Group Discussion Skills (GDS)

Group discussions occur in many different formats – from very informal ones between friends to highly structured and challenging discussions included as part of a selection process. In both cases, there are a number of specific skills that we can help our students develop to become better able to contribute effectively to group discussions.

• Why teach group discussion skills?

• Types of discussion

• Useful sub-skills for students

• Setting up group discussions

• Giving and encouraging feedback

• Conclusion

Why teach group discussion skills?

Developing group discussion skills is useful for everyday life as we regularly find ourselves having discussions amongst friends, family and colleagues. These may vary from very informal chats about day-to-day things, to more serious topics, for example a discussion about a recent news story or a problem that needs to be solved.

• Additionally, group discussions are increasingly being used in the job market during interviews and selection procedures. These can take a variety of formats, but the key skills remain very similar.

• Last but not least, group discussions offer an opportunity for extended speaking (and listening!) practice by all of the contributors. Group discussion practice and skill development is therefore useful for all students.

Types of discussion

There are a variety of different types of discussions that occur naturally and which we can recreate in the classroom. These include discussions where the participants have to:

• Make decisions (e.g. decide who to invite to a party and where to seat them)

• Give and / or share their opinions on a given topic (e.g. discussing beliefs about the effectiveness of capital punishment)

• Create something (e.g. plan and make a poster as a medium for feedback on a language course)

• Solve a problem (e.g. discussing the situations behind a series of logic problems)

Some discussion topics may fall into more than one of these categories, but it is useful to consider a variety of formats to which the students can apply the skills they are learning.

Useful sub-skills for students

There are a number of different sub-skills which students will need to be able to successfully and effectively participate in a group discussion. Students need to develop the ability to:

Analyse

This skill can be developed by giving students the topic individually and asking them to brainstorm or mind-map all of the possible sub-topics they could speak about. The students can then swap their notes and assess or analyse the relevance of each of the sub-topics their partner has included. Together, the students then draw up a fresh list or mind-map and discuss how the sub-topics might be linked together, along with examples or reasons for any arguments they might have.

Persuade

This skill comes in useful when students need to make decisions on how to do something (e.g. which candidate should get a job). A fun activity to develop this skill is to give groups of students this topic and ask them to decide on the profile of the perfect candidate, creating a list of 7 adjectives. The students are then re-grouped and asked to persuade the other members of the group that their selection is the best while compiling a second, negotiated list. The group members who retain the most from their original lists are the winners. Note down useful phrases that you hear the students using while doing this task and discuss these at the end for future reference.

Control emotions

This can be practised by giving the students a fairly controversial topic, such as ‘Friends are more important than family’ and asking the students to decide whether they agree, disagree or have no opinion, making notes on their main arguments to support their viewpoint. Divide the students into groups ensuring that there is a mix of views within each group. Explain that for this discussion, the aim is to keep their voices low and try to control their emotions as far as possible. Monitor and give feedback on these areas.

Support

One of the most important things for this skill is for students to learn when it is and isn’t appropriate to interrupt and how to do it. Very often students will talk over each other in an effort to get their point across and forget to listen.

To practise this, you can get your students to make a list in small groups of when it is and isn’t appropriate to interrupt other speakers. They should include things like ‘not appropriate during the middle of a point, if the speaker has not said very much previously, or when you are feeling angry and liable to say something you’ll regret’. It is appropriate when the speaker has been dominating the discussion for too long, what the speaker is saying is completely irrelevant to the topic, or you don’t understand the point he / she has made’.

You can then give them or elicit a list of phrases which they might use to interrupt politely (e.g. ‘Can i just add something here?’, ‘Sorry I’d just like to clarify something,’ etc.) The students then write five of these on slips of paper (one per slip) and have a group discussion on a given topic. The aim is to use all of the language on their slips. When they have used a phrase, they put the slip in the middle of the table. The other students in the group judge whether the interruption was appropriate / polite. If not, they take the slip back and try again.

Use functional language

Depending on the types of group discussions that you plan to do with your class, it is useful to draw up a list of useful functional language for the students to refer to. This could include phrases for functions such as ‘Giving reasons’, ‘Giving your opinion’, ‘Agreeing and disagreeing’, etc. You can either make up the list yourself and distribute it or get the students to do this. For each group discussion, you can then refer them to the appropriate section of the list and give them a few moments to consider the language before beginning the discussion.

Setting up group discussions

There are several key things to consider when setting up group discussions in the classroom to ensure that they run successfully.

