ARTICLE “Use of debate to create an active form of educational communication in extracurricular activities

Your psychologist. The work of a psychologist at school.

Content and structure of the discussion

Most often, the following stages of discussion are distinguished: preparatory, or introductory part, main part and conclusion. The introductory part is a necessary stage of group discussion, when students emotionally and intellectually prepare for the upcoming communication. The introductory part is structured in such a way as to update the participants’ existing ideas, introduce the necessary information and show interest in the upcoming topic of discussion. There is orientation and adaptation to the problem itself, to each other, an attitude towards joint solution of specific problems is developed, groups become familiar with the rules of behavior during the discussion.

An approximate list of working rules for discussion participants:

• "Freedom of speech". Each participant should have the opportunity to express their opinion, even if it differs from the opinion of the group.
• "No losses." Every statement, addition and clarification must be taken into account and carefully considered.
• Ideas are discussed, not personalities. During the discussion, it is unacceptable to “get personal”, apply labels, make derogatory statements, etc.
• Support rule. It is important to be attentive to the statements of others, try to understand the meaning of his opinion, and support those who find it difficult to speak publicly.
• Goal rule. Speak briefly, clearly and concisely. Speak on the topic, try to reflect the essence of the problem being discussed.
• When criticizing, suggest.

A good start is important in a discussion. Here are some recommendations from psychologists for organizing the introduction of a group discussion. The introduction should not be bland or neutral; should not leave the audience indifferent (a negative reaction is better than none at all); too long or too short; do not provide a summary of the discussion topic (do not confuse a summary with an outline). The introduction should create a favorable and psychologically comfortable environment (placement of participants, style of relationship, intonation and gestures of the presenter); take into account the situation, time and place; rely on current problems, interests, motives of participants (rely on events taken from life); Use visual and auditory effects whenever possible. The effectiveness of the main part of the discussion depends on the chosen form: on the strict observance of the rules, on the friendly perception of the participants of each other and the facilitator, on the correctness of the participants, on the involvement of everyone in the group work and their activity. All this, first of all, depends on the leader. The leader is faced with the following tasks:

• create a friendly atmosphere;
• stimulate and support active discussion;
• include all participants in the discussion;
• manage the course of the discussion: monitor compliance with the rules and regulations, activate and support the discussions of the participants, relieve a tense situation and prevent it from becoming personal.

The final stage involves the development of common or compromise positions, decisions, and a plan for further action. At this stage, a group analysis of the contribution of each participant to the group’s work takes place, the intended goals and results obtained are compared, the pros and cons of the work, the effectiveness and productivity of the joint discussion are identified. Tasks facing the leader:

• analyze and evaluate the discussion, summarize the results;
• summarize all presented positions, help discussion participants come to a consensus, and form a common vision of the problem in the group;
• note the contribution to the overall work of specific participants;
• set up for further work in this team.

Topic of discussion

The topic of the discussion should be interesting to the participants, reflect their interests, life problems, and be appropriate to the age of the students. It is important that it be problematic in nature, contain a contradiction, a dilemma. Only under this condition is it possible to hold a discussion-argument, make the discussion sharp, show different views on the same problem, encourage children to defend their own opinion, or update independent reasoning about the correctness of their own position, its strengths and weaknesses.

Group discussion topic selection forms

Ranging

• The group (class) is divided into micro groups of 4-5 people.
• An opening speech by the presenter (teacher) about the value of joint discussion of life problems that are significant to the student at the moment. He then explains the students' task is to select three "hot" topics as a group to discuss in class.
• Work in small groups for 4-6 minutes on a choice of topics.
• The teacher records all the topics on the board, together with the children looks for short figurative names, combines topics that are close in meaning, and addresses the class with possible additions and alternative proposals. A general list of topics is determined.
• The list is distributed to microgroups with a request to highlight three priority topics. Based on the calculation, 5-6 topics that received a larger number of selections are left for further work.
• The final version is written on the board, and small groups are asked to rank the topics by importance.
• The total amount for each topic is calculated. The topic with the lowest rank (sum of places) is declared priority.

An example of working with topics in 10th grade.

The final list of topics chosen by students

Written opinion poll

A preliminary written survey of schoolchildren's opinions and suggestions can be carried out in different forms. For example, invite them to name three or four of the most significant problems in modern life (or topics of main thought today, issues that are important to discuss with the class, topics on which they would like to know the opinions of peers, etc.).

You can conduct a survey using the method of unfinished sentences. For example, continue the phrases: most often I think about...; It seems to me that it is difficult for all people...; I'm most interested in knowing about...; I would like to talk in class about...; I would like to know the opinion of my peers... etc.

The teacher analyzes the children’s answers, summarizes them, and then, having selected a topic that is interesting to the majority, organizes a discussion. The discussion can begin with an analysis of the children’s judgments (a general review of the questionnaires, and the review should be unaddressed) and include individual judgments of the schoolchildren in the discussion.

Techniques to Make Group Discussion

Techniques for introducing discussion

• Presentation of the problem through a description of a specific case, analysis of moral problematic situations. The best material is situations taken from works of art, films, journalism, as well as life situations similar to those that arise in practical activities, interpersonal interaction of children themselves, situations from their lives (with fictional characters).
• Demonstration of a film or story.
• Staging, role-playing of an episode.
• Invitation and introduction of experts (people knowledgeable about the topic of discussion).
• Use of significant (sensational) news.
• Stimulating questions (such as “What?”, “How?”, “Why?”, “What will change?”, “What happened if...?”).
• Alternative choice. Participants are invited to independently make a choice from several proposed by the presenter.

Techniques that stimulate the activity of participants and increase the effectiveness of group discussion

• Questions that encourage the student to deepen his thoughts. How did you come to this answer? How can this be shown to be true? Etc.
• A word of caution about overgeneralizing to make the discussion more meaningful is not to go off topic. When will this be true? Under what conditions is it most pronounced? Where and in what situations does this most often happen? Etc.
• Clarifying questions encourage you to express your thoughts more clearly and give reasons for them. You said it was better. What's better? How exactly does this manifest itself? What do you mean when you say...? Etc.
• Paraphrase is a repetition of a statement with a new intonation. Stimulates rethinking of what has been said, development of thought.
• Editing is a repetition of the most significant, from the position of the presenter, part of the statement. Allows you to direct the discussion in the right direction and stay on topic.
• An informative, brief statement by the presenter (image, remark, praise, support, etc.) helps to lead a discussion that introduces a new stream of information and encourages further work.
• Demonstration of misunderstanding encourages participants to repeat and clarify their judgment. I don't quite understand what you mean. Please clarify, etc.
• “Doubt” allows you to weed out weak and ill-considered statements. Is it so? This is all? Are you confident in your thesis? Etc.
• “Problematization” is a requirement to explain, justify, prove the expressed judgments. Increases productivity, awareness and thoroughness of statements. Justify your statement. Explain why this is so. What does it mean?
• "Alternative". The presenter proposes and substantiates a thesis, a statement opposite to what was expressed, focuses on a different point of view, an opposite approach. The technique trains the skills of comprehensive consideration of an issue and activates the mental activity of schoolchildren.
• "Reduction to the point of absurdity." The presenter agrees with the statement made, and then takes it to the point of absurdity.
• “No-strategy”, or “denial” of all statements of the participants. The presenter says “no” without bothering with evidence. No, that's not true. This doesn't happen. This can't be true.
• At the introductory stage, you can introduce a special role of a “judge” who will monitor the behavior of the discussion participants and their compliance with the rules (if they were discussed and accepted). He will have the right to punish participants - “warning”, deprivation of speech for some time, etc.
• Question for the group. During the discussion, one of the participants asks a question to the moderator. The latter can address this question to the group (relay question) or to this participant himself (echo question).
• Summary. As the discussion of individual points ends, the presenter should summarize what was said and, if necessary, draw attention to controversial issues. Its purpose is not to bring everyone to a common opinion, but only to summarize what has been said.

