53 Interesting Things to Do in Your Seminars and Tutorials: Tips and Strategies for Running Really Effective Small Groups

By Hannah Strawson; Sue Habeshaw et al. | Go to book overview

29 Getting students to stop
speaking
Highly articulate or garrulous students can be as much of a problem as quiet, reserved ones. The trouble is that such students tend either to intimidate or antagonise the other students and discourage them from joining in. The situation is often complicated by the fact that teachers will encourage such students early on because they are so relieved to have someone in the group who is willing to speak.There are several possible ways of handling this situation:
a. Distribute the speaking time among the students by using one of the methods where everyone is expected to speak (see item 21).
b. When setting up sub-groups (see item 15), invite the students to identify themselves as ‘higher contributors’ or ‘lower contributors’ and then suggest that the higher contributors work together and the lower contributors work together.
c. Set up a situation at the beginning of each tutorial or for half an hour during a tutorial in which nobody speaks for a second time until everyone has spoken once. You will need first to explain to the group why you are doing this: that you have noticed that some people are speaking a lot and some people a little and that you want to try to redress the balance.
d. If you have such a serious problem with an individual that none of the above suggestions work, then you will have to confront her on her own, explain how you feel about her behaviour and ask her to change it, offering your help if she needs it.

-67-

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53 Interesting Things to Do in Your Seminars and Tutorials: Tips and Strategies for Running Really Effective Small Groups
Table of contents

Table of contents

  • Title Page i
  • Contents iii
  • Titles in the Series vi
  • Foreword vii
  • Preface to the First Edition ix
  • Chapter 1 - Starting off 1
  • 1- Getting to Know You 3
  • 2- Learning Names 5
  • 3- A Group Agreement 7
  • 4- Ground Rules 9
  • 5- Objectives 11
  • 6- Orientation 13
  • 7- Starting Again 15
  • Chapter 2 - Student-Led Seminars 17
  • 8- Preparing Groups for Seminars 19
  • 9- Briefing Seminar Leaders 21
  • 10- Supporting Seminar Leaders 23
  • 11- Feedback to Seminar Leaders 25
  • 12- Self and Peer Evaluation 27
  • Chapter 3 - Groupwork 29
  • 13- Breaking Up the Group 31
  • 14- Breaking Up the Task 33
  • 15- Sub-Groups 35
  • 16- Line-Up 37
  • 17- Pyramid 39
  • 18- Debate 41
  • 19- Furniture 43
  • 20- Rearranging the Furniture 45
  • Chapter 4 - Encouraging Students to Participate 47
  • 21- Getting Students to Speak 49
  • 22- Rounds 53
  • 23- Gifts 55
  • 24- Students’ Questions 57
  • 25- Students’ Interests 59
  • 26- Thought Shower 61
  • 27- Buzzer 63
  • 28- Open and Closed Questions 65
  • 29- Getting Students to Stop - Speaking 67
  • Chapter 5 - Encouraging Students to Take Responsibility 69
  • 30- Distribute Group Roles 71
  • 31- Working Alone 73
  • 32- Leave the Room 75
  • 33- Carry on without Me 77
  • 34- Self-Help Groups 79
  • 35- A New Teacher 81
  • 36- Group Grades 83
  • Chapter 6 - Evaluating the Work of the Group 85
  • 37- Group Self-Monitoring 87
  • 38- Observers 89
  • 39- Checking It out 91
  • 40- Record Your Tutorial 93
  • 41- Consulting the Group 95
  • Chapter 7 - Written Material 97
  • 42- Display 99
  • 43- Group Charts 101
  • 44- Students’ Notes 103
  • 45- Handouts 105
  • 46- Writing 107
  • 47- Open-Book Tutorials 109
  • 48- Essay Preparation 111
  • 49- Coursework Feedback 113
  • Chapter 8 - Expressing Feelings 115
  • 50- What’s on Top 117
  • 51- Self Disclosure 119
  • 52- Praise and Encouragement 121
  • 53- Concluding 123
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