Studies of classroom conversations reveal that in many classrooms what we might typically label as whole class discussion, is actually not discussion at all.
Researchers label what I tend to do as I-R-E... Initation-Response-Evaluation. I ask a question, a student answers it, and then I evaluate the answer and move on. Here's an example, done transcript style.
Teacher: Why does Steinbeck start each chapter in Of Mice and Men with a description of the setting?
Student: He does this because the setting tells the story. I mean, where things happen matters. Like the opening of the novel with the description of the river and the mountains.
Teacher: Yes. Good answer! Ok. Can someone explain why Steinbeck never gives Curley's wife her own name?
Student: Because she's a girl?
Teacher: Not exactly. [Now comes the part of the "conversation" where I get to show how smart I am by telling the kids the answer, or sometimes, the answer for which I was looking!]
You can see how I ask a question (initiate), some student volunteers an answer, and then I evaluate by saying, "Yes. Good Answer." I move on to the next question/initiation.
This following link will take you to a quick read and very smart tips on making classroom discussion authentic discussion that accomplishes meaningful academic work and social learning for students.
http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley
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