Facilitating Class Discussions:

Manual for the Undergraduate

English TA
 Table of Contents

Introduction 3

Preparing for a Discussion 4

Starting a Discussion 5

Encouraging Students Throughout Discussions 6

Discussing “Touchy” Topics 7

 Introduction

From my first semester serving as an undergraduate teaching assistant (UTA) I was

always interested in ways to generate class discussions. I am fortunate to serve
with an instructor that sets aside a great amount of class time for students to
discuss material. Nevertheless, I always asked myself why were there times
students were so engaged we would have to modify the syllabus because
discussions took so long, and other times we could hear crickets. Although I don’t
believe there is a magic formula for facilitating an effective discussion, I do
believe there are some points UTA’s should consider. With this in mind, I created
this guide to serve as a resource for future UTA’s who are struggling with student
participation, would like to create a lesson plan with a discussion activity, or none
of the above.

While I am still learning, through many trials and errors I believe I have a better
understanding of the planning required of a UTA to promote class discussion.
Whether that discussion is based off of class material or completely out of the
realm of the courses focus, I hope this guide serves as a resource for UTAs in the
English department for all classes.
 Preparing for a Class Discussion

1. Choose an Appropriate Topic

• Although this sounds simple, it is important to consider the discussion
topic. Choose a topic you believe is of student interest. If you’re setting
aside class time for a class discussion, be sure a discussion is actually
feasible with the topic at hand. There are many activities UTAs can choose
from to engage students and each activity has its own merit. For example,
students will be more engaged on a topic regarding the best way to
integrate opposing views rather than a class discussion on grammar rules.

2. Plan how you will conduct the discussion

• Although we wish it could be as easy as sitting down and opening up the
floor, the reality is facilitating class discussions requires planning. Even if
you plan on having a discussion where students can take the leave it is
important to bring questions or points of consideration. Even if you believe
students will be engaged, there may be times of silence where it is helpful
to interject and get the students juices following.
• Think about the discussion topic. Similar to the first point, the set-up of the
classroom should mirror that topic at hand. If you would like the students to
discuss in small-groups, move the desks to accommodate the discussion
style. If you are going for Socratic seminar style, consider moving the desks
to create a large circle. This is all part of the planning process.

3. Establish ground rules

• This is a three-part point. Establish guidelines for your students, yourself,
and professor. It’s important that your professor knows how you plan to
lead discussion. Doing so reduces the chance of interruptions and
interjections.
• With regards to students, depending on the topic you may have to provide
more of a preface. Surface level topics may require less deliberation.
However, the more sensitive the topic, the more important ground rules
become.
• Before the discussion begins it might help briefing students early on in the
semester of characteristics you believe contribute to an effective and
ineffective discussion.
 Starting a Discussion

1. Introduce the Topic

• Discussions take many forms. Perhaps your students come in prepared for
the activity of the discussion is impromptu. Nevertheless, be sure to
introduce the topic to students.
• Provide students with a brief itinerary of the discussion. Remind students of
the ground rules and let them know you have guiding questions, should
they need them.

2. Refer to questions you distributed

• Although you can never be sure what direction a discussion will go, it is
always helpful to refer to your pre-planned questions as guidance.
• Start the discussion by asking one of the questions you have prepared.
• It is important to be flexible. Keep in mind that the discussion may take a
different direction, which is okay. Be prepared to differentiate from the
discussion going in a different direction and going off – topic.
• If you believe the discussion is going off – topic, ask one of the prepared
questions.

3. Encourage group collaboration

• Remind students they have the option to collaborate with classmates.
• In settings, such as Socratic seminars discussion can begin to feel like
individuals contributing to the group. It is important students know they
have the option of working with others to generate ideas.

4. Leave time for contemplation

• Be prepared for silences! A lot of times students are thinking as discussions
take place.
• Allow time for the material to sink in before jumping in with one of your
questions.
 Encouraging Students Throughout Discussions

1. Create an inclusive classroom community

• It is important to remember that a key feature of inclusion is comfort.
• Students will contribute if they’re comforted by the atmosphere created by
the instructor and yourself.
• For English courses, one way to promote inclusion is by integrating
readings written by diverse perspectives. Representation is foundational for
inclusion.
• Each student should feel like a valuable component of the class. Be sure to
learn each student’s name in order to address them individually.

2. Positive Reinforcement Matters!

• Similar to creating an inclusive community, you want each student to feel
valued individually.
• To ensure students know you’re listening, it can help to restate the
student’s response and attach the comment to their name.
• Non-verbal communication goes a long way! Make use of gestures such as
head nodding to indicate your attentiveness.

3. Repeat Key Points

• One way to encourage students throughout discussions is by connecting
comments back to the over-arching theme.
• For example, “X just said … how does this relate to… (topic)”
• Repeating key points places value on the student contributor and promotes
other students to respond to their peer’s thoughts/ideas.
 Discussing “Touchy” Topics

As mentioned, facilitating class discussions takes many forms, and more likely than not
there will come a time where you will have to address sensitive topic. Sensitive
discussions can center around class topics or perhaps as a response to current events
outside of academia. Nonetheless, it is important as a UTA to be prepared to address
“touchy” topics in a manner respectful to all parties.

This is where establishing ground rules becomes extremely important. Should you
choose to embark on a discussion around what most would perceive as a contentious
topic, meet with your professor first. You two should be on the same page about
everything. What questions do you plan on asking? How will you address any
potentially offensive comments? What do you do if a student becomes overtly
offended?

It is equally important that you are as educated as possible on the topic. Now, that
does not mean you are required to be an expert. However, you should be
knowledgeable on the diverse perspectives surrounding the topic. Doing preparation
beforehand will help mitigate your biases you might bring to the conversation.
Additionally, being educated on diverse conversations surrounding the discussion will
allow you to be more understanding when addressing student’s comments, questions,
concerns, and perspectives throughout the discussion.

Consider this excerpt from the University’s Teaching and Learning Transformation
Center’s Guide on Sensitive Topics:

“Remember the diversity of student perspectives. Students come from every

imaginable background and may represent all possible perspectives. Even when a
view seems obvious and widely endorsed by explicit agreement or head nods, there
could be silent individuals that you missed. You should always expect and be
respectful of the likely situation that there will be a variety of perspectives,
backgrounds and personal opinions held by students in the room” (2017).

Preparing for the discussion in advance along with keeping an open mind are key to
navigating discussions on potentially “touchy topics”. Refer to this guide periodically as
a reference for any type of discussion you intend to navigate as a UTA.
 References

Guidance on Sensitive Topics. (n.d.). Retrieved December 10, 2018, from

https://tltc.umd.edu/discussions

Barton, J., Heilker, P., & Rutkowski, D. (n.d.). Fostering Effective Classroom Discussions.

Retrieved from

http://www.mhhe.com/socscience/english/tc/pt/discussion/discussion.html