8 Tips for Leading Discussions: Part 1

One of the most valuable methods of teaching and training older children is discussion. This is because discussions — which include panels, forums, interviews, brainstorming, and variations of these — give your students the ideal opportunity to talk about what they are learning and discover how to apply those concepts to their lives.

A carefully planned and directed discussion session, in whatever form, can turn a dull, lifeless group of children into an excited, enthusiastic bunch of students. But perhaps you, like many leaders, are afraid you do not have the expertise or experience to lead an exciting discussion or to teach your students to do so. Or maybe you have tried, with less than outstanding results. Either way, don’t be discouraged. The hints and suggestions here are just for you.

The setting helps

Discussion implies questioning and answering between two or more people. It is difficult to have this kind of group interaction when the seating arrangement discourages it. Therefore, the best setting for discussion is an informal circle or semi-circle, or any arrangement where the children can easily see each other’s faces and expressions. This helps create a close, friendly atmosphere in which all the students, plus the adult leaders and the discussion leader become members of the group instead of the leaders taking a dominant position. Formal rows of seats or pews may remind children of school or church and may unconsciously inhibit the students’ willingness to participate.

Sometimes, however, well-planned programs with ideal seating arrangements still fizzle. What else could be wrong?

The leader is the key

As an adult leader or helper, you have a very important role in making any discussion (and any meeting) a success. Here is a brief checklist of attitudes a discussion group leader should have:

• Do you like other people?
• Do you try to understand them?
• Do you listen attentively?
• Do you appear to be fair and impartial?
• Do you make everyone feel that he or she is valued?
• Do you listen to every point of view?
• Do you express differing opinions with tact?
• Do you have a sense of humor?
• Do you have a friendly, inquiring attitude?
• Do you show poise and self-control as you guide the discussion?
• Do you show enthusiasm and interest in the subject being discussed?
• Do you use insightful questions, re-statements, transitions, and clarifications to help apply and reinforce the conclusions of the discussion?

In this 2-part series, we'll help you effectively lead group discussions. This article is designed for those of you teaching older elementary students, but if you lead other ages you will probably also benefit.

In VBS or any group discussion, you will have a variety of students. Some may be loud or talkative, others will be quiet; some children may be highly intelligent, others may have learning difficulties. Your job is to involve all of them in the discussion. Although some may be Christians and some may not be, everyone’s contribution must be acknowledged and appreciated.

One way to do this is to use the word “we” frequently in your discussion. After all it is “we” who are talking in the discussion. Also, use the children’s names frequently; everybody likes to hear theirs.

As the leader, make your speeches short. Don’t make the mistake of launching into a sermon in the middle of a good discussion; there is no quicker way to kill group interaction.

Try to be impartial and listen to everyone’s point of view. That doesn’t mean you must condone or accept an opinion that goes against the Bible. After the speaker has finished, you could say, “Thank you, (Brad), for your thoughts, but that is not what God says in His Word. The Bible says, …”

With little or no guidance or direction in a discussion, students will sometimes pool their ignorance. Don’t let that continue for long. Interject some relevant information that will help to focus the discussion. It is also important not to take sides until you sense that the group has reached the point where a conclusion needs to be drawn or an application made.

As a group discussion leader, you have several roles:
1. To open the discussion and introduce the topic and its importance.
2. To develop the progress of that discussion toward the stated objectives.
3. To stimulate interest throughout the discussion.
4. To provoke thinking and interchange between the children in the group.
5. To gather information and encourage participation.
6. To determine the group’s knowledge on the subject.
7. To be in control of the discussion at all times.
8. To change the direction of the discussion if it is necessary, and
9. To bring the discussion to a logical conclusion and include a practical biblical application in line with the purposes and goals of your discussion.