Forms of group discussions

"VERTUSHKA"

The essence of this form is that participants discuss a topic or problem in microgroups of rotating composition (at different stages of the discussion, in different groups), and several basic issues on the topic are simultaneously addressed. It is equally important that each participant is in a leading position; this helps to take an active position, be conscious of the discussion process, and determine their position. With this technology, at each stage, participants mark the leaders of the discussion; this allows, at the end of the discussion, to identify the leaders of the group, and, if necessary, to make them organizers in the implementation of the plans outlined by the group. It is better to choose a topic (problem) for discussion in advance (using ranking or brainstorming) and select questions for group discussion that are necessary for working in the turntable.

1st stage. Preparatory

The presenter provides background information, poses a problem, or identifies the topic of discussion. Offers four directions for solving a problem or four aspects of a discussion topic. The group, consisting of 16 participants, is divided into 4 subgroups (4 people each) on a voluntary basis, depending on personal preference for one aspect of the topic or options for solving the problem. Signs “A”, “B”, “C”, “D” and large sheets are placed on the tables, on which one aspect of the topic or the direction of solving the problem is indicated (sheet-A, sheet-B, sheet-C and sheet-D ). Each participant is given a card with the number: A-1, A-2, A-3, A-4, B-1….G-4 and a route sheet (see Fig. 1). The facilitator explains the rules for the discussion and directs the placement of participants at the tables.

Stage 2. Pinwheel (40-45 minutes).

The four groups identified at the preparatory stage express ideas, judgments and proposals on the aspect indicated on the signs within 5-10 minutes. Then the groups disperse, each participant moves in accordance with the route sheet and ends up at another table, where one representative from other groups sits with him; here they jointly discuss the second aspect (new for all participants), which is written on the sheet of the table where they moved. The discussion takes 5-7 minutes. At each table, participants evaluate their colleagues, indicating on the route sheet in the “Number of the best performance” column one or two numbers of participants (including your own) who were the most active and meaningful in their performances at this stage. The next two transitions repeat the previous one, the participants discuss two more new ones? them aspects of the problem (or options for solving the problem).

3rd stage. Summing up (15-20 minutes).

At the last, fourth transition, the participants find themselves at the tables where they began the discussion. Here they summarize the proposals of all groups, recorded on the sheet, systematize them, note alternative positions and the most interesting ideas, draw up conclusions on their aspect (or project), and prepare to speak to the group. The game leader collects all the route sheets and, by counting, identifies those whose performances were noted by the majority of participants (if there are many participants, the leader can take assistants for counting).

1. Sample route sheet for turntable 4 x 4, 4 x 6.4 x 7

* indicates the leader at this table at this stage.

Rice. 2. Algorithm sheet for route turntable 4x4

Then each group presents its conclusion, reflecting the generalized opinion of the group, and group members complement and clarify it. The presenter summarizes each question, topic or problem as a whole, notes the work of individual participants, indicates who was most interesting and active in the discussions by the number of elections. Conducts a collective analysis of participants’ opinions on the work done. If a problem has been discussed and a specific solution needs to be chosen, then the participants with the majority of votes become a group of experts. After all the groups have spoken and discussed the pros and cons collectively, they make the final decision. In the future, experts can act as a creative group in preparing and implementing the decision made. Notes:

• The route sheet indicates the role of the leader. In this role, each of the participants acts at one of the stages. He monitors compliance with the regulations, fixes ideas on paper, gives everyone the opportunity to speak, develops ideas, encourages passive participants to speak out and controls those who are too active with words, monitors the progress of the discussion at this stage at his table.
• The discussion can be conducted according to the following formulas: 4x4 (4 groups of 4 participants), 4 x 6, 4 x 7, 5 x 5, 5 x 6, 6 x 6, 6 x 7, etc. In this case, a different movement algorithm should be used (algorithm for moving participants for options 4 x 4, 5 x 5 cm, see Fig. 2).
• The game can be complicated if the route sheets include in advance for each participant to perform a special role at a certain stage (analyst, critic, idea generator, supporter, etc.).

“Spinner” can be carried out in a simplified form, when the participants do not disperse at the second stage, which means that the composition of the microgroups does not change. Each microgroup discusses in turn each of the issues identified in advance. The whole group either moves from table to table, where they discuss a question that is new to them, or the leader passes on a sheet common to all groups with answers (from the previous group, groups) on the proposed position. When each of the microgroups has discussed everything from the highlighted positions and returned to the first (their) position, they summarize the answers of all previous groups. This is where the third stage of the pinwheel begins.

