Dear colleague,
Some time ago, a colleague wrote in with the following question regarding Pop-Up Debates:
Dave, what do you do when multiple students stand up at the same time and don’t want to yield? I have two class sections where this is becoming a pattern, despite giving them plenty of encouragement and instruction to be courteous with one another and to yield. Do you have any suggestions?
I've had this problem too, so I'd like to take a minute to share what I've found works best.
1. After the next Pop-Up Debate where this happens, save three to five minutes to do a post-debate debrief. This is a simple Think-Pair-Share where you ask students to identify areas where the class did well and areas where the class could do better. Almost every time, at least some of the pairs will generate the problem you're seeing: folks aren't yielding the floor well.
As pairs are sharing out, I like to record what they're saying on a blank slide — all the strengths they mention, all the weaknesses. When they mention a weakness I strongly agree with (e.g., students not yielding well in this case), I underline it and say, “Yes, this is a weakness of ours. What can we do to solve that?” If I have time, I'll give some pointers right then, being careful to speak about the problem as something that's 1) normal and 2) indeed a problem. I'm aiming to make it NOT a personal attack on any of the non-yielding students but instead very practical and business-like.
2. Obviously during the Pop-Up Debate where this is happening, this can be one of those ideal moments where I interrupt with some coaching. This approach makes the problem a bit more personal — because you're addressing it right after it's happened — but if there's good rapport in the class, it can be received in a positive and non-threatening manner.
3. If needed, I'll teach a mini-lesson prior to the next Pop-Up Debate about where this problem comes from (e.g., really liking to talk, or being passionate about one's point, or having a deep enjoyment of arguing) and why it is indeed a problem (e.g., fewer ideas enter the conversation, fellow students feel uncomfortable, our class appears less polished and professional, etc). And then, again, I can teach a few pointers (e.g., write down what you want to say prior to speaking and make sure to hit your point(s) in an efficient manner).
The goal with all of these is to make the problem a matter-of-fact, impersonal reality — it is what it is (problematic), and it is also solvable and improvable. Just about every time, the students creating the problem will respond well to this approach and alter their behavior.
Teaching right beside you,
DSJR
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