How to Get Blood From a Stone

The origin of the phrase above is most attributed to Giovanni Torriano the 17th century writer.  His intention was to simplify the idea that we cannot extract a substance which isn't there in the first place.  When trying to encourage discussion amongst teenagers perhaps the same applies.  We often hear that children are naturally inquisitive, however when they approach the borderlands of adolescence this often changes to apathy.  Again this is a generalisation which may not describe all young people but it is a common trend.

The complaint often aired by teachers in any context is that discussion is often difficult.  To approach the problem it might be wise to consider the importance of student led education.  The truth of the matter is that students benefit more from interaction and discussion than from the teacher lecturing them to oblivion.  If we see this type of 'lesson' then we can be confident that those sitting listening aren't actually 'learning'.  The usual exceptions are the methods used on the University campus where the students are expected to be of a certain level of academic maturity to benefit from being talked to.

In any context it is quite apparent that language interaction is essential to the development of intellect.  After all, children learn language acquisition skills before they are born.  It is through the hearing of conversation that infants begin to adopt their speech and language.  Why should this change when they begin formal education?  As children mature they need to be encouraged to engage with their immediate carers and other people in their social environment.  The sharing of thoughts, ideas and knowledge is essential to their own mental development:

'The building and exchange of thoughts and ideas which takes place in the

course of a discussion, in any context at all, is likely for at least one of the

participants, and often for both or all of them, to lead to a greater understanding

of, or insight into, the topic of the conversation.'

- Alan Pritchard, Ways of Learning, 2005

So in the classroom we should try to hear many different voices instead of one or two.  Yet this might be an upward struggle.  If we have a class of new students in front of us, or if the subject matter is unfamiliar then we may have an upward struggle when promoting dialogue.  The key is to show the students that we are not more important than them.  Some of their reluctance may stem from preconceived ideas about the teacher.  Humans tend to open up more if they are in a relaxed environment.  By making them aware of the level playing field between us and them then we make ourselves more trustworthy and, dare I say it, even normal (however, I believe that educators should develop dual characteristics of normality and originality).

Once we have developed an atmosphere of trust then much of the groundwork is complete.  The quality of our questions and topic starters comes next.  This is where we should take advantage of our awareness of prior knowledge.  However, if the topic of the lesson is completely knew to the students then start with the most thought-provoking questions you can think of.  Thinking time is essential!  Never get into the habit of asking a question and offering the answer five seconds later.  This is completely at odds with the role of a teacher.  Ask the same question again.  Give the students time to 'think'.  At this point the question can be re-phrased.  In most cases the answer will come from someone in the class.  This may not be correct or even detailed, but whatever the student says may just begin a conversation.

Whilst these factors help to encourage discussion it is also possible to use a little bit of performance.  Many teachers behave in very predictable ways with common teaching habits.  This includes the manner in which they talk.  Perhaps bringing some appropriate humour and fun into the mix might encourage students to open up.  Not at any time should our dialogue become inappropriate or digress from the main thrust of the discussion, but a more relaxed approach can go a long way in getting blood from a stone.  As teachers we need to know our pupils and prepare accordingly.  As long as we are keen for them to learn we have to reduce the amount that we speak and listen carefully to the opinions of those that matter most.