It’s all in the questions

As the leader of the discussion, you must rely heavily on questions. In addition, you will need to do much restating and condensing of comments and ideas given in the discussion, and you will need to summarize what has been said. But the use of questions will be predominant in guiding the progress of your discussion.
“I keep six honest serving men,
They taught me all I know.
Their names are what, and why, and when,
and how, and where and who.”
— Rudyard Kipling

Kipling’s six questions — what, why, when, how, where, and who — can form the basis for many different kinds of discussion questions. Here are some forms of questions you will do well to try:
• Fact-finding questions help children learn information and data.
• Ambiguous questions have several meanings to help keep the discussion moving.
• Leading questions seek or suggest answers; can be used when no one knows what to say next.
• Provocative questions are designed to incite an argument and wake up your group.
• Direct questions are aimed at a specific person.
• Relayed questions are used when someone asks you a question and you refer it back to another person or the entire group.
• Reverse questions are used when someone asks you a question and you refer it back to the questioner.
• Either/or questions force the group to make a choice.
• Multiple-choice questions help to ascertain priorities.

Learn to prime the pump

A good discussion depends on the students in your group — children who will get involved in the topic and want to talk about it. Sometimes the hardest part of a discussion is getting it started. If that is the case with your group, sometimes it is helpful to treat your group like an old-fashioned water pump. You’ll have to prime it.

Very few groups have students who will jump right in at the beginning and keep the discussion going. One way of getting started is to tell answers to some early questions to children in the group prior to the discussion. Then if things are getting off to a slow start, the children with the answers can respond.

Whether you do this or not, always have the beginning questions written out in front of you. (That means sticking pretty close to the questions and thoughts in the All-Stars for Jesus Leader’s Guide until the discussion gets going.) To begin, simple questions—some with obvious answers—are usually best. Try to use a variety of questions that do not have simple yes or no answers.

Especially as you get started (and always), give the children time to think. Respect each answer, even if it is not exactly the answer you were seeking. Soon your questions and answers will develop into real discussion, and you are on your way!

There may be times when your discussions drag and slow down. Anticipate these times and have several key questions planned to drop in when this happens. Caution: If response to your questions is slow, be careful not to answer the questions yourself. If you begin to do this, soon the children in your group will learn to just sit back and wait for you to give them all the right answers.

Remember, carefully planned questions are the key to a good discussion. In addition, be open. Be unshockable. Be willing to hear every response. Keep the goals of your discussion in mind at all times and use your carefully planned questions to work toward achieving those goals.

Involve as many children as possible in the discussion; don’t allow the discussion to be monopolized by one person or a few. Whenever possible, try to call on every child in your group. At other times, involve everyone by asking a “do you agree or disagree?” question.

Stay tuned next week for 4 more tips!

8 Tips for Leading Discussions: Part 2

This is the second part in a two-part series on leading discussions for older elementary children. If you missed part one from last week, you can find it here >

What if it doesn’t work?

In spite of the best plans, the most carefully planned questions, and the ideal seating arrangement, some discussions may still not work. The leader may feel the discussion is getting away from him, questions may be raised for which the leader has no answers, or there is no general agreement on the topic. Rather than allowing confusion, it is best to reorganize and evaluate the situation.

Refer back to the opening comments and to the goals and objectives of the discussion. (This is one of the reasons it is crucial the leader use good questions and comments to start the discussion, and that the children clearly understand the goals and objectives — what conclusions you want to reach — for the discussion. The opening statements set the tone for what is to come and indicate there is something worthwhile to discuss.) Summarizing will automatically discount any discussion that wandered from the subject. As you summarize, try to get the group to agree on the major points you have discussed and their conclusions.

If difficult questions arise, don’t panic. Assure your group you will check and get the answer for them by your next meeting. Or, have a member do the research, either during the discussion (if research tools are available) or by the next meeting. Don’t be afraid to admit you don’t know an answer; students will recognize a bluff or vague answer, but they will respect you more if you are honest in admitting you don’t know.

The same approach can be used if a question comes up that has no bearing on the discussion. Simply say, “That’s a good question, Eric. Let’s talk about it after the meeting. Right now, let’s continue talking about …” then get right back to the subject of your discussion.

If you are well prepared before your meeting begins, if you are interested in the subject, and if you treat the students in the discussion group with respect and consideration, you should be able to handle most any situation that might arise out of the discussion.

What about tools?

Some discussions may benefit from tools to enhance them and keep them going. A chalkboard, whiteboard, overhead projector, computer projector, or flip chart will allow you (or one of the children) to write down key points as you work toward a general summary and conclusion. (Don’t stay at the board too much; try to stay seated with the group as much as possible.)

For some discussions, guide sheets are helpful. Guide sheets are often in your VBS curriculum and can include basic questions, Scripture references, and space to write key points or answers to the questions.

The most important tool for any discussion is the Bible. In addition to the Bible version you normally use, you may wish to have additional versions of the Bible available, as well as a Bible dictionary, concordance, and other reference materials.

Types of discussions

If your group is quite large (more than 15 to 20 children), a discussion with the entire group may sometimes be unsatisfactory. Try breaking into several small discussion groups, each with a leader, and applying the same basic principles of successful discussion. Or, move into “buzz” groups of 3 to 10 people. One person is chosen as leader and another is picked to write down the group’s ideas and report on them when all the buzz groups reassemble for a large-group sharing time.

Brainstorming is another small-group discussion variation. Each small group is given a problem and asked to come up with as many different solutions as possible. Most any idea is valid to enter into the discussion; brainstorming allows the kids to think freely about the problem and its solution. Everyone is encouraged to use each other's ideas as a springboard for their own. Record all the ideas; don’t reject any. Set a definite time limit, then get back together in the larger group and share the ideas from all the groups.

Another discussion method is the forum, an informal or formal discussion made up of a panel of speakers who have prepared reports, then interact among themselves on what they have researched. The panel discussion is a less formal variation of the forum; it allows for interaction from the floor, or from the group at large. Good research coupled with preparation by several members of your group, provides the stimulation for good discussion.

Don’t forget to evaluate

It’s not enough just to have a discussion, make some conclusions, and go home. Always evaluate each discussion, decide whether your discussion accomplished your goals and objectives, and learn ways you can do better next time.

This checklist will help you evaluate your discussions:

•  How did the discussion contribute to understanding the topic?
• Did the children in the group learn anything from the discussion?
• Did the discussion help the children apply what they learned to their own lives?
• Was each child involved in the discussion, and if not, how can this be corrected in the future?
• What follow up should be done on what was included in this discussion?

Discussion—in various forms—is used often with older children in VBS curriculum. While it is only one method for effective learning and application, discussion can bring new excitement and involvement to your meetings. And, as the result of good discussions, you will observe new incentive, increased maturity, and new leadership skills among your students.

Leading a Child to Christ

When presenting the salvation message to kids, be prepared for questions. Have an adult Christian talk individually with each child who responds to your invitation. Ask the child, “What decision do you want to make?” or ask, “What do you want Jesus to do for you?” Let the child say in his own words what decision he wants to make. Don’t put words in the child’s mouth.

Depend on the Holy Spirit to work within His own timetable to make the plan of salvation clear to the child. After ascertaining that the child does want to accept Jesus as his Savior, and answering any questions he has, share what the Bible teaches about salvation:

1. God loves you — John 3:16

2. You have done wrong things (sinned) — Romans 3:23

3. God says that those wrong things must be punished — Romans 6:23

4. God sent Jesus to take the punishment for us — Isaiah 53:5

5. Tell God you are sorry for the wrong things you have done — I John 1:9

6. Ask Jesus to be in charge of your life and be your Savior — John 3:16-17

Talk and pray individually with each child. Let the child pray his own prayer asking Jesus to be his Savior. Explain that the student is now God's child. Let him know that God promises to never leave him. Explain that God will help him do what's right, and God wants the child to get to know Him better. Clarify any questions the child may have. Help the child say a prayer of thanks for what Jesus has done for him. Then pray aloud, thanking God for the child.

Also talk with the child’s parents, informing them of the student’s response and sharing your views of their child's spiritual development. Encourage the parents to help the child pray, read the Bible, obey God, attend church and Sunday school, and tell others about Jesus. (This may be a good opportunity to tell the parents about Jesus.)

When presenting the plan of salvation, group invitations should usually be avoided for preschoolers and elementary children due to the “herd” instinct of small children. Rather, talk with the children individually to determine which children are ready to receive Christ as Savior of their lives. Keep the children in prayer, and trust God to do His work in each child’s life.