Students have a major role in shaping the learning environment when dialogic teaching is used. They can learn by participating but they can also be transformed by observing their peers in action. This teaching concept partners teachers and students in a unique way. For example, a student may feel challenged when asked to lead a discussion, but built-in support is provided by peers who are also engaged. The collaborative learning advantage of dialogic teaching causes teacher and students to learn together. In this way, an educational synergy occurs that creates an exciting classroom environment.
Teachers can instantaneously discover if learning outcomes are being reached when using dialogic teaching. For example, students use small-group dialogue to ensure they accurately understand the content. The teacher can check in on small groups and be updated when the groups report their results to the large group. Students are encouraged to challenge one another and clarify anything that is incorrect. Teachers gain an understanding of what each student has learned and this frames future lesson plans. The immediacy of this information can help teachers change tracks on the spot.
Using dialogue in the classroom instills a supportive value in the learning process. Students are encouraged to share their thoughts and ideas without fear of ridicule. They work together rather than in isolation. Idea swapping becomes a norm and this enhances critical-thinking skills. Students learn how to challenge each other in a supportive way. They also understand that adding to or even disagreeing with something shared by a classmate can be done in a respectful way and is OK. Since dialogic teaching respects all participants, students learn the value of listening. Developing strong communication skills is one of the results of this teaching style.
Dialogic teaching empowers teachers to think beyond the subject when developing educational goals. Teachers are inspired to consider what kinds of prompts will encourage students to engage in critical thinking and become leaders of class discussion. The result is that students can take their own learning further. The reciprocal learning process instills a responsibility for learning and teaching in both the student and the teacher.