The approach to discussion that the author of this text has presented is interesting as a teaching student, primarily in its suggestion of democratic discussion. I feel like democratic discussion is a great way to approach students and to encourage discussion, and it would be particularly effective for new teachers, who may not have a fully-formed relationship with their students. It seems vital to the teaching profession to not only give students the knowledge they need to succeed, but to help them learn how to communicate and listen effectively among their peers.
I know that, when I was a high school student, I started off very shy and unwilling to present my ideas and opinions in the classroom, out of fear of rejection or even hostility. However, a number of teachers, by encouraging democratic discussion, enabled me to overcome my initial hesitation and to speak my opinions. This, in my opinion, is vital to ensuring the success of all our students, which is really what the teaching profession comes down to. We are there as teachers not to force-feed our students knowledge, but to help them come to the correct conclusions on their own, and to form their own thoughts and opinions to share with their peers. On a pedagogical level, this means having to make the discussion free and equal, so that every students' thoughts and ideas can be heard and so that their peers and discuss those ideas. Therefore, I think that the sign of an effective discussion is not whether the students are listening to the teacher, but if the students can carry on an appropriate classroom discussion with only the slightest suggestive questioning and commenting from the instructor.
It seems to me that the purpose of this reading isn't so much to suggest that this is the only means of effective discussion in the classroom, but to craft a clear list of common traits that good classroom discussion might have. It also helps to give us as teacher-students an idea of how we can encourage a more equilateral discussion among our students, and to ensure student voice is considered in classroom conversation.
