Reflective Summary of Dickson’s (2005) ‘The Nature of Student

Discourse.’

I thoroughly enjoyed this reading as it challenged my own perceptions and beliefs about student
discourse in the classroom. This article discussed the importance of teacher talk and how it
directly influences the type of student discourse. Positive student discourse is in response to
positive and challenging teacher talk that allows for collaboration and cooperation between
students.
Aspects of the teacher talk that influence student discourse are:
- Tone
- Amount of instruction
- Types of questions
- Freedom of expression
- Time given for processing information

This research has proven that having an environment that allows students time to process
information given, through discussing it with others leads to better understanding, more
productive work, and a positive learning atmosphere. This also “allows students the opportunity
to become active participants in the learning process” (p. 110).
It was interesting that the teacher whose class was involved in this research thought that some
days the classroom was chaotic, however the study showed that even on those days, where
volume was high, “most of the student discourse was productive and on-task” (p. 116).

I have generally believed that when students talk, it is ​at best​ 50% of the time on task. This is
reflective of what my own student discourse was like at school though, where student
discussion and discourse was mostly discouraged. As a result of this general discouragement to
discuss ideas or gather depth of understanding from a task from other students, when I did talk,
it was in rebellion to the teacher. In light of this article though, it is clear to me that student
discourse is directly influenced by teacher talk. This reinforces how important it is for myself, as
an educator, to have a positive tone, open questions that generate critical thinking, and allow
students time to process information. I found in my time as a student, educators would pose a
question and then expect an in-depth response without allowing any time for us as students to
engage reflectively and critically with the question. It is important to allow that evaluative and
reflective time. This research proves to me the importance of collaboration between students,
and that talking students are not necessarily off-task students. It also proved to me that when
students are given the freedom to discuss whilst completing a task, although student talk did
occasionally go off-task, without the teacher micro-managing them, students tended to return to
being on task themselves.
References:
Dickson, V. (2005). The nature of student and teacher discourse in an elementary
classroom. ​Curriculum and Teaching Dialogue, 7​(1&2), 109-122.