Dialogue & Democracy:
Rationale, Guidelines & Strategies for Encouraging Dialogic Classrooms
Shannon D.M. Moore, Kevin Lopuck & Kathleen Elgar
“democracy begins in conversation”
– John Dewey
Note: this is an edited version of the one that appears in MB Speakers from The Manitoba Social Science Teachers’ Association (Vol 50 No. 1 Fall 2025)
Guidelines To Ground Classroom Dialogue
Classroom conversations begin by overtly and intentionally speaking about how we communicate. Before starting any dialogue or deliberation, take time to establish group norms. These norms invite conversation about our communication expectations. For some students this might be the first time they have been asked to consider how they communicate with other people, and how their actions might be perceived by other people. It may also be the first time that they are asked to set ground rules for having a conversation. In setting up group norms, you are helping to foster fruitful conversations in your own classroom, but you are also offering students a practice they can use in their own lives. For example, before starting a conversation with a friend or family member, they may consider setting up guidelines for the conversation, asking if the person has time to talk, or letting the person know a little bit about their own conversation preferences and asking for theirs. Conversations can devolve quickly when we don’t take the time to overtly consider these elements.
Some common group norms to get your group started:
- A conversation is not a competition.
- Listen to understand.
- Do not assume someone’s comment/word usage signals bad intentions. Educate rather than admonish.
- Maintain confidence in the people in this room. Conversations in this room should not end up social media fodder.
Check Your Temperature
I also often ask students to check their temperature on a topic. If you are “in the red” now is likely not the time for fruitful dialogue. I do recognize that there are some topics for which people will run red no matter what–these are often topics that are about their very humanity and right to be.
Check Your Perspective
It can be beneficial to ask students to consider their own perspective on a topic going into a conversation. In this way, they can reflect on the way their own perspective on a topic may impact their willingness to listen to other perspectives.
Strategies for Generating Conversations in the Classroom
Socratic Seminar
What: A structured, student-led discussion exploring ideas from a shared text, video, or related sources.
How: Students prepare by annotating material, then engage each other in dialogue by sharing observations, insights, questions, connections, confusions, etc. with each other while the teacher observes and only intervenes when needed.
Why: Helps deepen understanding and encourages evidence-based reasoning, fosters student agency, and promotes active and respectful listening.
Fishbowl 1
What: A paired discussion format using concentric circles.
How: Students form an inner and outer circle, paired face-to-face. They respond to a question or prompt for a set time, then rotate to new partners; prompts may remain the same or change.
Why: Encourages focused conversations, allows students to practice articulating ideas multiple times, and exposes students to diverse perspectives.
Fishbowl 2
What: A discussion format where a small group speaks while others listen.
How: Students in the inner circle discuss a topic while the outer circle listens and takes notes. The teacher may “empty the fishbowl” to swap groups or allow outer circle members to tap in.
Why: Promotes focused listening, reflective thinking, and active participation.
Chart Paper Gallery Walk
What: A rotating group activity to generate and build on others’ ideas.
How: Place chart papers with prompts around the room. Individuals or groups write responses, then rotate, adding new ideas or building on existing ones.
Why: Encourages movement, allows students to see and respond to diverse perspectives while encouraging collaboration and collective idea-building.
Popcorn/Snowball Discussion
What: A dynamic sharing activity using written responses.
How: Students write for one minute, crumple the paper, toss it to the center, then pick up a new crumpled paper and respond. The cycle can continue multiple times.
Why: Adds novelty, anonymity, and promotes quick exchange of diverse thoughts in a dynamic way.
Line Up According To
What: A continuum-based opinion movement activity.
How: Students respond to a prompt, then position themselves along a line representing a spectrum of views. They share reasoning and try to persuade others to move.
Why: Makes opinion diversity visible, encourages persuasion skills, and helps students recognize and respect diverse viewpoints.
U-Shaped Discussion / ++/+/?/-/–
What: A visual positioning and dialogue activity.
How: Students indicate their stance on a topic using physical position in a U-shape or by wearing/handing in a symbol (++ to –). They then engage with someone holding a different position.
Why: Visually reveals a range of opinions, fosters respectful dialogue between students with differing views, and promotes active engagement.
Diamond Deliberation
What: A group decision-making activity ranking statements by priority.
How: Groups are given nine statements and must arrange them in a diamond shape from most to least important, justifying placement through discussion.
Why: Develops reasoning by evaluating complex factors in relation to each other, encourages negotiation and consensus-building skills.
Conclusion
In a time of profound political, economic, environmental, technological, and social change, when our very ideas of citizenship and democracy are being challenged, dialogue is essential. The social studies classroom is an ideal space for this dialogue, but it cannot be left to happen on its own. We must intentionally dedicate time to practicing dialogue, establish clear guidelines for respectful discussion, and reflect on why and how we foster these conversations.
The strategies outlined above are just a few examples that have proven successful in our classrooms. At the same time, we recognize that sometimes the most valuable conversations arise organically. Students often want to engage in meaningful dialogue, and when appropriate, teachers should welcome these discussions daily. Ultimately, the health of our democracy depends on it.
References
Hess, D. E., & McAvoy, P. (2015). The Political Classroom: Evidence and Ethics in Democratic Education (1st ed.). Routledge. https://doi.org/10.4324/9781315738871
Hlebowitsh, P. (2024). In Search of Democratic Conversations in the High School Curriculum. The Social Studies, 1–11. https://doi-org.uml.idm.oclc.org/10.1080/00377996.2024.2426233
Journell, W. (2017). Framing Controversial Identity Issues in Schools: The Case of HB2, Bathroom Equity, and Transgender Students. Equity & Excellence in Education, 50(4), 339–354. https://doi.org/10.1080/10665684.2017.1393640
Journell, W. (2018). Should Marriage Equality be Taught as Controversial Post-Obergefell v. Hodges? Teachers College Record, 120(8), 1–28.
Journell, W. (2020). Controversial Decisions Within Teaching Controversial Issues. Annals of Social Studies Education Research for Teachers, 1(1), Article 1. https://doi.org/10.29173/assert2
