I-5, Beginning Proficiency, 9th Grade, English
Narrative: 9th English
John Martinez’s 9th grade English students are about to begin working in their designated book group clubs. Each of the five groups of five students has read a different book and is in the middle of writing a collaborative book report to share with the class. Before they start their group work for the day, Mr. Martinez says, “Remember, everyone, part of our goal here is working collaboratively and building each other up because we’re working and learning together. You may disagree with something someone in your group says, but you need to disagree respectfully and explain why without insulting one another. We’re not all going to agree all the time, but in this class we tolerate different viewpoints and listen to each other respectfully. Got it? Let’s get started.”
The groups begin working, and Mr. Martinez circles and monitors the room. For the first five minutes the students talk quietly, on-task, without incident. Suddenly, the assigned moderator in Group 1 raises his hand and shouts “Mr. Martinez! We need you!”
Mr. Martinez responds, “Jeremy, don’t shout out. I’ll be right there.” When Mr. Martinez goes to the group, he asks, “What’s going on?”
The conversation unfolds as follows:
Jeremy: “Kayla and Tasha are not doing what you said—being respectful I mean.”
Mr. Martinez: “Do you both want to tell me what’s going on?”
Kayla: “Mr. Martinez, Tasha disagreed with me when I said what the theme of our book is. But she said I was just wrong and that she was right. I mean, can’t we both have two different opinions? What makes her opinion right all the time?”
Mr. Martinez: “Tasha, do you want to give me your side?”
Tasha: “Whatever. I mean, her opinion just doesn’t make sense and I think she’s wrong. That’s just how I feel.”
Mr. Martinez (in loud voice to the class): “Okay, I want all eyes and ears up here. Jeremy’s group has raised an interesting issue. When you collaborate you need to take the views of lots of people and boil it down to one voice in your report. You might have different viewpoints, and as a team you’re going to have to work through them. You’re going to have to compromise and there may be give and take. That means sometimes your view about one thing might end up in the report, but your view about another thing might not. The moderator’s job is to make sure that everyone can mostly agree on what’s in the report and that everyone’s views are represented in one way or another. Does anyone have questions about that? Okay, then let’s get back to work.”
The students continue working for about five more minutes, when another group moderator raises her hand. Mr. Martinez goes over to the group.
Mr. Martinez: “What do you need?”
Dora: “I’m just having a really hard time figuring out whose opinions to use. We all have different opinions about what should go in the report, and I know you said the moderator has to make the final judgment, but everyone is getting upset with me when I don’t go with their views.”
Mr. Martinez: “Well, how are you making your decisions?”
Dora: “I’m just trying to go with each person at least once so everyone feels like they get at least something, but not all the ideas are good ones, so I’m not really sure what to do in that case.”
Mr. Martinez (in loud voice, to the class again): “Okay, class. Listen up. Dora’s group is struggling with something that you all might be facing.” When everyone has a different opinion, how should the moderator decide whose views go in? And should everyone’s views go in even if they don’t make sense? Does anyone have an idea?”
Emmanuel: “The moderator should just decide and everyone has to agree to accept what the moderator says.”
Mr. Martinez: “Well, that’s one approach—we might call that the dictatorial approach. Here is a more democratic option. How about if, when there is really disagreement, the moderator proposes two or three options and the group takes a vote on how to proceed. That way everyone gets a voice, through his or her vote. Dora is absolutely right that you shouldn’t go with someone’s view if it doesn’t make sense just to ensure that each person has influence. But all group members have to give input, regardless of whose ideas are ultimately chosen. And if you express an opinion, you need to back it up. Make an argument for your view, if you really believe in it, and try to persuade people. But the final product will be a collaborative effort, which means you all influenced it in some way. Okay? So don’t worry so much about whose ideas are being used. Back to work.”
The class returns to work. About ten minutes go by, without interruption. