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 http://www.scarp.ubc.ca/people/mark-stevens 604-822-0657 ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.