Classroom dialogue between the teacher and students is an effective and valuable tool for learning, understanding, and assessment. It allows children to discuss their experiences and express their own points of view while also encouraging them to understand why they have those points of view. The exchange of opinions that occurs during such communication allows for the discussion of different perspectives. The teacher can use this approach to help participants get a better knowledge of their own and other people’s perspectives on a topic or situation.
Easy-to-understand stories and books with a clear moral that the author wants to convey can be a good basis for such discussions and can help children understand complex and abstract topics such as peace, justice, support, responsibility, respect, and many others. One such book Cowhey (2006) suggests is Farmer Duck. It depicts the story of a lazy farmer and a diligent duck who performs all of his work for him (Waddell, 2020). The duck is very tired, and the rest of the animals unite to help her and drive away the lazy farmer. Together, they begin to take care of their farm.
To start a dialogue with the class about this book, I would first ask whether the animals did the right thing in driving the farmer away. Then I would ask how the children think and why they did it. This can help them consider the various causes of the farmer’s destructive behavior that negatively impacted the fictional farm community. I would also invite the children to think about what would have happened if the animals had not come together and intervened. Such a discussion can give them a basis for understanding the importance of each individual member of society in shaping a democratic society in an interdependent world.
It is important to remember that dialogue should not be aimed at persuading or pushing a certain point of view but at helping participants understand different points of view. Dialogue can help assess children’s critical thinking ability and see if they understand the true meaning of stories (Cowhey, 2006, p. 87). It can promote self-observation and the development of critical thinking in children regarding other people’s points of view.
References
Waddell, M. (2020). Farmer Duck. Candlewick Press.
Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Stenhouse Publishers.