Ashley's Reading Notes #3

This week’s readings were very helpful in understanding the dynamics of leading discussions. I have had to do it for classes and I am always nervous because of all of the “what ifs”. Lang and Davis both point out that it is alright to have silence after a question to allow for thinking, but I always feel like my question was not phrased right or the class does not understand it. I am always concerned in classes about what is enough discussion. I like the idea of a sheet that allows for the students to see what their scores are (Lang, p. 98). Davis (p. 108) also points out the use of tokens or poker chips to cash in for discussion points. I think that is a neat idea, but would that be intimidating for shy students? What are some other ways to determine whether students have participated enough? There are always going to be shy students that are afraid to voice their opinion. If you have exhausted ways to get them to talk, what should you do as an instructor? Give them special assignments in order for them to receive their points?

I have noticed that in some of my classes they list points for discussion, but do not define how you can achieve these points. What are some good ways to list in your syllabus how the points will be distributed? How much emphasis should an instructor place on discussion credit in the syllabus? Lang mentions ways to start off a discussion (p. 92) by allowing for students to talk about key points from the last lecture or what they think is important. This is a great idea for not only starting off a discussion, but also a method of assessing what key points the students are taking from lecture. Another way of starting a discussion that Davis mentions (p. 100) is writing three questions on index cards. I like that idea as a new instructor because it can be intimidating to always have questions for the class. It also emphasizes the idea of letting the students have some control over what they are going to learn (progressivism).

Besides discussion, asking and receiving questions are always a bit scary when teaching a class. Davis (p. 125) mentions methods of correcting wrong answers without putting the student down. I think this is important to learn because you don’t want to discourage students from interacting. Her point of not asking “Any Questions?” is very true and I have seen it very often in classes. If students do not ask any questions, what are some good methods to get them engaged? Cold calling? Writing questions and submitting?