2) Not reading (several times) the assigned selection far enough in advance.
3) Asking to switch with some other member of the class when there is insufficient time available to make such a switch.
4) When possible, two grad students are responsible for serving as discussion leaders as a team. When such opportunities are available, be sure to collaborate and to plan you efforts together. Share phone numbers, e-mail addresses, etc.
5) John Murphy fails to leave a sufficient amount of time for you to accomplish what you have planned. (Ouch! It hurts, I know. And what's worse, it's my fault.). Some strategies: Be sure to touch base with your course instructor ahead of time (but close to the day of the class (e.g., 48 hours)), discuss with him how much time really will be available, explain what some of your plans might be. In general take the time to negotiate (if necessary) an adequate time slot that serves both the course as a whole and your contribution to the day's lesson. For my part, I will try to make available the time you need. However, as in most teaching I can not always predict the pacing of how we will progress through the requisite topics/themes of the course. Your contributions are important. Most teachers are always working on "timing" and "pacing" in their own teaching, and I am no exception.
6) Not noticing (or not taking advantage of) discussion supports already provided through the course materials. For example, if you are preparing to lead a discussion of a chapter from the Celce-Murcia et al "Teaching Pronunciation" text, the authors have already included "Discussion Questions" and other support sections at the end of their individual chapters. Also, your instructor may have samples of written work created by previous members of the course that may be useful to you. Be sure to examine and take advantage of such materials, as appropriate. You may not want to use them directly, but your contribution should illustrate that you are aware of them even as you may be improving upon, or exploring alternatives to, such supports.7) Whatever you prepare for that day's class, be sure to bring in a sufficient number of copies.
8) Part of your role is to exhibit a requisite
degree of "enthusiasm" for the topic you are treating and for your discussion
plans. Lack of enthusiasm can be contagious and detrimental to a
potentially thoughtful discussion opportunity.
9) Taking too much time to write information
on the blackboard, when the same information more efficiently might have
been presented via an overhead projection, or on a handout, instead.
10) Using a font size for an overhead sheet that is too small for the class to read.
11) Not planning ahead of time the particular classroom configurations you may be using to enhance discussion opportunities.12) Following the same format for discussion that others have followed, . . . over and over again. Think in terms of what we have been experienced in the course as a whole. Even though established patterns and recurring activity types can be comfortable and reassuring (Prabhu, 1992), you may decide to pursue other options. Sometimes variety, especially in teacher preparation classrooms, can be the spice of life.
13) Being offended (or possibly hurt) when John Murphy speaks up during your leadership section of the lesson (e.g., an instructor "intervention"). I will try to avoid doing this. Sometimes it's a sign that you are doing something well and I am looking for a way to continue taking advantage of it. Please be aware that my intention is not to steal your thunder, . . . nor to offend, at such moments. I sometimes find myself keeping my eye on "possibilities" as well as "what is currently going on" during a student-led discussion phase. I realize it can become anxiety provoking when I overdo or overuse such interventions. From the past, I have learned, they are a fact of life in the graduate courses I offer (even when I do not intend it). Though I will try to keep these impulses in check, sometimes, for some purposes, such "teacher interventions" (if used judiciously/wisely) can be useful. Please bear with me, I will be depending upon your patience and flexibility at such moments.
14) As a presenter, the person mumbles and few can hear him/her.
15) A discussion leader turns to . . .: