Discussion is a verbally interactive teaching method. As such, we must consider what God says about the use of words. In Matthew 12:36 we read, “But I tell you that everyone will have to give account on the day of judgment for every empty word they have spoken.” We therefore need to consider what it will take to have a good discussion, one that’s edifying and constructive rather than argumentative and divisive.
An Acrostic of What We Need for a Good Discussion
The letters in the word ‘discussion’ provide ten factors for good, healthy, and wholesome discussions.
D – Dynamic Considered
The group dynamic based on who’s there can make a big difference in how to proceed. As Hebrews 10:24 exhorts, we must “consider how we may spur one another on toward love and good deeds” so everyone learns consideration toward each other.
I – Icebreaking
Discussions go so much better when people feel comfortable with one another. Begin with a question or activity that helps students know each other better and foster relationships. They may then be more likely respect and accept each other even when disagreeing (Rom. 15:1-7).
S – Structure
Having a discussion doesn’t mean a lack of planning, organization, and direction. As teachers, we’re accountable to do our best no matter what method we might use (James 3:1; 2 Tim. 2:15).
C – Contribution of All Encouraged
The Body of Christ “grows and builds itself up in love, as each part does its work” (Eph. 4:16). We should therefore seek maximum participation by all students which means we guard against letting any one person(s) monopolize. (Check out: In Facilitating a Discussion, Everyone’s Contribution is Valuable Worksheet)
U – Upward Focus
Discussion as a Bible teaching method must get beyond mere airing of opinions. It must ultimately be about finding God’s solution so “let the message of Christ dwell among you richly as you teach and admonish one another” (Col. 3:16). Also, take time to pray through the issue.
S – Seating Conductive
It’s hard to hold a conversation with one another sitting in rows, talking to the back of someone’s head. Facing each other, like in a circle, will tend to promote greater exchange.
S – Silence Welcomed
Try not to be threatened by silence. It gives people opportunity to think before responding. When they do, their responses will tend to be better. And, those who didn’t speak up will have had a chance to think it through before hearing from others.
I – Intentional Use of Time
As facilitators of the discussion, teachers need to know when it’s time to move on. They must keep the discussion on track, perhaps by using redirecting questions to bring the focus back to the lesson’s purpose. It’s about making the most of every opportunity (Eph. 5:16).
O – Open Questions
One of the benefits of discussion is that it has the potential of leading students to higher levels of thinking. That will only happen, however, when the questions cause students to engage in more evaluative or critical thinking.
N – Non-Judgmental Atmosphere
We must encourage the class to be affirming yet still able to disagree. That takes a gentle, not quarrelsome approach (Gal. 6:1; Titus 3:9) with words “full of grace” (Col. 4:6). It’s about seeking to build each other up, not prove who’s right or wrong (1 Cor. 10:23-24; Eph. 4:29; 1 Thess. 5:11). As teachers, we set an example by the way we correct faulty thinking.
For More, Go To: Facilitating Discussions – Teacher Training Resources