Almost always the loss of control in a discussion or classroom situation stems from the teacher’s failure to guide the group effectively toward its goal. Discussion should be used to pinpoint solutions to life’s problems and apply the solution personally. There is an art to question asking.

THE RIGHT SETTING. In order to get the most interaction and keep everyone involved, it would be smart to make sure everyone is sitting in a circle or some kind of shape where everyone can see and hear each other clearly. There needs to be enough light for everyone to be able to see facial expressions, and they need to sit close enough to each other to easily hear each others words and the tone they say them with. Sitting around a table works well in a classroom. Sitting in a comfortable living room is even better. Outdoors is good if it isn’t in a place that would be distracting. Sometimes it can help loosen people up if there is something to drink or snack on.

DON’T ASK QUESTIONS THAT HAVE A RIGHT OR WRONG ANSWER. It is a discussion, not a test. You are looking for life application. If you were to ask, “Who was Mephilbosheth?” you would be asking for a right or wrong answer. This doesn’t lead to discussion. However, you could come up with a variety of good application and discussion questions about dedicated friendships if you were to tell the story of Jonathan and David’s friendship and of David taking in Jonathan’s crippled son, Mephilbosheth (2 Samuel 9). What does this teach you about friendship? What kind of friendship do you think David and Jonathan have? What relationships could you compare it to today? If someone is truly your friend, how could you show the same kind of love that David showed Jonathan when he took care of his son?

ASK A QUESTION THAT MAKES THEM THE EXPERT. This is the best advice I have ever received for asking discussion questions. If the theme is temptation ask, “What temptation does the average guy at your school face each week?” They could then list the temptation because they are the experts in that field. Let’s say that your lesson is going to be about having a heart for missions. You could ask, “What are some issues, movements, or causes that teenagers feel strongly about?” If you are studying the sermon on the mount you could ask, “What would happen at your school if all of the people that call themselves Christians would begin living by the principles in Matthew 5, 6, &7?” One student might think that the non-Christians would be very put off and that the division between Christians and non-Christians would only grow larger. Both answers are correct. They are the experts.

DON’T JUDGE. Don’t evaluate their answers critically or compare. They won’t talk if their leader is a judge.

DON’T PREACH. DON’T PREACH. DON’T PREACH! When tempted to give your opinion, wait 60 seconds. Maybe by then you won’t need to talk. Overcome the need to be heard and to have the last word on every topic. This is so difficult for some leaders, but so very critical in getting the students to think for themselves rather than be told what to think.

USE HUMOR. Don’t poke fun at their answers, but use humor to liven up a discussion. It is good and even healthy to use humor, puns, and exaggerations, and even sarcasm. Make yourself the butt of jokes, not the students. A young person’s feelings can be easily hurt, and chances are you won’t find out about it until the damage has been done and the wound is old.

DON’T JUST WIND IT DOWN, WRAP IT UP! Be sure to close while it is still hot, not after it is dead. Summarizing everything is not always good as it tends to have a calming effect on the lesson rather than a challenging impact. By trying to summarize a discussion in a few words, you miss out on some of the great input that was given. In closing your discussion you want to make sure that you have arrived at your teaching goals for the lesson. Let them help you with the conclusion. Ask them what they plan to do as a result of what they have learned.

There are so many factors to consider in making for a good discussion: the chemistry of the group, topic of discussion, setting, time of day, general mood, etc. At first it may seem difficult to get the group talking. It will take time, but don’t give up on it. Don’t fall back on lecture simply because it is the safest teaching method. Keep pushing for involvement from your students. Make them think! Small groups are paramount to making inroads into a young person’s heart, mind, and life and teaching through discussion is an excellent way to involve everyone.