ORAL ATMOSPHERE CHECKLIST

The Room: People converse more when they are comfortable.

Eliminate outside noise and distractions. (traffic, air conditioning)

Provide a pleasant environment. (temperature, music, furniture,  views)

Eliminate nasties. (trash, junk, extra chairs)

Provide food

The Seating: People converse when they feel they are part of a conversational group.

Place chairs in a circle or a "U".

Small circle tables are better than rows of tables.

Provide enough "personal space" for people and their "stuff."

Create conversational distances of about 18 inches.

Be sure everyone can see any audio-visual aids or materials.

Conversation Starters: People converse when they have something to converse about.

Give early arrivers "host/ess" jobs.

Provide conversation pieces

Make seating arrangements that require interaction.

Greet participants as they arrive.

Give participants something as they arrive.

Ask participants to get information from each other.

Use icebreaker exercises.

Encourage self-disclosure by providing self-disclosure

Be early to class and encourage "social" conversation.

"Work" the room; introduce groups and individuals to each other.

Provide or create nametags.

Don't provide things to read until you want to cut off discussion.

Validate Student Contributions: People converse  when   their ideas are listened to.

Write student contributions for all to see.

Refer back to previous student contributions.

Use Classroom Assessment Techniques

Listen to student contributions.

Respect the learner role.

Create an Atmosphere of Trust: People converse when they don't fear the consequences.

Mix status, ability levels in seating.

Sit down.

Provide psychological safety. (breaks, restrooms, okay to leave)

Provide physical safety. (maps, security)

Smile at individuals and at the class as a whole.

Make eye contact with all students.

Don't use a lectern or podium.

Greet students by name.

Lay ground rules as a group. (tardiness, talking, attendance,participation, conversational courtesies, work assignments, breaks, food, drinks, interruptions, agendas, minutes, records, notetaking or sharing, roles, etc.)

Let the group enforce the rules.

Allow mistakes.

Make mistakes.

Use mistakes as a normal learning step.

Be a "farther-ahead-learner" instead of an expert.

Acknowledge students' backgrounds, perceptions, ways of learning.

Build on participants' points (even if you have to fake it).

Rephrase and encourage "poor" contributions.

Give credit for "overheard contributions."

Accept all contributions as "ideas".

Speak for the initially hesitant.

Get agreement or disagreement rather than original contributions.

Use pro-social body language (learn forward, look at individuals, make eye contact, open hands and arms).