Jim G and colleagues: i was intrigued by the topic of getting non-talkers to talk in class. After years of having the same 10% of the class doing 90% of the responding, I tried something very simple this semester that is working very well. When analyzing plays for costume design, I set up the room so that the 20 or so students are in a circle with me. I then start at one point and make each student offer a new observation or opinion about the play or character under discussion, or elaborate further on an idea that has already offered. I probe each comment further with that person, and occasionally toss it to someone else for comment to keep them on their toes or let someone who's got something to add be heard. We sometimes go around twice or three times if the topic is complex enough. We do this for every character in the play, and then for the plot and themes of the play itself. This has provided many unexpected advantages: One, every student knows in advance that she will have to talk, and must formulate an opinion. No one gets to pass, so they'd better think of something. Two, I give each person plenty of time to say her piece without interruption, and I conduct a dialogue with the shy or reluctant students to draw more explication out of them. They seem to welcome this process, and many now seem more comfortable with speaking without being prodded. Three, as the easier observations are broached, the remaining students have to think of something else to say. They may have thought the topic was exhausted, but it isn't over until I say it's over, and as I probe further we find that they come up with some very surprising observations and new ideas to explore. Four, students don't seem to zone out of the conversation. The ones that haven't spoken yet have to pay attention to know what's been already said, and the ones that have spoken already are aware that at any moment the topic will be tossed to them for comment if they seem to not be paying attention. Whatever the reason, I find that all of the students are paying attention for longer and longer periods of time, and that they are listening and thinking in advance in order to have a variety of possible things to say when it is their turn. Five, there is no way to hide the fact that you haven't read the material. The knowledge that everyone will be staring at you and you alone while the teacher asks you questions seems to make them nervous enough to actually read the assignments. If they haven't read the play, some try to bluff, but I keep asking questions until it is painfully apparent that they haven't done the assignment. I keep at them a little longer until it is distinctly uncomfortable for them, and then I move on. This mild humiliation seems to spur the slackers to read the assignment to avoid that public unpleasantness the next time around. This approach may seem obvious or 'old hat' to many of you, but it was certainly a surprise to me when I tried it out! It seems to offer students both structure and freedom of expression, and I find I'm talking about 20% of the time rather than 80%. Every student gets heard for an equal amount of time, and topics get explored to a depth that seemed impossible before. Try it out- you may like it! Patrice Macaluso