4.3 DISCUSSION METHOD
The discussion method of teaching is a process in which a mall group assembles to communicate with each other, using peaking, listening and nonverbal processes in order to achieve nstructional objectives. There are group members, who have eciprocal influence over one another and they are affected by me behavior of one another in the group. The participants use me available time to communicate with each other.
Discussion requires interaction between students and79teacher. So its effectiveness depends heavily upon the quality of students teacher relationship. Because discussion is much more predictable than teaching. It requires considerable instructors spontaneity, creativity and tolerance for the unknown. Whether it is held in small seminar or a large group lecture discussion classes, discussion requires a teacher to have excellent communication and interpersonal skill. If done well, discussion can promote independent thinking and motivation as well as enhance student involvement.
PLANNING FOR DISCUSSION:
There are essential planning elements in discussion. They are briefly stated:
a. Choosing the discussion topic:
Ideally, the teacher should not select the topic. It is left for the group to select the topic. Relevance to the group is naturally insured when the group chooses the topic. They will show ownership, willingness and interest in it. Sometimes, if a teacher intends to select a topic, he should select it in such a way that it grows out of the discussion.
b. Phrasing the Discussion Question:
Once the topic is selected, then the question be carefully phrased to the group. The teacher must be concerned with the question. He should be sure that the question be precise, clear, understandable, relevant and short.
c. Outlining the Topic
Once an acceptable question is phrased, then the teacher should start writing the aspects of the question which he feels are important and which the discussants will likely raise. The teacher should be confident and should have broad understanding of the problem or issue he intends to present to students for discussion.
d. Planning Discussion Strategy, The Beginning Phase:
At this stage, the teacher should determine what type of discussion, he will intend to launch. It is vitally important to start the discussion out on the right foot and have a clear planned introduction so that the discussants would not be confused by a vague or an incorrect statement of the issue as decided upon earlier.
e. Planning the Discussion Strategy, The Middle Phase.
To plan the middle phase of discussion, it is best to prepare a set of central questions which the teacher believes need to answered. The teachers task will be to see that these questions are answered as the discussants exchange ideas.
f.Planning Discussion Strategy, The End Phase:
The end phase has three important parts, drawing conclusion, recapitulation and launching new activities. The teacher should leave adequate time of the final stage. A discussion without a proper ending leaves the discussant dissatisfied and are uncertain what they have gained from their efforts. The teacher, therefore, ask the students to draw a conclusion based on many points raised during discussion. He should ask student to recapitulate to main points of the discussion.For the purpose of launching new activity, the teacher should suggest a few activities to the group. These include trips, readings, films or further discussion on any topic/ activity, which is based on students interest.