Planning Document 4: What If

To deal with "what ifs" a facilitator must be alert, observing the non-verbal cues of fear, boredom, frustration, passion, understanding, connection, that group members are presenting.

What if:

No one wants to talk in a session

• Use wait time. Reemphasize the supportive/beneficial nature of the studio. Refer to the sign-in sheet. Address group members by name and body language. For example, you could say, "Jan let's hear from you first. You said you needed some help with meeting the length requirements for your persuasive essay," as you lean slightly towards her, make eye contact, and give an encouraging smile.
• After the person does share, thank them. Use humor, if appropriate, "See you're still breathing." etc.

One person does not want to participate

• Try to connect with this person by referring to something she may have mentioned at an earlier date. Say something such as, "Jan, I remember you saying you.... "
• Address the quiet student with a specific question, making sure to use inviting body language and a pleasant demeanor.

One person is dominant

• Try to read the person's personality and motives for dominating. (Is she just passionate about the topic? Is this how she normally operates? Is she trying to force her perspective on another?) Respond accordingly, using language you deem appropriate for the situation. You could say, "Jan, I see you feel passionately about this issue. Let's see how others feel?" You could wait for an opportunity to interject presents itself and say "Let's see if anyone else wants to share their ideas on this issue." Have your eyes open for students who look like they wish to interject. You could say something such as, "Marcus, I see you nodding. Would you like to add onto what Jan is saying?"

One person is critical in their language

• Model appropriate group interaction by rephrasing the "critical" students' language using less judgmental, emotionally charged language.
• Remind the "critical" students of the goals of the studio session-to support one another. Tell the student that the group values her input, and ask her to rephrase her statement so that it stings less.
• Say something such as, "What kind of language can we use so that people will better receive what we say?

The group goes off on a tangent

• Use appropriate wait time.(Some side talk is necessary to support the relationships among group members and to allow students time to vent.)Wait for an opening in the talk or for talk that can be tied directly or indirectly back into the topic of the studio session.
• Acknowledge students' feelings by saying something such as, "Sounds like something we all can relate to."
• Remind students of the purpose of the writing studio and the value of the time if the talk gets extensive.

Program Design Document 4: Writing Protocol

Students bring with them a writing assignment to work on.
Students sign in and list specific areas they would like to work on


Facilitators

• Asks students to reflect on the experience of working on their document thus far-identifying feelings, strategies, motives associated with creating the document (How do you feel about what you've written/brainstormed? Tell us about why you chose that particular topic/perspective? How did you go about getting started? etc.) This supports thE students in the use of academic discourse while helping them to reflect on their positions as active producers of knowledge and to reflect on their decision-making process.

• Ask students to state what they would like the group to "listen" out for. Encourage students to free themselves from focusing on surface elements, such as grammar, spelling. (Facilitators might have to model this using their own document/or a sample document in the first session or two. Faciliators may consider creating a list of writing traits with their group that the students can refer to when requesting input from others.)

• Encourage students to read their document aloud, even if it is a brainstorm list, a graphic organizer, a thesis statement, etc.

• When the reading is complete, wait for group members to offer feedback. If no one speaks, the faciliator could:

1. pose a specific question (concerning the reader's concern) to the group to encourage interaction.
2. pose a question (concering the reader's concern) to the reader/author of the document
3. pose a specific question to another individual group member. (Be mindful to "switch up" who you address questions to.)

• Encourage group members to cite specific examples from the reader's text to elucidate their observations.
• Encourage students to offer suggestions for ways of dealing with writing situations. Ask students to share their own personal ways of approaching writing. Encourage talk, such as: "This is how I went about creating my thesis" or "I wanted the reader to connect with me so I chose to start with a personal anecdote", etc
• Listen for connections/patterns between the observations students make. Listen for connections to issues raised in past sessions and how they were dealt with
• Encourage all students to actively take notes during their time in the studio.
• Encourage students to verbally express what they have "gotten from" the session
• Provide some time for writing during the session, if available
• Have writing resources available and encourage the use of the NetBook for searching for information and resources
• Maintain the attendance list