their classmates where other students could show they've listened (participation marks anyone??) Another addition could be a handout the group has prepared for their classmates so that everyone has something to take home and study from. By having every member of the group present a small part of their overall project, and then by having the rest of the class help them fill out the "fact sheet", more students will feel involved in a public speaking project.
This was just an idea I had earlier today. Any comments? Could high school students handle leading a small discussion, or would that quickly get out of hand? Let me know!
For whatever reason, it sounds like the teacher may have had a black and white conception of what is right and what is wrong. Perhaps the teacher considered it easier to evaluate given this circumstance, and I know that evaluation often seems like judgment...personal judgment.
I like the encouraged speculation because it fosters the imagination. Although we need to respect boundaries of various sorts, I also think through technology and other freedoms of information our world has less borders.
Opinions are a demonstration of autonomy, and possibility fosters critical thinking by way of promoting a variety in perspective.
Class discussion may develop as a class grows together if the environment to participate is fostered. With this in mind, stages of participation could help nervous students practice speaking in less intimidating circumstances. So what would those be?
I think setting up lectures with students facing each other would get them used to this confrontational formation. Starting classes with 5 minutes of casual talk might help students practice relating with each other in that class. Other ideas I want to share include; starting discussions in small groups, letting students chose their groups for the first session, and letting students know that ideas, questions, and speculation are just as valid as comment on the topic. Reading something related to the topic in the class prior to discussion, then reiterating these ideas just prior to could also help give nervous students a chance to think about what they might say without being put on the spot.
What if a short page of notes was accepted if none of these efforts were successful. At least the student feels that if they were unable to overcome their feelings in my class, they could still have a chance to be heard. What if I read some of these ideas to the class later, without saying who wrote the ideas, and follow with some positive feedback?
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