• Give the students some planning time either individually or in small groups. Don’t just give them the topic and say ‘go’! It is often useful to discuss some associated vocabulary or functional language that they might find useful

• Choose topics which you are confident your students will find interesting.

• Get them to brainstorm some ideas for discussions they would like to do and use this as a starting point

• Ensure a balance between input and practice

• Use a variety of styles / types

• Vary group size and procedure
  Some companies do selection group discussions with very large groups of people – over ten in some cases. If your students will be facing these types of group discussions in the future make sure they get some practice doing them. It can also be useful to mix classes of students so they have practice doing discussions with people they don’t already know.

• Encourage group discussions outside class time
  Give students some extra feedback forms to use to give each other input on how they perform in group discussions outside of class.

Giving and encouraging feedback

Feedback can take several forms and it is a good idea to vary the way it is given. Students can observe each other doing group discussions and give each other feedback on the specific areas of input that you have covered (ideally using a feedback form that you have created).

• Additionally, students can do a ‘Reflective group feedback exercise’ where at the end of the group discussion they discuss how effective each of the participants was during the discussion. Again, giving them some focused questions to guide this stage will help them.

• You could also try video-taping the group discussions and playing sections of these back to the class to analyse. Some students find this extremely useful.

• Finally, monitor the groups yourself and make notes for feedback on whole groups or individual performances. Keeping a record of these will help you and the students to see where they have improved.

Conclusion

As we have seen, group discussions can take a variety of formats and are useful for all types of students. They can be done in preparation for job interviews or as extended speaking practice simply to increase fluency.
It is important to consider the different sub-skills that are involved in participating in a group discussion and ensure that you do activities that address each of these. Additionally, structuring and varying the way that feedback is given will help the students to identify areas for improvement.

Dealing with Difficult People

Can you recall the last time you had to deal with a negative or difficult person? Or the last time someone said something with the intention of hurting you? How did you handle it? What was the result? What can you do in the future to get through these situations with peace and grace?



Difficult people can make your work day less enjoyable. With the right strategies, you can learn to deal with them effectively.



If you have to work with difficult people every day, you probably dread going to work each morning. What's more, you might get so stressed that you can't concentrate on the job.

Have you ever wondered why some people are difficult to work with?

“Individuals behave in a difficult manner because they have learned that doing so keeps others off balance and incapable of effective action. Worst of all, they appear immune to all the usual methods of communication and persuasion designed to convince or help them change their ways,” says Robert M. Bramson, Ph.D., author of coping With Difficult People.

Bramson offers the following strategies for coping with such people.

How to Cope

Avoid these “don'ts” when dealing with difficult people:

• Don't take difficult people's behavior personally. Their troublesome behavior is habitual and affects most people with whom they come in contact.

• Don't fight back or try to beat them at their own games. They have been practicing their skills for a lifetime, and you're an amateur.

• Don't try to appease them. Difficult people have an insatiable appetite for more.

• Don't try to change them. You can only change your responses to their behavior.

Here's how you can cope effectively with four common types of difficult people.

Openly Aggressive People

Stand up to them, but don't fight. Overly aggressive people expect others to either run away from them or react with rage. Your goal is simply to assertively express your own views, not try to win a battle of right and wrong.

First, wait for the person to run out of some steam. Then call the person by name and assert your own opinions with confidence.

Snipers

Difficult people are experts at taking potshots and making sneak attacks in subtle ways, such as humorous put-downs, sarcastic tones of voice, disapproving looks and innuendoes.

You may feel uncomfortable replying to them because you don't like confrontation. This, however, allows snipers to get away with their covert hostility.

Respond to a sniper with a question. “That sounds like you're making fun of me. Are you?” A sniper usually replies to such accusations with denial, “I'm only joking.”

Nevertheless, questioning covert attacks will reduce the chance for similar attacks in the future.

Complainers

These are fearful people who have little faith in themselves and others because they believe in a hostile world. Their constant discouragement and complaining can bring everyone to despair.

“Don't try to argue these difficult people out of their negativity. Instead, respond with your own optimistic expectations,” says Bramson.

Silent People

People who ignore you, give you sullen looks, and/or respond to every question with either “I don't know” or silence are difficult because they're timid. Silent people get away with not talking because most people are uncomfortable with silence and are too quick to fill in the gaps. Ask them questions that can't be answered with just a “yes” or “no,” such as, “Why is it uncomfortable for you to answer my questions?”

Then wait at least one full minute before you say anything. This long silence may make them uncomfortable enough to say something. If they do start talking, listen carefully.

Don't Give Up

Dealing with difficult people takes practice, so don't get discouraged.

