Teachers of adult students often deal with a few very different challenges in class discussions. Sometimes students will not respond at all, and you feel like you are talking to yourself. In other situations one or two students seem to dominate the discussion, sometimes commandeering the class and taking it in a direction far different from the direction it needs to go.

For some teachers, having a talkative student would be considered a huge blessing. After all, it’s difficult to stand in front of the class and stare at unresponsive students who are just waiting for you to tell them what they should think. However, talkative students sometimes dominate discussions, keeping others from participating fully. So how can you balance these two extremes?

A student (we’ll call him Bob) who constantly dominates the class can cause other students to become apathetic or dependent on the one who is willing to carry the discussion. Then the class becomes a dialog between you and Bob with the others simply observing. Why should they bother to offer input either by answering a question or adding to the discussion? Bob is always quick to answer. Even when someone else speaks up, Bob always seems to get the last word.

Another problem with a talkative student is that other students in the class, especially newer ones, may begin to believe that Bob’s comments reflect a consensus of how the entire class believes, thinks, and feels. Assuming this, other students simply refuse to offer opinions or comments that appear contradictory. Even teachers may become unwilling to challenge Bob’s views or redirect the discussion. Failure to deal with a talkative student can allow the class to be led off the subject or even into error, even if everyone’s motives are pure. We must always remember the Word of God alone is infallible and our goal is to engage every student in the Word.

Let’s explore some ways we can deal with such a student. First, the best and most honest approach is to visit with the student outside the classroom setting. Depending on his personality and maturity level, this conversation can take several different directions. It is possible that Bob may not even realize his actions are being disruptive. He may feel he’s doing his part in supporting you as a teacher and being an involved class member. Often this is true of students who are quite knowledgeable. They are simply trying to help you keep the discussion from lagging. If you believe this may be the case, express appreciation, and ask the student to help you draw others into the discussion. Suggest that they do this by waiting for someone else to answer or by even making their comment into a question that invites input from others.

If Bob is not as well-meaning, and is trying to dominate or take over the class, you may need to enact your own modifications in leading the class to curtail his comments. After all, your goal is to make sure all of your students leave the class with a greater love and knowledge of God’s Word. They can best do that when they are actively engaged in the learning process.

Within the classroom, there are several methods you can use to deal with the talkative student. It is always good to vary your usage of these methods.

• Intentionally begin your class with a question or activity that invites participation from everyone, whether or not they have significant Bible backgrounds. The “Opening Activity” in your Adult Teacher Guide is usually designed to draw responses that do not require a lot of Bible knowledge, and they encourage everyone to participate.

• Ask for other students’ comments. After Bob has made his contribution, reopen the floor for other comments. You may need to call on someone by name. “Sue, what do you think about____?” “Brother John, if someone at your workplace were to ask you about this issue, what would you say to them?” Be sure you ask open-ended questions that cannot be answered by a simple “yes” or “no.” After someone responds, you might want to ask a follow-up question of that person or someone else to get a fuller response.

• Announce that you require at least three (or more) responses to your question before you ask it. This idea works well when you summarize each student’s comments on the chalkboard. It is very important that you validate every response, even if it isn’t quite what you a looking for. When you have the required number of responses, draw on what has been said as a bridge back into the lesson commentary.

• During your class preparation time, write discussion questions on index cards and hand them to individuals as they enter the room so they can be prepared to talk about them. That way, you aren’t catching anyone off-guard. Some people like a little more time to think before they speak. Depending on the size of your class, you might want to give the same question to three or more people to ensure broader participation.

• When dividing the class into small groups for discussion or various learning activities, select a spokesperson from each group yourself rather than allowing students to volunteer for the job. Make sure from week to week that you are appointing a wide range of persons. Once these individuals are encouraged to speak in class, they may find they enjoy participating and feel more strongly that this is “their” class.

• Be sure to include the talkative student at the same level as others. You don’t want that person to feel left out.

As you apply these suggestions, you may find that your talkative student becomes a great ally in drawing others into the discussion. He or she may just need a reminder and a bit of encouragement.