Remember in elementary school, how some kids were so excited to answer a question that they would wave their hand back and forth in the air, lifting ever so slightly from their seat? The Hermione Grangers of 2nd grade. Yeah, that was me. 

So I have real sympathy for students who become discussion dominators. Though on the outside, this appears to make them successful students, it’s really just as important for them to adjust their approach to group dynamics as it is for students who are completely silent in class.

Both groups present a challenge for educators looking to use student-led discussion methods, and today on the podcast, I’m sharing everything I’ve learned about helping kids on both ends of the participation spectrum. 

Because in fact, helping one is helping the other. Quieter students won’t have a chance to participate until dominant students take a step back. Dominant students won’t understand why it’s important to step back until quieter students begin to use their voice. The first steps are the hardest on both sides of this story, but it IS possible, and the results ARE so worth working for.

This is the fourth episode of our discussion series, maybe the one you’ve been waiting for. Because we’ve all been in discussions carried by three kids while the rest watch, turning their heads like they’re at a tennis match. But not anymore.

Key Points:

• Try brainstorming with the class about ways to get into the discussion if you’re feeling a little nervous or you like more time to prepare: ideas might include… be the first person to start a discussion or topic because you can read your question, quote, or answer to the warm-up, write down an idea as you read that you want to bring up, arrange with a friend to turn the floor over to you as they finish a comment, like “Jenny, we were talking about this before class. What were you saying?”, folks talking more have to make room for other voices

• Remind everyone of the bean bag story we talked about in the last episode - the discussion is incredibly enriched when everyone contributes their personal history and knowledge, their curiosity and questions

• Use the observer with nuance, asking them to think about how they can chart the discussion and report back with suggestions in a way that will help everyone improve the dynamics of balance

• Individual conversations -  you might try gently inviting a dominator to try limiting themselves to three contributions or even just listening for a day to see what others say. You might talk with a quiet student and suggest a goal of one comment on a single day, and brainstorm together how to make it happen. It’s a push and pull. As one group start to make small adjustments, the other group is affected. It never looks the same in any class!

• Try the ABC Game

Think about all the group situations you’re in day after day: faculty meetings, dinner tables, school board meetings, neighborhood potlucks. Chances are you know dominators and silent observers in your adult life too. Maybe they never had the chance to explore these group dynamics issues in school. This process is a gift you can give to a student for their future. In an increasingly partisan world, where everyone is talking about the bubbles we live in, what could be more important than learning to talk to each other? Whether you use Harkness, Socratic, or your own twist on student-led discussion, I believe these messy life lessons of student-led discussion are worth the complicated emotions and conversations they require. 

 

Go Further: 

Explore alllll the Episodes of The Spark Creativity Teacher Podcast.

Grab the free Better Discussions toolkit

Join our community, Creative High School English, on Facebook.

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