Discussion in a K8 Classroom
Reversing Traditional Misconceptions
Student conversations in the classroom often differ greatly from those on the playground. Rarely do we hear about the previous night’s basketball game in classroom discourse, nor do we often see determination furrow children’s brows when comparing two historical events — something we might see if students were arguing for more recess time. Evidently, there’s a disparity between students’ curiosity and classroom content. So why don’t we open classroom discussion up to students’ interests? And why don’t we inspire motivated conversation relevant to our scholars’ everyday lives? Though it may seem unrealistic, interesting topics don’t have to be limited to lunchtime. There is a way to engage students in enriching discussion in the K8 classroom, and it starts with discrediting — and diverging from — traditional viewpoints on educational discourse, myths about discussion in the classroom.
Myth 1: The Teacher Controls the Discussion
In the workplace, bosses and project leaders infrequently encompass the verbal platform. Though they might start off the discussion with a question, redirect off-task behavior, or rephrase arguments for clarifying purposes, these behaviors are NOT the meat of the discourse. Rather, project members present ideas, manipulate them, and reach a set of solutions together. If we expect our students to succeed once they’ve completed their schooling, we should make our classroom conversations look like reality. Let the students control the discussion while you, the teacher, act as facilitator. Many teachers are successful in giving students control over classroom conversation through the discussion formats they implement. Jennifer Gonzalez, a teacher educator, outlines various designs for student-led discussion in her blog.[1] Giving children a sense of ownership maintains their engagement and promotes personal investment in academic conversation.
Myth 2: Students’ Interests Shouldn’t be Involved
Motivation, in general, is difficult to foster. While some extrinsic factors may encourage small desirable behaviors, intrinsic desire is the most reliable source of motivation. What better impetus exists for student discussion than a topic by which scholars are fascinated? At first, it is difficult to identify connections to curricular material and your students’ interests, but the results are worth the effort. To generate ideas, include a student-interest survey at the beginning of your yearly plan.[2] The results might help you tie a history unit to a social justice issue that affects your students, or help you relate current events in the economy to your students’ future job market, college loans, or costs of living. The opportunities for building meaningful connections are as endless as the benefits!
Myth 3: Discussion Should ALWAYS be Planned
For teachers, the unknown and unplanned is often scary. You have less than a year to teach an entire curriculum to 25 or more students. Without a plan, how are you to accomplish that? You want to make sure your students reach the educational outcomes within time constraints, so you may feel the need to map everything out. However, too much planning can make discourse become unnatural. Sometimes, for the sake of expediency, teachers students with the answers before they can organically obtain them on their own. Further, there will be times when a subject or comment during a lesson will spur students’ instinct to engage in dialogue. Though it may not “fit” into your plan that day, let it happen. You can complete a lesson any other time, yet spontaneous discussion, which is fruitful, is often scarce. Ultimately, students’ questions should help shape your curriculum.[3]
Myth 4: Questions Must be Specific with Single Answers
Questions with reachable, single answers are useful for some lessons, however, asking too many of those questions can stifle meaningful discussion with K8 students. In fact, asking questions without a clear answer can spark incredibly engaging commentary.[4] These types of questions are often referred to as essential questions; they are, in and of themselves, realistic. In life, work, and beyond, students will be faced with decision-making moments that don’t have one, necessarily correct answer. Gifting students with the opportunity to engage in open and honest dialogue is not only meaningful, but nurturing as well.
In sum, to promote valuable discussion time in your classroom, think about what makes our everyday interactions naturally interesting. Student-led, intrinsically engaging, organic, and realistic discourse allows students to be engaged while learning. It is also reflective of reality, preparing children for workplace situations as they mature into early adulthood. By using these strategies — and avoiding the misconceptions I’ve noted above — effective discussion in a K8 classroom becomes both practicable and productive.
Sources
[1] https://www.cultofpedagogy.com/speaking-listening-techniques/
[2] https://www.edutopia.org/blog/fire-up-class-student-interest-surveys-rebecca-alber
[3] https://www.socialstudies.org/publications/ssyl/september-october2015/kindergartners_questions_become_the_curriculum
[4] https://www.socialstudies.org/publications/socialeducation/october2008/challenging-history-essential-questions-in-the-social-studies-classroom
