Managing Classroom DiscussionTIP WorkshopWhy do you want student participation in your classroom?Student participation in the form of class discussion can be useful for many reasons, but those reasons vary according to the particular class you are teaching and what you want the discussion to accomplish. Before you begin to work on how to initiate or manage discussion in your classroom, consider the following for each of the classes you teach: How much of each class period do you want to devote to class discussion? It would be helpful to establish a goal for the percentage of class time that will be devoted to discussion as a general guideline for planning your material. What exactly do you want the students to discuss? Is this about exploring theories and concepts from the assigned reading, providing examples or applications, or an opportunity for students to express their opinions? How flexible are you about maintaining complete control of the classroom and the content of the discussion? Is this a large lecture class in which you need maximum control or is it a small seminar class where the students can take primary responsibility for leading/guiding the discussion?Be realistic about your expectations for a particular class and group of students. Examine your assumptions: Are you assuming that all students are coming to class fully prepared? If so, how are you going to make sure that happens? Are you assuming that all students can pull their ideas together and respond thoughtfully to your questions? Consider whether these students are freshmen or seniors, majors or nonmajors. Are you assuming that all students are comfortable talking out loud in class and believe they have something useful to contribute?Choose a particular course in which you would like to enhance the student participation and make some basic notes about the nature of the content, students, and level of participation desired:Course number/title: _Level of student:_Majors/nonmajors: _Percentage of class time that you would like to devote to discussion: _Type of discussion content: _Size of class: _Room set up/seating arrangement: _Degree of instructor control desired: _Other notes:Setting yourself up for success Clearly define your expectations to the students. Talk about why participation and discussion are an important part of the course on the first day of class. Your syllabus should contain a specific statement such as the one I include in my COM 233 syllabus: You will be expected to complete the readings and homework and contribute to the class discussion for each day. Your participation grade will be based on the degree to which you make meaningful contributions to the class discussion on a regular basis. You will also be required to make postings to the MySCSU course homepage and these will count toward your class participation grade. Optimize the physical arrangement of the classroom. Examine the classroom space and make certain that the chairs are arranged in a manner that facilitates discussion. After deciding on the room arrangement, I ask the students to set up the room each day before class (and then remember to put it back for the next class!) Learn their names. There is something about making the effort to learn a students name that shows them you value their presence in class. (I have to take pictures!) It also allows you to call on students by name when their hands are raised or solicit their input when they are quiet. Build rapport with the class members. Come early. Stay late. Encourage them to come during office hours. Collect basic personal information and make connections. Additional information on this topic is provided in the next section on Instructor Immediacy.Other ideas for setting yourself up for success from workshop participants:Instructor ImmediacyIn the Communication literature, once of the key concepts that has been investigated in regard to instructional effectiveness and affective learning is the concept of immediacy. Instructor immediacy is generally described as communication behaviors that enhance the sense of physical and psychological closeness that students have toward a particular instructor. This perception is closely associated with instructors whom students perceive to be likeable and approachable. Researchers have identified specific verbal and nonverbal communication behaviors that promote a sense of immediacy:Verbal ImmediacyNonverbal ImmediacyUses students namesMaintains eye contactUses “we” instead of “I”SmilesTalks to students before and after classMoves around while teachingUses personal examplesUses vocal variety while talkingUses humor in classUses relaxed body