I love using Socratic Dialogue during lessons. When students are grasping the material well, you get very palpable feedback that they are, and it lights a fire in their enthusiasm when students understand that they have so much agency in the student-teacher interaction. On the flip side, when they’re distracted or disinterested it slows your lesson down to a crawl, and time is the most scarce resource you have as a school teacher. Essentially you can get wildly mixed results because you’re entrusting your students with a great deal of influence over the flow of your lesson time.
Always have an alternate plan if you plan to engage in dialectics with students. A good educator can present the initial ideas and concepts, and then gauge the responsiveness of the classroom and know whether to prompt dialogue or just lead. When you can get students really grasping a topic just from talking to them about it, it’s the best feeling. And when you tell students that homework is to read the textbook pages that were planned for that lesson but that they didn’t need, it’s a huge confidence booster for them, too.
The unfortunate reality is that most schools are curriculum based. There’s assessments with set criteria at regular intervals, and between those assessments you have finite lesson time to prepare your students for the assessment criteria. So truly open-ended dialogues are rare; they’re a luxury you can afford after you’ve squared away the closed-ended lesson objectives.
“Hey everyone, we found an upgrade to planned obsolescence: we call it planned obsolescence 2.0. Instead of designing hardware to break and require replacing after a few years, we’ll design the software to break every month! We’ll say it’s an upgrade. It’ll reduce our material costs and we can pass those savings on to the shareholder.”