(10/01/2012) Promoting Productive Classroom Dialogue

I think one of the biggest insecurities for teachers (especially new teachers) revolves around classroom discussion. In a “good” classroom, all students willingly volunteer their opinions freely, feel comfortable enough to create dissenting opinions, respect each other enough to let everyone speak, avoid the pitfalls of having one or a few students dominate the discussion, and ultimately students are able to generate new and communal ideas as a result. Then why are so many teachers (although maybe I’m just speaking for myself!) so nervous about classroom talk? Well…there is always the fear that no one will speak, students will disrespect each other or the space, and that overall nothing productive will come out of the discussion. It is true that not every classroom dialogue will successfully draw together the student population and involve the entire classroom in creating “shared ideas,” but if an inviting environment is created, an open dialogue can be a truly powerful life-experience for students.

I think the key to creating this open environment is to condition and prepare the students and the classroom for the dialogue using mini-lessons and positive re-enforcement strategies. In order to surrender a portion of classroom control over to your students, a teacher must first prepare the students for this responsibility. There are many techniques for creating an accepting environment for discussion, and mini-lessons seem to be the perfect space to introduce these topics to students. Dr. Bomer recommends a few mini-lesson topics in Chapter 8, including: “Keeping the topic on the table for a long time, making frequent reference to page numbers, making shared notes to record emerging ideas so you can return to them, referring to common experiences, going back to previous topics that connect to this one, referring to past conversations about other books” (Bomer, 148). Another additional idea that he speaks about in the same chapter encourages students to use their informal writing skills in preparation for a discussion. This allows to students to visualize or organize their thoughts before actually promoting them in a classroom setting. Allowing students the skills necessary to engage in productive dialogue, and encouraging/nurturing a productive classroom environment for this dialogue, empowers the students both in the classroom and beyond.”

Ultimately, classroom dialogue is a safe space for students to practice the art of speaking in a non-threatening place. Hopefully the students can then take these skills learned in the classroom and use them in the “real world.” As Dr. Bomer describes it, “Learning to be in dialogue is learning for life, learning to have partners, relationships, and communities” (Bomer, 151). Over the course of my teaching career, I hope to create a safe classroom space for students, aiming to instill students with the confidence to discuss tough topics, to generate shared ideas, to disagree with each other respectfully, and to use the tool of dialogue to further their commitment to their communities and lives outside of the classroom.