Discussing or Arguing? Unpacking the Nature of Discourse

This article examined the differences in how learners and teachers communicate to find meaning. I think what this article discusses is really applicable to any way of communicating in life. I find that while teaching my high school drumline kids that they are so terrified of being wrong that they often do not listen to what I am hoping to explain to them. I realized this week that it was because I was feeding them solutions and answers rather than guiding them to find it for themselves. Obviously, I can't perform their show for them, but what I can do is show them their potential. Because I am on the "other side" of the line and because I wrote their music, I see the potential at it's fullest and it is apparent to me that they can not see it this way because they will never get a full outsider's view of the show until after it's over. My job, therefore, is to guide them towards getting better and becoming successful, well-rounded musicians. They are very responsive to my demonstrations, but not so responsive to my words (unless I've gotten worked up about something and go in to Coach mode). Often times, these kids are so fearful of being wrong that they find an excuse- any excuse to try and make the criticism I give them invalid. I have begun to ask for their opinions on things before I give them my own. By questioning how they feel about what they have just done, similar to the situation described in the article, I will be able to understand how they are perceiving what they do. They may accomplish something, but are seeking an easier way. They may fail at something and are seeking encouragement and advice but the important part that must happen is that they are seeking. When we talk about how to fix things, I generally try and ask their opinions on what they think should be done. Because my instructional time is limited, I typically take the scenario 1 approach and assert my opinion as univocal discourse, when in reality I would much rather find solutions using dialogic discourse. My ultimate goal for any person I teach is for them to become independent learners, and I feel as though dialogic discourse is the best way to go about this. Exemplified by Ms. Bee in scenario 2, dialogic discourse provides a guideline but the students are free to find the best solution for themselves. Students learn differently, think differently, and perceive things differently (particularly differently than someone with more experience in them) so why would we ask them to do things exactly as we, as educators, would? By allowing them to develop their own plan of action and expand upon that collaboratively with a group or individually, their learning is much more genuine.