• Prepare the focus or theme for the class (or understand what the focus/theme is as directed by the Professor for the course)
• Ask students to introduce themselves by pairing and then introducing their partner - this way you get to know a little about them and they get to know a little about each other - this will generate a feeling of community in the classroom and thus a more relaxed atmosphere that will allow for a better flow of discussion.
• create a range of questions to ask students based on the reading - know the answers
• Ask questions at different levels, but start at low cognitive level and move up as class proceeds. Don't ask yes or no questions.
• Question types includes:

• Wait for a good 60 seconds. If there is no response re-phrase the question.
• Some discussion leaders like to point out a particular individual and ask them for a response - this can work well if students know you are going to point out someone to respond they may prepare more thoroughly for your class, on the other hand they may be terrified by the prospect of being pointed out that they can not concentrate in the class for fear of being called on, or they just might not show up at all.
• Listen carefully to what students have to say, clarify your own understanding of what they have to say if necessary, then reiterate for the rest of the class if necessary - i.e. 'so what you are saying is .....'
• Ask them to expand, clarify themselves - this helps the individual order and re-order their thoughts for themselves and for others.
• Respond positively to students who provide answers that are clearly break-throughs (either for them as individuals or for the class as a whole.)
• Acknowledge when an answer is not correct (do not leave a wrong answer hanging in the air to avoid hurting the students feelings). But see if you can devise a question for that student on the spot that might help them see the correct answer, or get them back on track. Ask other students to help this student by contributing other thoughts and ideas. After a brief discussion come back to this student and ask them if they now understand the concept/answer etc.

Escaping Some of the Pitfalls of the Discussion Group

Discussion Leadership can be challenging, but in some ways it feels safe. You are in control of the discussion, you don't have to move from your seat and you may even be able to chose who speaks and who doesn't.

However, to engage students in more active learning try to break away from the led discussion, or simply use it less frequently. Students will then be able to take responsibility for their own learning, and this can take the pressure off of you to provide all the answers.

Having students work individually, in pairs or in groups will allow you to give a safe space to the quiet student, suppress to some degree the talkative students, and allow peer pressure to work in your favour for getting the reading done. Students often feel more pressure to get the work done if they know that their peers are relying on them to come prepared, than if they know they only have to worry about you.

Give students a role in the group, and if you use group-work frequently make sure they swap roles - leader, record-keeper, reporter, gate-keeper, encourager, harmonizer, energizer.

Listen to what the different groups are talking about, notice silent groups and try to help them get started, don't impose yourself into a group so that you are once again the discussion leader, only for the smaller group.

1. Small group work varieties:

2. Have the students make up questions - before class, during class.

3. Come to class with discussion questions and break the class into groups and have them address the question(s) - have them report back to the class.

4. Make up case studies, or problems to solve, or scenarios. Have students work through these exercises in groups.

5. Brainstorm on a particular issue - in small groups or in the larger group with the tutorial leader writing on the board.

6. Silent preparation work. At the beginning of class have the students spend five minutes thinking about a particular question, or trying to solve a particular problem by themselves. This will allow students to reflect on what they read for the class and to direct their attention towards it. Then move on to class discussion or group work..