Running Head: IMPLEMENTING AUTHENTIC DISCUSSION IN THE CLASSROOM

Implementing Authentic Discussion in the Classroom

Christie L. Curran
National University

IMPLEMENTING AUTHENTIC DISCUSSION IN THE CLASSROOM

Abstract
The following literature review examines an article which discusses the benefits of authentic
discussion and studies classrooms where it is being implemented.

It also discusses authentic

the benefits of authentic discussion, and classroom conditions that produce an environment
where authentic discussion can take place. Finally, it contains a reflection of the level of those
conditions in my classroom.

IMPLEMENTING AUTHENTIC DISCUSSION IN THE CLASSROOM

Implementing Authentic Discussion in the Classroom

Authentic discussions can be defined as analogically oriented classroom interactions
where participants present and consider multiple perspectives and often use others input in
constructing their own contributions (Hadjioannou, 2007, p. 370). This type of class discussion
not only encourages an active role of all students through participation, but also can be especially
relevant in a social studies classroom where it is often beneficial to examine both sides of an
argument and to provide students multiple perspectives on different cultural viewpoints. It is
noted that authentic discussions are beneficial because they are motivated by authentically
dialogical purposes and the objective is to reach new and more sophisticated understandings
(Hadjioannou, 2007, p. 370). In other words, put simply, students create unique dialogue in
authentic discussion, and the goal is to analyze content critically and promote higher-level
thinking.
I have always felt that authentic discussion should have a prominent place in the
classroom, because by allowing students to contribute and think about content more deeply, I feel
that they retain and internalize content much more. For this reason, I feel it is valuable to study
some of the factors that this study notes contribute to the presence of authentic discussion in the
classroom. This study focuses on aspects of the classroom environment that appeared to be
essential to the presence of authentic discussion some of which include: physical environment,
curricular demands and enacted curriculum, and classroom management (Hadjioannou, 2007, p.
370). These factors support the presence of TPE Domain E which focus is on maintaining
effective environments for student learning because if a classroom does not contain a positive
and safe atmosphere, it is highly unlikely that students will feel comfortable sharing the personal
information and opinions that this activity requires (CTC, 2013, p. 16).

IMPLEMENTING AUTHENTIC DISCUSSION IN THE CLASSROOM

When producing a classroom environment that is conducive to authentic discussion,

Hadjioannou (2007 p. 374) has observed that physical environments that prove most effective are
those that can be described as exuding an air of comfort, belonging and coziness. It is
important to have a welcoming environment such as this because authentic discussion requires
individuals to allow themselves to be vulnerable by offering opinions and sharing personal
experiences and reflecting (Hadjioannou, 2007, p. 374). Participating is a difficult thing for
many students, so making a comfortable physical environment is an easy way to support students
who may not normally be as comfortable sharing. Another factor that can enhance authentic
discussion is curricular demands and authentic curriculum. Things like choosing curriculum that
is developmentally appropriate for students and preparing them adequately for tests all help to
ensure that students are learning in a stress free environment Hadijoannou, 2007, p. 375).
Finally, with regard to classroom management, it was noted that the most effective classroom
management did not involve policing where it seems students were always on the verge of
misbehaving. Rather, in the effective classroom studied, it took the face of short and explicit
instructions on how a particular activity was supposed to be performed and on how to make sure
that other people would not be disrespected during its performance (Hadijoannou, 2007, p. 378).
I feel that this is a great summary of the components of classroom management students need in
order to feel that they safely contribute their opinion in an environment where respect and
appreciation for differences is a priority.
In my own classroom, I feel I have implemented a welcoming physical environment for
students by covering the walls of my classroom with a night sky paper and borders that produce
a calming effect. I also frequently post and update student work, allowing students to take
ownership in the environment. Homework and the agenda are also posted on the board daily to

IMPLEMENTING AUTHENTIC DISCUSSION IN THE CLASSROOM

lessen anxiety by frontloading students with upcoming assignments and what the plan is for the
day. In terms of curriculum, though I do often reference text books in both my language arts and
social studies classes, I do provide supplemental vocabulary activities or cloze notes that break
concepts into simpler form to help promote understanding among students. Students are also
given review items for tests at least one week in advance and for essay or writing assessments we
often practice their responses in advance to help ensure they are prepared. In this way, I have
provided students with an environment where they feel comfortable, that their contributions are
welcome, and even though everyone may not agree with their opinion, it will be respected. In
this environment, I feel positive student learning can take place. Finally, in terms of promoting
effective classroom management- my method is simple. Behavior expectations are
communicated clearly in the very beginning of the year and directions and expectations for
assignments are explicitly stated to students before each activity. If students choose not to abide
by these expectations, consequences are enforced fairly and consistently. Because of this, I do
not experience many classroom discipline problems as students understand my expectations and
know consequences will be enforced if they choose not to abide by them.
By continuing to reinforce these components of my classroom, I can help ensure students
continue to benefit from the many positive effects of authentic discussion which include teachers
and students having substantial diverse roles in the interactions, expressing opinion, reflecting,
providing information and clarifications, and making connections with experience
(Hadjioannou, 2007, p. 370).

IMPLEMENTING AUTHENTIC DISCUSSION IN THE CLASSROOM

References
Commission on Teacher Credentialing (CTC) (2013). California Teaching Performace
Expectations. Retrieved from http://www.ctc.ca.gov/educator-prep/standards/adopted-TPEs2013.pdf
Hadjioannou X. (2007). Bringing the background to the foreground: What do classroom
environments that support authentic discussions look like? American Educational
Research Journal, 44.2. 370-399.