Challenges to discussion
Students who do not contribute: Be attentive to the sensibilities of shy and quiet students; integrate them into the discussion with support. Nervous or inarticulate students may be greatly aided by writing down some thoughts before contributing (even before the class meeting). Encourage them to try that approach.
Students who contribute more than appropriate: Approach students who dominate the discussion. You might suggest they develop some of their discussion points with you via ELMS or email or during office hours or that their contributions are limiting the ability of others to contribute to class discussion. Alternatively, you might resort to restructuring the discussion a little. Make other students responsible for presenting small group discussions, require students to raise their hands, or begin calling on individual students.
Students who fail to respect the discussion and their peers: Make the group responsible for controlling unproductive antagonists by structuring a group response, i.e. articulate the student’s position (on the chalkboard, perhaps), and ask for a response. Of course, students who violate University codes of conduct should be referred to the Office of Student Conduct.
Students who are unprepared: Quizzes or reflections to stimulate out-of-class reading may be effective. Make sure questions are structured to foster discussion based on comprehension.
General Methods of Teaching | Course Code 8601| aiou solved assignment
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