In most cases, the students formed their own groups and they've stayed in these groups so that they have a chance to develop a good working relationship because teamwork is essential here. Each group gets a grade, based on the rubric below. Those who are used to dominating discussion must hold back and draw out their more quiet group members; folks who are reluctant to speak are learning (some faster than others) how to assert themselves. (I was inspired to create this technique by recent professional development conversations with Ms Vigen and Mr Neblett.)
|The rubric in action!|
- Mr Breen's recent comments to the Upper School about giving students more responsibility in defining the culture of the school... because, as Andrew said, "They should be regulating themselves."
- The times this last week that I've seen Jake F, Jenna L, Eric D, and Erin P cleaning up the Upper School Commons... because they were "regulating themselves."
- How this discussion method makes me almost unnecessary because while I time the session, and tally the score, and use pointed looks, urgent hand signals, and the occasional message on a sticky note to nudge the conversation in certain directions, I really say very little, because the students are "regulating themselves."
- This quotation from a talk by Jay Griffiths about her new book Kith: The Riddle of the Childscape: "The true opposite of control is not chaos, but self-control."
Jay Griffiths: The Riddle of the Childscape from Stuart Platt on Vimeo.