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=
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