Inviting students to plan for and facilitate discussions can have the effect of, as Tim McCarthy puts it, “provoking robust debate.” Though Tim McCarthy plays an integral role in class discussions, students themselves are responsible for leading the majority of classes, all of which are discussion-based. McCarthy refers to this exercise as a “provocation.” Leading such “provocations” affords student facilitators powerful, pedagogical perspectives while challenging them to participate more broadly in classroom discourse. In this video, McCarthy walks viewers through the intentional...
Patterns of classroom participation can take shape very early in a semester and become further cemented with each class session. Students who do not perceive professors’ strategies of soliciting participation as fair or purposeful may be less apt to contribute. Establishing inclusive, equitable norms of participation the very first class sessions is essential. In this video, Tim McCarthy demonstrates that even in a seminar setting he calls on students to monitor equitable participation.
Timothy Patrick McCarthy admits that intervening and interjecting in discussions can be an “inelegant art.” If the goal is to have a student-led discussion, then the instructor should mostly let the conversation play out among students. But since the instructor has the end in mind, there are times when he/she should strategically interject to keep the discussion on track. In this video, McCarthy describes the typical pace of his student-led seminar and why he tends to interject more near the end of class.
Once students are in the habit of discussing ideas among themselves, a key question for a professor is when to jump in. When should we provide helpful context? When should we inject a probing question to encourage students to dig deeper? Is it good practice to always correct misinformation? In this video, Timothy Patrick McCarthy shares how he generally strives to hold back in discussion but will intervene when he notices that something “really crucial” to student understanding has not yet surfaced.
An instructor’s personal or political opinions might be less relevant when it comes to some topics, but asserting your opinions on certain controversial issues may be crucial. In this video, Christina “V” Villarreal and Tim McCarthy reflect on when and why they choose to assert certain political positions or strongly held beliefs in a discussion, particularly when “a line is crossed” or when “stakes are high.”
Well-crafted discussion questions can carve out spaces for disagreement. They can even encourage it. But cultivating the type of respectful disagreement that helps students grow academically and personally is tricky, especially when students feel strongly about particular issues. In this video, Tim McCarthy models the verbal and nonverbal behaviors that help his students learn how to “disagree without being disagreeable.”