"AQUARIUM"

This type of discussion is usually used when discussing contradictory approaches, conflicts, and disagreements. “Aquarium” is interesting in that it places emphasis on the very process of presenting and defending one’s position and its argumentation. Inclusion of all participants is achieved by everyone participating in the initial discussion, after which the group monitors the work and communicates with its representative. A narrow circle of speakers (5-6 people) makes it possible to focus on the main points. Preparatory stage. The facilitator introduces the problem and divides the class into groups. Usually groups are arranged in a circle. Participants (sometimes the leader) choose a representative who will present the position of their group to the whole class. Progress of the discussion

• Groups are given time, usually a short time, to discuss the problem and determine a common point of view.
• The facilitator asks representatives of the groups to gather in the center of the class to express and defend the position of their group in accordance with the instructions received from it. No one other than the representatives has the right to speak, but group members are allowed to convey instructions to their representatives via notes.
• The rest of the participants are active observers and analysts, they note (can be recorded in writing) the most striking and reasoned speeches, clarity of thoughts and positions in general, the ability to listen to opponents and ask clarifying questions, the ability to answer questions posed with reason, the ability to persuade, etc. .
• The teacher may allow representatives as well as groups to take time out for consultation.
• The “aquarium” discussion of the problem between representatives of the groups ends either after a set time has elapsed or after a solution has been reached.
• After this discussion, the whole class critiques it.

A collective analysis of the progress of the discussion at the end of the discussion allows the facilitator, together with the participants, to highlight both substantive and procedural aspects of group work. The “aquarium” technique not only enhances the children’s involvement in group discussion (it allows them to develop skills of participation in group work, joint decision-making, communication skills - the ability to listen to another, argue, defend their position, support and develop the thoughts of another, etc.) , but also makes it possible to analyze the course of interaction between participants at the interpersonal level. The presenter must decide for himself how appropriate it is to take advantage of this opportunity in a particular case.

CRITICS, DREAMERS AND REALISTS

This is a group discussion and development of new ideas and proposals. A public opinion poll on this topic is conducted, real and unrealistic proposals are collected, critical comments are made, which as a result helps to more clearly present the idea itself, its relevance and significance, and outline ways of implementation. Progress of the discussion. The presenter comes up with an idea, sets up a joint discussion, and explains the rules of work. Participants are divided into three groups (the method of division is arbitrary). Each group is assigned a role and the tasks of that role. To a group of critics - harsh criticism of the idea, detection and disclosure of its weaknesses, possible difficulties in implementation, etc. A group of dreamers - generalization of the most incredible and even unrealizable options for the development of an idea, the development of its individual directions, building prospects for implementation, forecasting areas where it can be realized, people who can help in its implementation, etc. A group of realists - how can the idea be realized, what means (monetary, technical, people, connections) need to be invested and used for this, real difficulties that hinder the development of the idea, etc. At the main stage.

• Groups within discuss the idea from their assigned roles.
• Performance by the “Dreamers” group (5-7 min.), which is then discussed by groups of “critics” (criticize proposals, show weak ideas, etc.) and “realists” (analyze ideas, prove which of them and how can be implemented etc.),
• Presentation by the “Critics” group followed by discussion by other groups. The last to perform are the “Realists”.

Collective analysis stage.

• Each group discusses new ideas and proposals, comments and criticism and, using the most interesting ideas and proposals from its point of view, announces the final project.
• Presentation of representatives from each group with the final project.

Collective analysis of the meeting and summary of the presenter.

All described forms of group discussion and discussions provide a general description of the technology. The choice of form, determination of the topic of discussion, features of its preparation and conduct depend on the goals of the teacher, on the situation in the class (group), on the individual characteristics of schoolchildren (their problems, interests, hobbies, priorities and values), on their individual experience.

