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 https://urldefense.proofpoint.com/v2/url?u=http-3A__www.scarp.ubc.ca_people_mark-2Dstevens&d=DwICaQ&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=45N1t8RJ-DEz4bMRs7eKAdJIqhP2zj0fY5HI0SWfkfI&m=rT69TPSHq_Vf4sLBHZ1nHH2MmK_sxlk2x7EDyHZN4TI&s=LhSfMobsZJIcgMu_lezs0PW9PgwuuUJhziotDcKkBzs&e= 604-822-0657 ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://urldefense.proofpoint.com/v2/url?u=https-3A__lists.ubc.ca_scripts_wa.exe-3FSUBED1-3DTEAMLEARNING-2DL-26A-3D1&d=DwICaQ&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=45N1t8RJ-DEz4bMRs7eKAdJIqhP2zj0fY5HI0SWfkfI&m=rT69TPSHq_Vf4sLBHZ1nHH2MmK_sxlk2x7EDyHZN4TI&s=N3Kwg-x02jByw8OlXMgW9oQMPwBz1u-o6jI1sIbJFnQ&e= Further information about the UBC Mailing Lists service can be found on the UBC IT website. ######################################################################## 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.