Structure of classroom Discussion:
Marella and Sonicke (133-134,PP, 2011) have described classroom action very clearly. For classroom discussion, it is important to form a small group that is engaged in completing of an assigned group task. If every student in the group is aware of the various activities and their responsibilities to make the discussion more effective, the class can do its job much better. Each participant in the class discussion has his own role. Some students prefer leadership, some work to keep the class focused on task completion, and some students maintain the serious nature of the work for the class.
The different roles played by students in class
discussion are discussed bellow.
Task Functions:
Students usually play the following types of roles.
i:- Information or Opinion Giver:
Presents facts, Information and ideas make the discussion
effective.
ii:- Information and opinion seeker:
Raises questions on relevant information, opinion, ideas,
suggestions and facts to make the discussion more effective.
iii:- Initiate:
Suggests issues and objectives for the initiation of
activity in the classroom.
iv:- The director:
focuses on the completion of the assigned work and plans
to move the conversation forward.
v:- Summarizer:
Gathers related ideas and material and briefly restates
important points.
vi:- The coordinator: Brings together different ideas and
coordinates the activities of subgroups and other members to form a relation.
vii:- Evaluator:
Indicates the
difficulties and obstacles faced in the effective functioning of the class and
the achievement of its objectives.
viii:- Reinforcer:
Creates motivation for high and quality performance in
the class.
ix:- Facts finder:
Examines the practicality and effectiveness of ideas,
suggests alternative solutions and estimates and implements on real situation
to test their performance.
x:- Reveiwer:
Tests class decisions and results against prescribed
standards.
2:- Social Character:
These roles consist of communication, conversation and group action between individuals.
These functions are performed by the following methods.
i:- Encouraging involvement:
Warmly encourages everyone's involvement, makes
introductions
demonstrates openness and acceptance of others' ideas,
responsible and frank with group members.
ii:- Build harmony and compromise:
Persuades members to constructively analyze
disagreements, finds common ground in contradictions and try to reconcile
differences.
iii:- Stress-reliever:
Reduces stress and creates a sense of humor, relaxation,
and pleasant atmosphere for team work.
iv:- Communication Facilitator:
Demonstrates and ensures excellent interpersonal
communication skills and makes it possible that every member is understanding
the conversation of other members.
v:- Emotional climate analyzer:
Asks members that what they feel about the work of the
group and other members and expresses his opinion about both of them.
vi:- Observer:
Observes the performance of the group and uses this observation
to evaluate the group's effectiveness.
vii:- Setting standards:
Sets standards for the right direction of work to the
members, the pace of progress in the work from time to time and the ways of
work of the class and informs about rules.
viii:- Attentive Listener:
Plays the role of interested listener and accepts and
agrees the ideas of others without conflict.
ix:- Trusted:
Provides acceptance and support for the performance of
other members which strengthens the potential to face risks and encourages
individuality.
x:- Interpersonal problems solver:
Assists in debating inconsistencies to increase group
consensus and resolve mutual differences.
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