Whole Class Discussion
The following questions focus on potentially difficult situations during large class discussions. Different cultures often dictate very different behaviors or norms for discussions involving the entire class, often making students uncomfortable with participation. Having an initial discussion about what is expected or acceptable is a good way to level the playing field in the beginning of the term. This can lead to more participation, engagement, and better learning outcomes.
Respond orally or in writing to the following situations
1. In your biology class, your teacher is lecturing on mitosis. In the section on telophase, she says three words in a row that you don’t catch. What would you say/do?
2. The teacher pauses in her description of the role of mitochondria in cell division. Instead of describing what mitochondria do, she asks the students to describe the role, asking if anyone knows what mitochondria do. You know the answer. What do you say/do?
3. The class is having an open, all-class discussion on a film you’ve watched. The mood is light, but the discussion is lively and focused. No students raise their hands to participate, they simply speak out loud, giving each other the floor when necessary. Someone makes a comment that you agree with. What do you do?
4. The class is having an open, all-class discussion on a film you’ve watched. The mood is light, but the discussion is lively and focused. No students raise their hands to participate, they simply speak out loud, giving each other the floor when necessary. Someone makes a comment that you disagree with. What do you do?
Discussion
Did you feel comfortable responding in all of these situations? Did you respond more or less to certain situations? What situations made you feel uncomfortable? Was there consensus among your group members about what acceptable participation looks like? Do you see connections to the Hofstede material?
Respond orally or in writing to the following situations
1. In your biology class, your teacher is lecturing on mitosis. In the section on telophase, she says three words in a row that you don’t catch. What would you say/do?
2. The teacher pauses in her description of the role of mitochondria in cell division. Instead of describing what mitochondria do, she asks the students to describe the role, asking if anyone knows what mitochondria do. You know the answer. What do you say/do?
3. The class is having an open, all-class discussion on a film you’ve watched. The mood is light, but the discussion is lively and focused. No students raise their hands to participate, they simply speak out loud, giving each other the floor when necessary. Someone makes a comment that you agree with. What do you do?
4. The class is having an open, all-class discussion on a film you’ve watched. The mood is light, but the discussion is lively and focused. No students raise their hands to participate, they simply speak out loud, giving each other the floor when necessary. Someone makes a comment that you disagree with. What do you do?
Discussion
Did you feel comfortable responding in all of these situations? Did you respond more or less to certain situations? What situations made you feel uncomfortable? Was there consensus among your group members about what acceptable participation looks like? Do you see connections to the Hofstede material?