Debate

Debate (from French debates) is defined as debate, exchange of opinions at any meeting or meeting. Unlike a discussion, which is a dispute, a clash of opinions, a public discussion of alternative judgments, a debate does not imply an open clash of participants, a direct dispute, sometimes developing into polemics (the desire to necessarily convince, to defeat the other side by any means and means. The basis of debate is free statement, exchange of opinions on a proposed thematic thesis ... Debate participants give examples, facts, arguments, logically prove, explain, give information, etc. The debate procedure does not allow personal assessments, emotional manifestations. The topic is discussed, not the attitude of individual participants to it In this sense, debates accustom students to the culture of oral presentation, the ability to listen and hear others, assess their own capabilities, etc. The debates themselves should be preceded by preliminary work:

• printing of materials;
• familiarizing participants with the rules for organizing and conducting debates;
• determining the initial thesis (topic) of the debate;
• work with the direct organizers of debates, distribution of roles and assignments;

— individual instructions on the debate procedure. In addition, it is necessary to prepare several talking points for debate. A thesis is a statement that briefly states an idea, as well as one of the main thoughts of a lecture, report, speech, etc. It is important to clarify that the thesis is formed in an affirmative form, suggesting an antithesis. However, it is better if the participants themselves propose the thesis. You can create several groups to work on a thesis. After identifying several theses, everyone together chooses (by voting or rating) one thesis they like for the upcoming debate. Depending on the purpose of the debate (discussion of a scientific problem; development of a specific educational topic or methods of conducting the debate itself), a thesis is also formed. For example, to discuss pedagogical topics, the following theses can be debated: “Tests and exams make the learning process more effective”, “Graduates strive to obtain a certificate (diploma), not knowledge”, “Lecture as the main form of teaching classes has become obsolete”, “The future – for information technologies”, etc. Here, for example, are some points for discussing the topic “Methods of interactive learning”: “For the effective use of the method of interactive learning, favorable interpersonal relationships are necessary,” “Methods of interactive learning can only be used in a prepared (specific) audience.” If the didactic goal is to develop a methodology for conducting educational debates (for the teacher), then any thesis that is significant to the audience can be debated. For example, “TV advertising should be banned.” “In modern society, men are discriminated against based on gender,” “The contract system helps improve the quality of work.”

The procedure (procedure) for conducting educational debates . The work is organized and carried out by the chairman. He has no right to participate in the discussion itself, since he is a disinterested person. The chairman is assisted by a secretary who informs speakers of the time allotted for speaking and also keeps documentation of the debate. Before the debate, participants take seats in the following order.

• to the right of the chairman are the thesis defenders (4 people)
• to the left of the chairman are opponents of the thesis (4 people)
• at the end of the hall in the middle are persons who do not have a definite point of view (the public, the “swamp”).

Each speaker should begin his speech by addressing the moderator of the discussion as “Mr. Chairman” (Dear Chairman). Debate participants also address each other as “Dear colleague (Mr., comrade, opponent”). In the debate, defenders and opponents of the thesis alternately speak. The first to speak is the one who defends the thesis and at the same time develops it. After him, the main speaker from the opposition speaks, who formulates and defends the antithesis. Further roles are distributed as follows:

• the second numbers of both sides in turn give arguments in favor of their thesis (antithesis);
• the third numbers refute the opponents' arguments;
• The fourth numbers summarize what was said by both sides during the debate. The last one is the fourth team number, who defends the antithesis.

After the main speakers speak, the debate in the hall begins. Each person present has the right to vote (including team members). The speakers take turns presenting the sides of the thesis' defenders and opponents, approaching the corresponding side of the lectern. The debate continues until everyone has spoken or until the appropriate command of the chairman. Participants have the right to ask questions and provide information throughout the debate. To do this, you need to get up from your seat, raise your hand up and say “Question” or “Information”. The speaker has the right to grant or reject the participant's wishes with the words "Please" or "No, thank you." If the speaker agrees, the question time or information time on the part of the participant is added to the time allotted for the speech. In this regard, it is advisable that questions and information from participants do not exceed 2-3 sentences. If the speaker has not agreed to the question or information from the seat, then the person wishing to speak must sit down silently. The speaker and the presiding officer can stop a person asking a question or providing information at any time. Time allocated for performance: 1st numbers – 5 minutes; Numbers 2-4 – 3-4 minutes; participants – 2 minutes. The secretary controls and shows the time remaining until the end of the speech. The Chairman has the right to interrupt the speech in case of violation of procedures. After the debate, a vote is held in which everyone speaks in favor of the chosen position. When voting, it is not the thesis that should be assessed, but the arguments presented by the parties.” It’s good if debates are held systematically, in accordance with certain topics of interest to children and adults, and not the same “regular speakers” participate in them, but all students. This is what, for example, a debate plan might look like

