Because critical pedagogy is based on critical thinking, teachers do not discourage their students from evaluating claims. Instead, teachers create an environment of mutuality in which they work with their students to "establish reciprocal discourse relations as they negotiate meaning in the classroom" (qtd. in Gorzelsky 66). In Mutuality in the Rhetoric and Composition Classroom, Wallace and Ewald suggest maximizing class time for student discussions and the opportunities for students to choose the focus and direction of discussion, as well as minimizing the teacher's use of traditional forms of classroom speech that do not encourage active learning, such as lectures (qtd. in Gorzelsky 65).

Students first learn critical thinking skills, then practice those skills by evaluating the arguments of others and finally to their own arguments (Browne and Freeman 304). To help students develop their critical thinking skills, instructors can prompt discussion by asking questions and rewarding participation. The instructor can also model rhetorical practices by analyzing arguments, offering ideas and evidence, and suggesting alternative interpretations (Gorzelsky 74-6). In addition, writing assignments can prompt students to evaluate claims based on research and explain why they agree or disagree with scholars' opinions about the subject matter (Gorzelsky 77). These teaching methods help students develop their critical thinking skills by prompting and guiding discussion, reinforcing active learning, and encouraging students to evaluate their own beliefs and to participate in deliberative discourse.

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