Customer Reviews

Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms

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For people who want to become more effective in using discussion in teaching, especially with adults, this book is an excellent choice. It explains clearly and honestly the value and the limits of using discussion in teaching. From the opening chapter, in which dispositions of discussion are introduced, to chapters on preparing for discussion, sparking discussion, and keeping discussion going, the book remains engaging, practical, and genuinely helpful to those of us striving to become better facilitators of discussion.

I have been teaching for 10 years and have had lots of opportunity to put these techniques into practice. Many of the times discussions did not go well -- and the book describes why. Many times the discussions went well -- and the book describes why. In short, the book reflects the good and bad experiences I have had and so seems true to my experience. I wish I had a book of this sort when I was first starting out. Since discussion is encouraged today as it enables more action in class, but it can be very daunting encouraging students to get started and keep a discussion productive, fair, and equally engaging for all students. So a guide like this can be a great help. Some of the suggestions are very practical and easy to use and make a big difference in the class.

I've been teaching at the college level for over ten years, and I'm always searching for new ideas to use in the classroom. When I ordered this book, I wasn't sure what to expect since the reviews were mixed; however, I was very pleased with this book.

The authors give some really useful and interesting ideas of different techniques and strategies that can be used to promote insightful, prolonged discussions. While I've run across some of the authors' suggestions before (such as using buzz groups or the jigsaw method), most of the suggestions were new and I can certainly see myself using most of the techniques in the classroom in the coming weeks. It is an expensive book, but worth it.

I've used discussion a lot over the years and often been frustrated by my students who seemed to be bored with it so I'm always on the look out for something that would help me. I had to read this book for a course I took and so was forced to check it out and I'd say it definitely helped. I liked that it was full of techniques and things for me to try and that it didn't just go into what to do in class but also spoke about how to set up discussions, get students ready for them etc. I can see now that a lot of what I tried before didn't work because my students weren't really ready for them. I'd say I've used about 50 % of the things I read about (some didn't really transfer for my classes) and mostly they worked pretty well. Along with getting students ready for discussion I liked the bits on making sure everyone has a chance to speak and on different types of questioning. The price is a bit high but if you're a teacher who uses discussion a lot and hasn't checked this out it's really worth looking at.

I found this book some years ago when I was looking for adult teaching strategies beyond lecture and discussion. At the time, it was very difficult to find "how-to" books. I didn't need books on the philosophy of education, I needed practical help. That's where this book came in. It gave me ideas I could implement and build on right away and changed the way I teach.

I now teach educators at the graduate level and recommend this resource to my students as a good basic book for their libraries. While lecture has it's place--as do books on educational philosophy--this is an excellent "how-to-do-it" resource for those wanting more.

The book covers some basic areas of teacher activity in a less than insightful way. It lists and orders good practice whilst avoiding any mention of what lies at its heart. Teachers have a part to play in developing democratic values but they are unlikely to find much help in this text. Those who are researching the phenomena will find even less.

The authors do seem to like teaching and communicate a warm and kind feeling towards the situations, people and instruments they refer to. There is a wide collection of pretty predictable examples from social science and ethics classes, there is little mention of the use of discussion outside these areas.

The idea of discussion versus non discussion teaching seems to be adequately adressed but the idea of democratic versus undemocratic teaching is largely unexplored.

The book includes a lot of references to worthy practice which any teacher who has a clear idea of good teaching style will use everyday. There are sometimes some interesting points raised but they are just as soon lost in the recipe/list type approach which seems designed to trivalize every theme which is touched.

The authors claim not to have written a gray utilitarian manual, I'm affraid they are deeply mistaken. There is still need for a serious, truly thoughful text on this theme.