Schedule of the intellectual tournament “Debates”

Dialogue and discussion: hearing and being heard

Our “toolkit” of interpersonal communication is practically limited to only two tools - dialogue and discussion. Using them every day, we nevertheless do not bother to draw the line between these fundamentally different forms of communication. But in vain - after all, a simple awareness of their features, pros and cons opens up the opportunity for us not only to reduce the duration of discussions, but also to significantly increase the content and quality of decisions made. In addition, the skillful use of these tools contributes to the growth of trust and mutual respect in the team.

The word “dialogue” comes from the ancient Greek dialogos, meaning the free flow of ideas between the “shores” - the participants in the discussion. Dialogue is designed to promote calm perception, comprehension and development of expressed ideas. In contrast to dialogue, the term "discussion," sharing the same root as percussion and concussion, implies a verbal ping-pong of ideas being bounced from one debater to another. At the same time, everyone strives to prove that they are right or to promote their own idea.

Ignoring the fundamental differences between these two basic communication tools often leads to a change in the nature of the discussion. Instead of trying to achieve a comprehensive vision, a deep and comprehensive understanding of the problem under consideration by all participants, they find themselves involved in heated, emotional polemics. Everyone's emotions and ambitions give the problem under discussion an increasingly subjective coloring and deprive the participants of the opportunity to reach a reasonable solution.

Key Differences Between Discussion and Dialogue

These communication tools - dialogue and discussion - are aimed at obtaining fundamentally different results (in one case, this is joint comprehension, deepening the ideas expressed; in the second, their promotion, imposition, criticism). In the first case, logic dominates, in the second - emotions. In order to make the discussion more calm and constructive and reduce the emotional influence of the speaker, in the American Indian tribes the speaker was supposed to stand with his back to the participants.

As a rule, at the end of the discussion, most of the participants remain dissatisfied: their ideas were rejected, and only a small group of “winners” triumphs. Dialogue, on the contrary, is aimed at achieving consensus, when each point of view must be heard and a common optimal (in the opinion of the participants) solution must be jointly found.

The advantages and benefits of dialogue are obvious, but in today’s “reactive” world, the time factor often becomes decisive. This means sacrificing consensus (which would take a lot of time to achieve) and settling for compromise. It should also be borne in mind that emotions can also play a positive role - a challenge ignites people, activates thinking and imagination, and creates a powerful emotional mood.

Some practical tips

1. Dialogue should always precede discussion. This will allow you to get a unified, more multifaceted and deep vision of the problem, which can rarely be formed alone.

2. Successful dialogue is possible only if three conditions are met:

• Presence of trusting and respectful relationships between team members.
• Open, calm acceptance of any ideas, no matter how strange they may seem. This does not mean that “bias” should be completely eliminated, but we should try to “turn off” it during the dialogue and use it at the next stage - during the discussion.
• At the first stage of mastering the technique of dialogue, a mediator (facilitator) is required to remind participants of the need to comply with accepted rules and regulations.

3. Use brainstorming (the ideal combination of dialogue and discussion) more often, especially when looking for new, innovative solutions. A brainstorming session includes two phases:

• Dialogue (10-15 minutes), when participants freely express their ideas regarding a solution to the problem under consideration (criticism and denial are prohibited, all proposals are recorded but not discussed, additions and development of ideas are welcome).
• Discussion, when each proposed idea is clarified and evaluated. As a result, the most acceptable solutions are selected.

The main thing in both dialogue and discussion is the ability to listen and hear what exactly your students are trying to convey to others. This is difficult, much more difficult than talking and arguing, but much more important.

How to skillfully lead a discussion

Dialogue is the most common type of communicative activity. Dialogue organizes interpersonal communication between equal partners with equal activity. The nature of the dialogue depends on the individuals who conduct it. For real dialogue the following conditions are necessary:

• the presence of desire and readiness of two partners to express their position in relation to the current problem;
• willingness to perceive and evaluate the partner’s position;
• readiness for active and offensive interaction;
• the partners have a common basis and certain differences in solving the problem under discussion.

