Chapter 12: Classroom Discussion to Promote Effective Inquiry
“Classroom dialogue about controversial issues provides support for students’ developing sense of competency to address cultures and contexts they encounter on their own path toward participation in shaping their society as citizens” (p.280)
As a future teacher, my greatest hope is to be an educator who provides my students with experiences that allow them to think critically about issues and to instill a sense of respect for diversity that they will take with them beyond the classroom. Chapter 12 in the textbook discusses ways in which to approach controversial issues, and how to begin discussions that will help students “realize that there are many sides and perspectives about controversial issues” (p. 280). Thus, as educators we are paving the road that will lead students to become agents of change in the next generation. While it can be difficult to appropriately bring up controversial issues, there is an excellent resource created by the Elementary Teachers’ Federation of Ontario entitled, We’re Erasing Prejudice for Good. Within this text, there are concepts divided by month that include cross-curricular lessons based on topics such as self-esteem, sharing our lives, children’s rights, as well as local and global citizenship. The lessons pose relevant questions to get the students thinking critically about the topic alone or in groups. Even though we are Canadian, we are greatly affected by the United States, and as a teacher, I would integrate the current Presidential debates into my lessons as a way to talk about important controversial issues that will affect us as Canadians. While more appropriate for the junior grades, the topics they debate and talk about are ones that the students could voice their own opinions about and create a meaningful class discussion. Through this example, the students would learn that in order to have an informed opinion, you must know as much as you can about the issue. It is pertinent that we get students discussing their opinions and their feelings about issues at an early age as we can shape them to become critical thinkers, accepting of other’s differences, as well as aware of issues that affect them.
Elementary Teachers’ Federation of Ontario. We’re Erasing Prejudice for Good. Toronto, Ontario.
Maynes, N., & Straub, J. (2012). Chapter 12: Classroom Discussion to Promote Effective Inquiry. Social Studies: Innovative Approaches for Teachers, 1st ed. (pp. 279-305). Toronto: Pearson Canada.
As a future teacher, my greatest hope is to be an educator who provides my students with experiences that allow them to think critically about issues and to instill a sense of respect for diversity that they will take with them beyond the classroom. Chapter 12 in the textbook discusses ways in which to approach controversial issues, and how to begin discussions that will help students “realize that there are many sides and perspectives about controversial issues” (p. 280). Thus, as educators we are paving the road that will lead students to become agents of change in the next generation. While it can be difficult to appropriately bring up controversial issues, there is an excellent resource created by the Elementary Teachers’ Federation of Ontario entitled, We’re Erasing Prejudice for Good. Within this text, there are concepts divided by month that include cross-curricular lessons based on topics such as self-esteem, sharing our lives, children’s rights, as well as local and global citizenship. The lessons pose relevant questions to get the students thinking critically about the topic alone or in groups. Even though we are Canadian, we are greatly affected by the United States, and as a teacher, I would integrate the current Presidential debates into my lessons as a way to talk about important controversial issues that will affect us as Canadians. While more appropriate for the junior grades, the topics they debate and talk about are ones that the students could voice their own opinions about and create a meaningful class discussion. Through this example, the students would learn that in order to have an informed opinion, you must know as much as you can about the issue. It is pertinent that we get students discussing their opinions and their feelings about issues at an early age as we can shape them to become critical thinkers, accepting of other’s differences, as well as aware of issues that affect them.
Elementary Teachers’ Federation of Ontario. We’re Erasing Prejudice for Good. Toronto, Ontario.
Maynes, N., & Straub, J. (2012). Chapter 12: Classroom Discussion to Promote Effective Inquiry. Social Studies: Innovative Approaches for Teachers, 1st ed. (pp. 279-305). Toronto: Pearson Canada.
An example from the 2012 Presidential Debate
Below is a clip from the second Presidential Debate which took place on October 16, 2012.
This is a short clip that shows both candidates answering a question on the topic of equal pay for women. I feel this is an issue that students in the junior grades would easily understand after a brief lesson on key terms and the issue. Using their knowledge from the lesson and the debate, I feel they would have ideas and opinions on the controversial issue that could be discussed in a group setting.
Youtube: http://www.youtube.com/watch?v=F-E7AEJrbik Accessed October 22, 2012
This is a short clip that shows both candidates answering a question on the topic of equal pay for women. I feel this is an issue that students in the junior grades would easily understand after a brief lesson on key terms and the issue. Using their knowledge from the lesson and the debate, I feel they would have ideas and opinions on the controversial issue that could be discussed in a group setting.
Youtube: http://www.youtube.com/watch?v=F-E7AEJrbik Accessed October 22, 2012