I have felt compelled to address this sort of problem just once. I asked the student to meet with me outside of the class time and was straight forward about it. I explained that some people need some quiet time to think through problems or questions before jumping into it with the team. I suggested she try to let someone else start the discussion, making it clear her contributions are valuable but that others are clearly hesitant to talk but likely also have useful contributions to make. This was about 10 years ago, so I don’t remember all the details, but it made an immediate and positive difference in how the team functioned. I recall following up with her to make sure she was okay with it and she acknowledged how it changed everyone’s interactions.
Molly Espey, Professor
John E. Walker Dept. of Economics
247 Sirrine
Clemson University
Clemson, SC 29634
(864) 656-6401
On 1/21/19, 2:49 PM, "Team-Based Learning on behalf of Mark Stevens" <[log in to unmask] on behalf of [log in to unmask]> wrote:
Hi all -
I'm currently teaching a 7-person class with a single team. I am finding
that one of the students talks almost non-stop during the team
activities, and that 3-4 of the remaining students say almost nothing
because the talkative student doesn't give them much of a chance. The
talkative student is very knowledgeable and is usually saying something
useful and on the right track, but I am worried that the other students
will disengage and get frustrated.
I always have my teams complete an ungraded midterm peer evaluation to
provide constructive feedback to their teammates on their
behavior/performance, and the midterm comments always include some
combination of encouraging the talkative students to give quieter
students more chance to talk, and encouraging the quieter students to
talk more. As a result, I have found that the students tend to balance
out the over/under talkativeness issues on their own via the midterm
peer evaluation comments, if not sooner.
But in this case, my talkative student is SO talkative that I'm not sure
I should wait another 3-4 classes for the midterm evaluation to start
the process of balancing the team out and I wonder if I should intervene
in some way to help out.
What do you all think? Do you think I should intervene (and if so,
how?), or should I leave it up to the students to find a better balance
on their own?
Thanks,
Mark
--
Mark Stevens, PhD, MCIP
Associate Professor, School of Community & Regional Planning
Director, Planning Evaluation Lab
University of British Columbia
433-6333 Memorial Road
Vancouver, BC V6T 1Z2, Canada
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