20 Reasons why classroom discussions fail and what to do about it

Have you ever finished a classroom discussion where getting the learners to talk was like pulling teeth? The learners just don’t seem interested in speaking up, or when they do answer questions, their answers are too short.  I recently read a blog post titled, “26 Reasons why most brainstorming sessions fail (and what to do about it),” and I was reminded of why many ESL/EFL classroom discussions fail. “Fail” in the sense that the instructor, who wants the learners to ‘discuss’ a topic, ends up doing most of the talking or seems to be talking to only one or two participants for the duration of the discussion.

Here are my observations of why classroom discussions fail and what you can do about it.

20 reasons why classroom discussions fail:

1. Instructor talks too much.
2. Instructor interrupts discussion with error feedback.
3. Instructor stands up in front while the learners sit.
4. Classroom seats aren’t set up to be conducive to a discussion.
5. No transition from an instructor-led class to a learner-led discussion.
6. Learners are not given enough time to answer questions.
7. Learners are embarrassed by their language ability.
8. Learners are afraid their comments aren’t intelligent.
9. Learners don’t want to offend others with their own opinions.
10. Topic is too broad.
11. Topic is embarrassing or too personal.
12. Topic is not timely or relevant to learners’ lives.
13. Learners have never thought about this topic before and therefore have never formed opinions on it.
14. There is nothing to engage visual learners.
15. Learners don’t know how to use the ‘language’ of discussions.
16. Discussion has no ‘ground rules.’
17. Learners stop paying attention halfway through the discussion.
18. Learners don’t ask questions of each other.
19. Learners can’t hear or understand each other.
20. Learners don’t see how the discussion fits into the lesson.

20 ways instructors can improve classroom discussions:

1. Limit your talking. (Record a discussion to get an idea of how much you talk!)
2. Tell the learners that you will not be analyzing their language for errors, so they can speak without worrying about being graded.
3. Sit among the learners and be a participant.
4. If possible, move the seats so learners can see each other.
5. Assign a ‘discussion leader’ who starts and finishes the discussion so there is a clear distinction between the instructor-led class and the learner-led discussion.
6. When a question is posed, wait at least 5 seconds before trying to encourage learners to talk or making a comment yourself. They need time to think!
7. Don’t interrupt with error correction. (See #2.)
8. Encourage learners to give positive feedback to one another. That was an interesting comment. I’ve never thought of that before.
9. Encourage learners to use language that respects the opinions of others while stating their own.  I feel differently because…. While I don’t agree with you, I think that’s an interesting perspective. You made a good point, but….
10. Focus the topic on an idea that can be discussed in the time limit you have set. Discuss “Your use of social media to connect with friends” rather than “The Internet.”
11. Consider the different cultures and backgrounds of learners. If you’re not sure if the topic is too sensitive, then wait until you know your learners better.
12. Choose something that they know and understand. Don’t ask learners in Japan to talk about the NFL Superbowl.
13. Remember that learners may have never thought deeply about this topic before. Give them time to think and form opinions. Perhaps have them brainstorm vocabulary or do some freewriting beforehand. (See #6.)
14. Engage the learners by showing them a video or picture to stimulate discussion.
15. Teach learners language to help them participate in discussions. (Opinion language, language for making connections to what people have said.)
16. Give learners rules.  Everyone must talk at least once. You must comment on statements made by at least two other participants. Don’t look at the instructor when you talk; look at someone in the class.) There also may be some cultural differences in how people have conversations. Discuss the ‘rules’ of talking in a group in your culture vs. their culture(s).
17. Tell learners to take notes during the discussion. Have them summarize the discussion as a writing assignment.
18. Make learners responsible for asking a certain number of questions.
19. Break learners into smaller groups. Do a jigsaw discussion.
20. State the objective of the discussion beforehand. Tell them why they are having a discussion, even if it is to simply practice having a discussion.

Of course, every classroom is different. Learners bring different styles and abilities to the class, and depending on the culture(s) represented, you may have to alter your own definition of what a discussion is. To conclude, I recommend that you do your own classroom research and find out what works for your learners. Discuss with them (if possible) what your expectations are and how they feel. This might turn into a great discussion!

Comments welcome!

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