You are confused: I don't know.
You haven't done the
homework or are unprepared: I
regret to say that I am not prepared.
You were not paying
attention: I'm sorry, I wasn't
paying attention.
You wish the question
repeated for clarification: Would
you please repeat (or restate) the question?
The discussion is of a
personal nature, and you do not wish to participate.
I do not wish to share this time, but I will be happy to share the next time (Note: the class usually holds the student to this promise).
You are having
difficulty coming up with an answer. Please come back to me; I'm still thinking.
You disagree with someone
else's response or you feel s/he has given an incorrect answer. I respectfully disagree. I think…. I feel… or : I
have a different opinion. I think…(Give your opposing idea and justify it )
You agree, but want to add
to what was said or extend the idea in someone way. I agree with (person's name). I feel…think….My
idea is similar in that…I want to add to what (person's name) said…
We agree early on that peer
pressure is a most powerful form of persuasion among teenagers; therefore when
a peer calls upon a classmate, s/he cannot demur; a cogent response must be
given.
Toward that end, I have devised a system that enables students to call on each other. I employ this system whenever I am having difficulty getting voluntary discussion or when I want to make sure everyone participates in the discussion. I call on the first person. Subsequently that student calls on someone who is different from him/her (or who appears to be) in race, ethnicity, gender, and who is not part of the student's close circle of friends outside of the classroom.