Make Your Discussion Sections More Engaging, Dynamic, and Productive

For most undergraduates in large lecture classes, a discussion section is the one place where they can ask questions regarding lectures or concepts, discuss issues raised in class or the assigned readings, and prepare for quizzes and tests.

The purpose of discussion sections varies widely by discipline and the nature of the class. In courses that involve quantitative methods, discussion labs are frequently a place where a Teaching Assistant goes over homework and demonstrates how to solve problems. In literature classes, in contrast, much of the time is devoted to critical analysis of texts.

Yet far from being peripheral to a course, the discussion section always plays an integral role in developing student skills and in ensuring that they master the class's content. And this makes the Teaching Assistant's role crucial to both student achievement and the success of the course as a whole.

Your role as discussion leader

As a discussion leader, you have many responsibilities: to set the agenda; clarify concepts and issues; promote discussion; keep students engaged and the section on track; and handle problematic behavior. But remember: You are a facilitator, not a lecturer. Your goal is to guide, focus, and structure the discussion and clarify confusing points. But the students themselves must have a chance to express their ideas and arrive at their own conclusions.

Preparing for a discussion section

The first step is to define the goals of each session. List the topics that you need to cover and the points that the students are expected to know. Assemble an arsenal of discussion questions, anecdotes, and analogies. Create visual aids, such as charts, diagrams, formulas graphs, and tables, to illustrate essential points and help students understand difficult concepts.

The first class

Get to know your students. Introduce yourself, and make sure that the students introduce themselves to you and each other.

Clearly define the discussion section's goals and ground rules. Make your expectations for the discussion section explicit

Model the skills you want to develop, including active listening and civil and courteous communication.

Making the section engaging and productive

You might begin the session with an anecdote, a controversy, or a question that grabs the students' attention. You might also outline the topics you will cover during the session in chronological order. Consider writing the outline on the board.

Go over homework, if appropriate.

At the end of class, summarize the main points of the discussion, or ask the students to summarize the major points for you.

Discussion do's and don't's

• Be energetic and enthusiastic
• Ask questions that students should be able to answer
• Make sure that the students understand the material covered in the class
• Make sure the discussion session is conversational and interactive
• Avoid leading questions and include open-ended questions (e.g., What do you think?)
• Only intervene in the discussion when necessary
• Don't put students on the spot

Introduce variety into the classroom-consider using the blackboard or staging a debate or a role-playing exercise or breaking a larger class into small groups, each of which will make its own presentation.
Dealing with contentious issues

A difficult challenge is to defuse hostilities, depersonalize issues, and shift the conversation onto more neutral ground. There are several ways to do this. You might have the group research the issue and discuss the facts that you have uncovered. You might identify the opposing points of view on the topic. You might stage a debate. You might explore whether there is common ground between the opposing positions.

Dealing with overly talkative or shy students

Some students monopolize classroom discussion or intimidate other students. Other students are painfully shy or unprepared, and refuse to take part in the class discussion. Here's some advice for dealing with these situations.

With overly talkative students, be polite. Thank them for their contribution, then ask other students to join in the discussion. You might ask them to comment on the points raised by the talkative students.

You might need to meet with the overly talkative students in private. Tell them that while their comments are welcomed, it is essential that other students have a chance to participate in the discussion. If the student is disrupting the class by challenging other students in a way that they regard as upsetting or is going off on tangents, it is especially important for you speak to the student privately and try to reach an agreeable solution.

With very shy students, see if you can encourage them to participate in the discussion. You can make these students feel connected in a variety of ways. You might ask them to comment on another student's statements, or you might ask them to lead discussion of a particular topic. You might also ask if there are special reasons why they aren't participating in the discussions. . You might remind them in private that participation is an important component in their final course grade.