Ways to Structure Discussion

By Chel Avery

Following are some suggestions for first-time discussion leaders.

Each group is different. The kind of discussion that occurs will depend on a number of things:

• Size of group
• People’s comfort level with expressing themselves to each other
• Continuity of participation—do the same people come regularly and pick up where they left off, or are people dropping in and out of classes?
• Whether there are people present who are comfortable going first and starting things off
• Whether there are people present who are judgmental and intimidate others. (Remember, even if you are not such a person, some of those present will still be concerned about what “the teacher” thinks of them.)
• Whether there are people present who take over too much and need to be restrained, or whether openings need to be made for others
• Whether participants have all done the readings. (Do not assume that everyone will—you will be lucky to get a group where most people keep up with the assignments.)
• Whether the material is new enough to be interesting, but not so foreign that participants don’t know where to begin discussing it. Ideally, you will have a combination of new and old ideas working together.

Here are some ways to stimulate conversation if it starts off slowly, or to provide structure if it is too unfocused:

1. Invite each person to respond to a query—do this as a round-the-room start of, or in worship sharing format. Sometimes it helps to tell people at the end of one class what question you will begin with at the start of the next. Possible general queries:

• Something about this topic/the reading that feels important to me
• A question about this topic/the reading that I would like for us to discuss
• One thing I learned
• What would change first in my own life if I tried to bring this testimony closer to the center of my practice as a Friend
• One time in my life that this testimony speaks to.

2. Begin with a short reading or a short “review” of key points by someone in the class (recruited in advance). Then have a period of silent worship, and invite people to speak out of the silence.

3. Divide the participants into smaller groups of about 4 with queries to discuss. Use the queries from the readings or the ones above or others. Small groups work best as opportunities for individuals to talk about personal experiences and issues—focus the queries or discussion instructions on how the material affects the individuals in the group—e.g.,

§ Is there a time when this testimony has really challenged me?

§ Is there a time when it has guided or upheld me?

§ Do I have a memory of something in my past where I would like a “do-over” guided by this testimony?

§ Is there anything in my life now that I would change, after thinking more about this testimony?

Tips: Be very clear about instructions, including how much time you are allowing. Remind them that each person needs time for a turn. Provide “time left” announcements—don’t surprise them by saying “it’s over—come back” with no warning. -- When the groups return, do not ask for a full report from each group. But provide an opportunity for people to share flashes of insight they experienced, learnings, or discoveries of common experiences..

4. One way to get a handle on some of the abstract ideas in testimonies is to offer “what if” situations, and explore different responses people have to them. For example, for the peace testimony:

§ A beloved and well-meaning relative with a thin skin gives your son a toy gun for his birthday

§ The public high school in your township starts a junior ROTC program.

§ You see a boy beating up another child—serious injury seems likely. No one is around to help and your cries to “stop” go unattended. It just so happens that you have a baseball bat in your hand. What do you do?

Tips: Make sure the “what-ifs” cover a broad range of possible situations. Try to have some that are straightforward and easy to agree about, and some that are more ambiguous. Make it clear there are no “right answers” – this is only an opportunity to explore how we think about the testimonies. When people have different responses to the situation, encourage them to discuss what led them to the response they chose—lift up the factors that influence us, rather than listing “rules.”

More tips: You can provide a checklist or questionnaire and have people respond individually, then discuss in small groups. You can post either-or situations on a flip chart, then over a break ask people to put red stickers by situations they would do, blue ones by the ones they would not do. Then pick the ones that got combinations of dots and ask, “why do you think this one got such a mixed response?” After you have discussed some of the more challenging situations, ask “Are there other situations you can imagine that you would like to talk about?”

Should you as teacher offer your own viewpoints in the discussions?

When participants are telling stories, or offering their own viewpoints, should you contribute your own offerings?

Reasons to:

ü To “prime the pump” if the group has difficulty getting started. (BUT, periods of awkward silence when a new topic comes up may be natural and important times for individuals to “dig deep.”)

ü To provide a perspective that is missing from the conversation.

ü To show that you are willing to experience the vulnerability you are asking participants to enter into, when inviting them to reveal their inner thoughts.

Reasons not to:

ü This time is for the participants—you are there to serve them, not to get your own “floor time.” Their needs should come first.

ü If the course is being offered to a meeting, a secondary purpose may be for them to build community, and you are not part of that community (assuming you have been brought in as an outside teacher).

ü You risk overly influencing the participants who may look up to you in the role of “teacher.” Variation: you risk creating distrust in participants who suspect you of using your teacher role to proselytize your own perspectives.

Suggestions:

q Prepare to lead a workshop, as we are advised to prepare for meeting for worship. Think through your own viewpoints in advance, and if at all possible, discuss them with a listener who is not part of the group. This is especially important for topics you have strong feelings about. When you meet with the group, you should have addressed your own needs to discuss the subject, so that if you do speak, it is as a contribution to the class, not as a way to get something off your own chest.

q Hold back before you tell your own stories or opinions. See if the group can manage without you.

q If you do speak for yourself, avoid the language of persuasion or authority. Uses phrases like “Another way to think about this is . . . .” or “I have heard some people say . . . “ rather than “We must . . .” or “It is wrong to think . . .” or “I have learned that . . .”