Thread Response

Brett Norton

Discussions are an important part of instructing a class or group. Online, we use discussion boards as our primary source of communication for education and conversing. Online discussion boards both have good and bad flaws. The biggest draw to discussion boards is being able to connect with people all over the world. Another draw is the comfortability people feel with their posts. They are truly able to start a conversation and express themselves on a platform without having to talk face to face with people. Having face to face interaction and driving a discussion is truly a skill, which is why this class is vital in the curriculum. There are four main ways to start a conversation as outlined in Teaching Tips, starting a conversation with common experience, controversary, problem or case, and with questions (Svinicki & McKeachie, 2014). Being able to start the conversation ties into four ways critical thinking components are utilized in a good discussion.

1. Discussion thrives on capturing attention

The worst type of conference, glass, or meeting to go to is one which is dreadful, and feelings of boredom are present. We have all been in a situation where we did not want to go to a certain function because we knew the presenter was dry, the material was redundant, or the topic was something which has been covered way too much. When leading a discussion, it is imperative to grab the attention of the audience regardless of the setting. This is generally done in the beginning. On average, if someone is not interested within the first five minutes, they will disengage. Knowing this means it is critical to have a good introduction regardless of how one chooses to present the subject.

2. Active listening is not suggestive but a must

Active listening is very important throughout life. One thing it allows is to be able to recite back to the audience member with what appears to be the subject or point they are trying to make. Asking questions and regurgitating information to the audience member shows the counselor or leader is interested and engaged in the point which is trying to be made. Not all assumptions about the audience members point will be correct. Which is another reason why active listening is critical, it allows for clarification. Sometimes when presenting in front of a group, during a question-and-answer session the asker wants to ask a question while the person answering the question interprets the question and provides a completely different answer. Active listening cannot be suggested but mandatory for presenters.

3. Role playing scenarios aid conversation and productivity

While it is merely impossible to incorporate role playing into online discussion, there are a myriad of discussion platforms which role playing is vital and drives the conversation. The overarching theme of discussions is to drive participation up. There will naturally be group members who do not participate or want to participate and role playing will allow them an opportunity or force them to participate. Another advantage to role playing is getting people out of their comfort zones. Some people might be leary to share information because their friends are also attending the discussion, they are naturally introverted, or a myriad of other reasons. Putting them in a role where they have to step out and speak up will grow their confidence and allow them to flourish. Conversely it allows for those group members who are overbearing to be in more of an observer role and forced to listen. This will allow other members to share the platform with this individual and teach the overbearing group member how to listen and learn from others.

4. Planning leads to better outcomes.

Discussions tend to be frustrating for a few reasons. One of which is the lack of pattern or theme. A discussion which is like a shotgun blast and is all over the point could leave participants confused on what the main idea truly is. Arguably the other main frustration is the discussion occurs at the end of the class, or when the presentation is done (Svinicki & McKeachie, 2014). We have all been to a presentation where we had a bunch of questions or needed clarification on stuff and the presenter did not have time to answer those questions.

 

Discussions are very hard to guide and every group or audience is very different. When I was an instructor at the Advanced Leader Course in the Army, I would teach 7-8 classes a year and the dynamics of each group were vastly different. These four skills, which I have not only practice but are outlined in the textbook will assist any group leader in maximizing time and productivity.

References

Svinicki, M., & McKeachie, W. (2014).  Teaching Tips. Boston: Cengage.