ERIC Number: ED209694
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
A Method for Teaching Apprehensive Students to Lead Classroom Discussions.
Neer, Michael R.; Hudson, David D.
A study tested a method for teaching preservice teachers enrolled in a basic speech course how to lead classroom discussions. In addition, the study examined the effects of communication apprehension and size of audience on students' satisfaction with the assignment. The students were administered a measure of communication apprehension and assigned to one of two groups. Those in the first group led discussions within a small group of five or six students, while those in the second group led discussions before the entire class. Students in both groups were required to adhere to the following format: (1) introduce the discussion topic; (2) ask a preplanned question and wait for an answer; (3) react to the audience's response with a comment, a probe, or a reflective summary; (4) ask another question and repeat the third step; and (5) summarize and conclude the discussion. Student reaction to the assignment was measured with a questionnaire. The results confirmed that classroom discussion was perceived as an effective teaching method by students. In addition, students who lead small group discussions were less apprehensive than those who lead entire class discussions, and highly apprehensive students rated small group discussion assignments among their preferred assignments more frequently than did low apprehensive students. (The student questionnaire is appended.) (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Speech Communication Association (67th, Anaheim, CA, November 12-15, 1981).