Stimulating Discussion in Tutorials

1. Stimulating Discussion in Tutorials Michael C. Adorjan

2. Stimulating Discussions in Tutorials We don’t need no education We don’t need no thought control No dark sarcasm in the classroom Teacher leave us kids alone -Pink Floyd, Another Brick in the Wall

3. Stimulating Discussions in Tutorials • ICEBREAKER • What are your fears of teaching tutorials this year?

4. Good discussions generate an increased curiosity about the subject area more positive perceptions about the value of the subject higher ratings of the course increased time spent reading materials related to the subject higher attendance at course sessions

5. Good discussions generate Understanding Critical Thinking Personal Growth Communication Skills Group/Teamwork Skills Self-Direction and Motivation

6. Discussion Foundations ALL students must be encouraged to participate Importance of fostering a climate of trust, support, acceptance and respect Body language! Don’t ridicule students or their ideas

7. Discussion Foundations What is the TA’s role in directing discussions? In what ways do you see yourself fulfilling this role?

8. Asking effective questions is a centerpiece for leading effective discussions What makes an effective question?

9. Good questions are: High-level Divergent Structured Straightforward

12. Constructing a good question: Design a question that meets ALL of the criteria of being high-level divergent structured straightforward

13. Tips for asking questions: Avoid being the primary discussant – take a ‘back seat’ Ask for clarification and rephrase if necessary Continually scan the room for students who wish to participate Don’t fear silence – use it!

14. Most instructors wait less than 3 seconds for students to respond, almost guaranteeing how to no learner response The 10 second rule If no response, ask if students need more time or clarification Avoid staring at certain students, i.e. ones that usually answer

15. Dealing with controversial topics Why is agreement in discussions not always desirable or appropriate?

16. Employ an active learning question appropriate to ask regarding this image in a sociology of deviance class. What would be ineffective/inappropriate questions to ask?

17. You are running a tutorial in sociology and notice that one or two students are always answering the questions – and answering them correctly. Other students remain silent. Some speak up but seem to give up their right to speak when one of the dominating students puts up their hand. How would you address this situation?

18. Recognize that ‘keeners’ are well-meaning. Speak with them on a side. Thank them for their participation but ask them to encourage others to speak up – i.e. small groups Take control and ask others to jump in – encourage a dialogue not a monologue Set clear rules in advance

19. You are conducting a tutorial for chemistry, and want students to get the ‘big picture’ from lab work you are supervising. However when you ask the students questions about the importance of the procedures they’re doing, no one responds, and the silence is quite uncomfortable. How do you go about making sure students don’t just ‘do the lab’ but know why they’re doing it.

20. Dealing with shy/silent students Nurture a positive atmosphere Ensure the discussion isn’t dominated by a few students Try to learn student’s names and get to know them – indirectly encouraging effects (though don’t single out students) Assign shy students to lead small groups

21. During a discussion on violence against women in a sociology tutorial, a couple of students begin to have a heated exchange, which quickly turns to angry outbursts. The situation seems like it is going to quickly get out of control. How would you diffuse the situation?

22. You are conducting a tutorial in business and a debate about stocks ensues, with some students becoming very emotional, having had bad experiences, or their parents having lost money on stocks. Other students don’t help by goading those who lost money, saying things like ‘I told you so’, and ‘easy come easy go’. What actions would you take to calm down the situation?

23. Angry/Aggressive/Challenging Students You have the right to ask a student to leave tutorial if they are not behaving appropriately Set classroom norms – as a whole group, develop the rules or guidelines for the class. Doing it as a whole group provides accountability (and, you can always add your own – you’re part of the group, too!)

24. Angry/Aggressive/Challenging Students Have a backup friend/officemate around for appointments with intimidating students Have them check in on you Book an “appointment” with your friend, so that your problem student only has limited time with you (this is especially useful if they are a student that would take up your whole day if you let them) Always leave your office door open when meeting with students Acknowledge the feelings of the students Consult your colleagues or professor

25. Emotional Reactions Acknowledge their feelings, but have a respectful discussion with them about appropriateness Emotions are sometimes intertwined with marks: have a policy for when they can come talk to you about their mark (i.e. they must wait 24 hours before emailing/dropping by, and if they want their assignment re-marked, they must have a type-written letter outlining how they feel their mark was not justified)

26. You find a larger-than-expected group of ‘Facebook/Myspace’ addicts who bring their laptops to tutorials and take advantage of the wifi service. They are drawing attention to themselves when IMs ‘ping’ loudly, also disrupting the discussions. How would you address this scenario?

27. Inattentive Students Wait – stop talking until they are ready to listen Use group work to keep them engaged (harder to sleep!) Call on individuals (be careful!) Set a policy for laptop usage early on Have a participation policy in place

28. You have a tutorial in engineering where you are ready to discuss a homework assignment assigned by the instructor, due the following class. However almost all of the students have not done the work – and you notice this is an emerging pattern and developing problem. How would you deal with students who are unprepared for tutorial discussions?

29. Unprepared Students It’s inevitable – they will come unprepared. They are adults and there is not much you can do here. Prepare yourself – have a back-up plan or example just in case. Have exercises ready to reinforce the material. Don’t lay a guilt trip – students won’t appreciate it & it taints the atmosphere.

30. You are running a tutorial in English, discussing the ‘postmodern’ turn. Some students, being certain that there is ‘no truth’, challenge other students about their beliefs and what they hold to be true. Some go so far as to start questioning your authority and the knowledge you are presenting. How would you go about handling this situation?

31. Students Who Believe Everything is Relative Use it to your advantage – in many disciplines, a lot is relative Watch out for students getting on their “soapbox” – remind them that we are academics, and we need to be analytical, not judgmental Ask them to consider arguments against their own thesis If they want the “truth”, you can remind then that we want to encourage critical thinking and critical evaluations

32. What techniques for conducting effective discussions have I used today during this session? Have your fears been (at least a little bit) addressed?