Walk into a Grade 10 classroom at the international school in China that I lead and you might hear a group of teenagers discussing the ethics of AI, the meaning of resilience or the roots of inequality.
You might see students respectfully disagreeing with each other, asking for clarification, citing examples from their reading. What you won’t see is a teacher standing at the front of the room delivering a lecture. That’s because we use the Harkness method.
in the US in the 1930s, the Harkness method is deceptively simple: students sit around a table and discuss ideas.
The Harkness method of teaching
Teachers are facilitators, not lecturers. It’s dialogue, not monologue. And for our students, who are all English language learners, it has made a transformative difference in how they think, speak and engage with learning.
There’s a common misconception that Harkness only works with highly articulate, confident native speakers. When I first introduced the method in China, I had my own doubts.
But I wanted to create space for deeper thinking, for students to use English not just functionally but expressively. The Harkness method offered a way to do that.
Building capacity
Of course, it wasn’t something we could simply drop into lessons overnight.
We had to build capacity. I led professional development workshops for our teachers on how to facilitate student-led discussions, how to scaffold for language learners and how to step back without disengaging. We also had to shift mindsets away from teacher control and towards trust in students’ potential to lead their own learning.
Now, though, after nearly two years of using Harkness with high-school students, I’m convinced: this is exactly the kind of classroom that English learners need.
First, Harkness provides purpose. Too often speaking practice in English as an additional language (EAL) settings is artificial: role-plays in shops, rehearsed dialogues, awkward pair work. Harkness strips all that away and replaces it with something real.
Students discuss literature, ethical dilemmas, scientific concepts or social issues. They speak because they have something to say, not because the textbook says, “Now practise asking for directions.”
Second, it builds confidence. Sitting in a circle, students learn to speak up and listen actively.
Changing the dynamics
There is no pressure to get everything perfect. It’s OK to pause, to search for the right word, to ask for help. The focus shifts from accuracy to meaning, from grammar to ideas. Over time, students who used to dread speaking start leaning in. They become braver.
Third, it fosters independence. Harkness shifts the cognitive load from teacher to student. They learn to lead, to question, to summarise, to build on each other’s points.
These are powerful skills - not just for language development but for life. In a culture where education can be heavily teacher-led and exam-focused, this approach gives students ownership of their thinking.
It also changes the classroom dynamic.
One of my proudest moments came when a student who had barely spoken in class for weeks suddenly raised her hand and, in clear and confident English, offered a counter-argument during a discussion on facial recognition technology. Her points were thoughtful, well-structured and entirely her own.
The room went quiet for a while - and then one student eventually nodded and said, “I hadn’t thought of it like that.” That’s when I knew this wasn’t just about language any more; it was about voice, courage and the kind of deep learning that lingers.
Of course, it’s not without its challenges. EAL students need scaffolding. They benefit from pre-teaching vocabulary, sentence stems and visual prompts. I use discussion maps to help them track who has spoken and what points have been made. I model how to ask good questions and how to disagree politely.
Silence isn’t failure
And yes, sometimes the room goes quiet. But silence isn’t failure - it’s thinking time!
Parents are often surprised, too. “My child talks about ideas at dinner now,” one told me. Another said, “She used to be so shy in English, but now she leads group discussions.”
As an educator, this sort of progress is deeply motivating. These students may not have perfect grammar, but they have voice. They have opinions. They’re learning how to use language to make meaning.
In a globalised world, those are the skills they’ll need. Especially for students who will go on to study overseas, learning how to discuss, collaborate and think aloud in English is essential. Harkness doesn’t just teach language; it teaches how to live in a language.
Adam McRoy is the headmaster of Cogdel Cranleigh School Changsha with over 20 years of experience in international education
You can now get the UK’s most-trusted source of education news in a mobile app. Get Tes magazine on and on