The basis for dialogue is the problem and the difference in ways to resolve it. Dialogue can be considered as a system of question-answer interaction, where there is also a change in the positions of the one asking questions and answering them. By nature, the dialogue can represent an intellectual competition, a battle of ideas, a clash of thoughts, etc.

Discussion as a form of dialogue involves communication based on reasons and arguments with the goal of finding the truth through a comprehensive comparison of different opinions. The essence of actions in a discussion is to defend or refute a thesis. When putting forward a thesis, participants in the discussion dialogue proceed from three technological conditions:

• the thesis must be clearly formulated and clear to the opponent;
• the thesis must remain unchanged throughout the dialogue;
• the thesis should not contain logical contradictions.

The discussion poses three groups of interrelated tasks for its leader:

1. tasks in relation to the problem;
2. tasks in relation to a group of participants;
3. tasks in relation to each individual participant.

Solving these problems requires the manager to select adequate means. Based on the correlation of tasks and means of their implementation, a psychotechnical program of action for the discussion leader is formed. Let us consider the tasks of the leader at each stage of the discussion and the means of achieving them.

Stage I. Orientation

1. In relation to the problem
   How to formulate the purpose and topic of the discussion? Explain what exactly is being discussed, why discussion is needed in this situation, and to what extent the problem should be solved.
2. How to set the discussion time? Announce to the participants the time allotted for discussion.
3. How to interest participants and create the necessary motivation? Present the problem in the form of some kind of contradiction. Show what the significance of the problem is, what results its solution can produce.
4. How to achieve a clear understanding of the problem among participants? Ask for questions. You can offer control questions.
5. How to start an exchange of opinions (if possible, without judgment)? Give the floor to those who wish to speak or invite participants to speak in a circle. It is not recommended for the manager to take the floor first.

1. In relation to the group
   How to introduce discussion participants if they are strangers? Ask to introduce yourself, for example, in a circle. You can invite participants to ask each other questions to get to know each other better.
2. How to focus on a collective decision? Communicate the benefits of a group solution.
3. How to create a friendly business atmosphere and establish a positive emotional background? Friendly attitude towards all participants - friendly treatment, gestures, facial expressions, smile, etc.

1. In relation to each participant
   How to ensure that all group members participate in the discussion? You can, for example, offer to speak in a circle if there is difficulty in including all participants in the dialogue.
2. How to activate passive ones? Contact the silent person with a question, a request for help. Offer a task in which everyone’s participation is required.
3. How to provide support and assistance to speakers? Listen carefully to everyone without interrupting. Recommend without fear of expressing your opinions, since it is important to take everyone into account.

Stage. II Evaluation

1. In relation to the problem
   How to collect as many proposals as possible and try to cover all aspects of the problem? Listen to everyone. Make your proposals after listening to the opinions of the participants.
2. How to analyze your own opinions? Summarize partial results, highlight the main provisions, draw preliminary conclusions.
3. How to stay on track with the problem and avoid repetitions and deviations from the topic? Tactfully stop those who deviate from the topic and remind them of the goals and objectives of the discussion.

1. In relation to the group
   How to maintain a high level of activity for the entire group? Give everyone the floor one by one. Avoid protracted dialogues and monologues, excessive activity of some at the expense of others.
2. How to maintain a business atmosphere? Demand a clear presentation of thoughts, clarify unclear provisions. The manager should ask and listen more. Try to speak less yourself, but to the point.
3. How to prevent personal confrontation between participants? Eliminate misunderstandings between participants, suppress value judgments aimed at the personal qualities of the opponent.
4. How to maintain a warm, friendly atmosphere? For example, use a smile, encouraging statements.

1. In relation to each participant
   How to pay maximum attention to the opinion of each participant? Listen carefully to everyone. Do not interrupt the speaker prematurely.
2. How to demand clear argumentation? Clarify unclear provisions, ask to explain your point of view.
3. How to activate passive ones? Contact the “silent man” with a question. Kindly ask him to express his point of view.
4. How can you remain as impartial as possible? Give equal attention to everyone and provide support to all participants.