Abstract
Abstract Many lecturers would probably claim that one of the most difficult aspects of their role is to make effective use of small group discussions since these tend to be of an unpredictable and open‐ended nature which demands spontaneous adjustment and response. The difficulty is compounded if the lecturer does not have a clear understanding of his own role in, and his objectives for, the group. This article describes a relatively simple category system for the analysis of verbal exchanges in such situations. It is argued that, for the purpose of staff development (rather than research), ease of use is an important criterion, and that some sacrifice of sophistication can be accepted in the interests of practicability.
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