Discussion as a way of Teaching

As a relatively quiet student, I have always feared contribution to a class discussion.  If I was forced to work collaboratively in school, I always felt more comfortable in a small group.  When I began my journey to become a teacher, I couldn't think of ways to spark my students' interest enough to get a discussion going.  The idea of stimulating a group discussion has been one of my biggest fears.  I have witnessed a few failed Socratic seminars in a few classrooms I have visited, and I have seen a teacher begging her class for participation that just wouldn't take shape.  Obviously my fear became greater.  Although I have been given many discussion methods, I have seen very few work out the way they were designed.  Brookfield’s ideas for class discussion are great!  His method obliges the teacher to be organized ahead of time in order to lead a successful discussion every time.  I really liked the solitary, team, group discussion idea where each student has the time to put their thoughts down on paper first, discuss ideas with one classmate, and after those ideas combine, the students form a small group to deepen the discussion.  Small group activities like this one, after some practice, would work in any classroom.  Brookfield also suggests different ways for students to self-monitor what they got from the discussion by taking a sort of exit survey.  I liked this too.  Not only does it help the student recognize what they gleaned from the discussion and how critically they can think, but it helps the teacher to see what worked and what didn’t in the activity.  Critical thinking and discussion are two skills I was never asked to learn.  My schooling was more of a soak and regurgitate method, and to this day, this is how I accomplish the majority of my studying.  I see it as a weakness both as a student and a future teacher.  I’m so glad I have this Brookfield tool to help me as I begin my practicum.  It couldn’t have come at a better time!  Now to practice!