Jordan- Reading Notes #2

I definitely found the discussion topics interesting, mostly because of the different styles of discussion that I've been apart of over the years in college classes. The Davis text states first and foremost on Chapter 9 that "class discussion provides students with opportunities to develop their communication skills and to acquire knowledge and insight through the face-to-face exchange of information, ideas and opinions (pg 97). The text continues "a lively, productive give-and-take discussion allows students to articulate their ideas, respond to their classmates' points, and develop skills in thinking through problems and organizing evidence using the language and methodologies of an academic discipline" (pg 97). I immediately thought back to the classes that I've previously had as an undergraduate. I had just as many internet classes as I had live classes, probably more. It was in these internet classes where most of the discussions throughout my years as an undergraduate took place. For example, each week in just about every internet class I took, we had discussion posts based on the readings for the week and different questions that the instructor wanted us to answer, similar to how in this class we post on this blog. Each student then had to respond to another student, or sometimes two other students, about their discussion post. With the live classes that I took which were in the classroom with an instructor, most of those classes were just lecture based and we listened to the instructor for most of the period. Some people would usually chime in with a comment every now and then, but it wasn't a full-fledged class discussion where the instructor made sure everyone participated. I thought it was interesting because while I certainly had discussions where I found the opportunity to develop communication skills and acquire knowledge and insight, as Davis puts it, it wasn't through the face-to-face medium, it was through technology and online.

I think the most difficult thing for me to do would be to pose discussion questions that "does not have a single correct answer" as Davis states (pg 99). I think that comes mostly from me being used to being a student and having to find answers for certain questions like multiple choice quizzes, or writing essays and exams that have certain points that I should hit. I will definitely work on many of the ideas that Davis presents, like brainstorming or posing opening questions and have students write responses to. I think I will definitely find it hard to keep discussions focused. Davis presents many ways on pages 101-103 on tips for guiding discussions. Redirecting discussions that get off track and remembering to return to key issues will be something that I will definitely work on.

I also feel as though I'll have trouble getting students to participate. While Davis presents ways to increase student participation from pages 107-108, I always have the fear that I'll pose a question and nobody answers because the students hope that the faster I get through the lectures the sooner they will get out. I've definitely had that feeling when I was younger. Lang refers to this as the "terror of silences" (pg 86). Lang also says that lecturing provides a comfort zone for teachers, especially newer ones, but also stresses not to continually fall back into that comfort zone. I think that dividing students into smaller groups to get them talking, as Davis says on page 107, will at least get students more comfortable with speaking within a smaller group and then with the entire class.

On the flip side of that, I'm also a little nervous about answering student questions. I feel as though there will be plenty of times when a student asks a question and I'll be stuck in thought in front of a class full of people. I'd be a lot more comfortable answering questions by the method of having students stay after class or stop by my office, as Davis says on page 130. I think I'm much more effective on an individual level as opposed to in front of an entire class. I also don't want to just ramble on about a question and try to sound as though I'm answering a question when I didn't really address the topic at hand either. I've been in many situations where a classmate would ask a question, the instructor would reply, and I'd think to myself, "Wait a minute, that didn't really have anything to do with his/her question". I think being prepared and having a good understanding of the material will help avoid this. I don't think I need to become an expert and learn every little facet of a subject, but I do need to know a decent amount to help establish credibility.