Although these strategies won't change the difficult people, they will break their ability to interfere with your effectiveness,” says Bramson. “Most important, you'll feel more confident and you'll start to enjoy your workdays.”

Time Management

Developing time management skills is a journey
that may begin with this Guide, but needs practice and other guidance along the way.

One goal is to help yourself become aware of how you use your time
as one resource in organizing, prioritizing, and succeeding in your studies
in the context of competing activities of friends, work, family, etc.

How do you spend your time each day?

Strategies on using time:
These applications of time management have proven to be effective as good study habits.

As we go through each strategy, jot down an idea of what each will look like for you:

• Blocks of study time and breaks
  As your school term begins and your course schedule is set, develop and plan for, blocks of study time in a typical week. Blocks ideally are around 50 minutes, but perhaps you become restless after only 30 minutes? Some difficult material may require more frequent breaks. Shorten your study blocks if necessary—but don’t forget to return to the task at hand! What you do during your break should give you an opportunity to have a snack, relax, or otherwise refresh or re-energize yourself. For example, place blocks of time when you are most productive: are you a morning person or a night owl?
  • Jot down one best time block you can study. How long is it? What makes for a good break for you? Can you control the activity and return to your studies?
  
  
• Dedicated study spaces
  
• Determine a place free from distraction (no cell phone or text messaging!) where you can maximize your concentration and be free of the distractions that friends or hobbies can bring! You should also have a back-up space that you can escape to, like the library, departmental study center, even a coffee shop where you can be anonymous. A change of venue may also bring extra resources.
  • What is the best study space you can think of? What is another?
  
  
• Weekly reviews
  Weekly reviews and updates are also an important strategy. Each week, like a Sunday night, review your assignments, your notes, your calendar. Be mindful that as deadlines and exams approach, your weekly routine must adapt to them!
  • What is the best time in a week you can review?
  
  
• Prioritize your assignments
  When studying, get in the habit of beginning with the most difficult subject or task. You’ll be fresh, and have more energy to take them on when you are at your best. For more difficult courses of study, try to be flexible: for example, build in “reaction time” when you can get feedback on assignments before they are due.
  • What subject has always caused you problems?
  
  
• Achieve “stage one”--get something done!
  The Chinese adage of the longest journey starting with a single step has a couple of meanings: First, you launch the project! Second, by starting, you may realize that there are some things you have not planned for in your process. Details of an assignment are not always evident until you begin the assignment. Another adage is that “perfection is the enemy of good”, especially when it prevents you from starting! Given that you build in review, roughly draft your idea and get going! You will have time to edit and develop later.
  • What is a first step you can identify for an assignment to get yourself started?
  
  
• Postpone unnecessary activities until the work is done!
  Postpone tasks or routines that can be put off until your school work is finished!
  This can be the most difficult challenge of time management. As learners we always meet unexpected opportunities that look appealing, then result in poor performance on a test, on a paper, or in preparation for a task. Distracting activities will be more enjoyable later without the pressure of the test, assignment, etc. hanging over your head. Think in terms of pride of accomplishment. Instead of saying “no” learn to say “later”.
  • What is one distraction that causes you to stop studying?
  
  
• Identify resources to help you
  Are there tutors? An “expert friend”? Have you tried a keyword search on the Internet to get better explanations? Are there specialists in the library that can point you to resources? What about professionals and professional organizations. Using outside resources can save you time and energy, and solve problems.
  • Write down three examples for that difficult subject above?
    Be as specific as possible.
  
  
• Use your free time wisely
  Think of times when you can study "bits" as when walking, riding the bus, etc. Perhaps you’ve got music to listen to for your course in music appreciation, or drills in language learning? If you are walking or biking to school, when best to listen? Perhaps you are in a line waiting? Perfect for routine tasks like flash cards, or if you can concentrate, to read or review a chapter. The bottom line is to put your time to good use.
  • What is one example of applying free time to your studies?
  
  
• Review notes and readings just before class
  This may prompt a question or two about something you don’t quite understand, to ask about in class, or after. It also demonstrates to your teacher that you are interested and have prepared.
  • How would you make time to review?
    Is there free time you can use?
  
  
• Review lecture notes just after class
  Then review lecture material immediately after class.
  The first 24 hours are critical. Forgetting is greatest within 24 hours without review!
  • How would you do this?
    Is there free time you can use?

Review your ten applications above.
Select one, and develop a new study habit.
Try something you have a good chance of following through and accomplishing. Nothing succeeds like a first successful try!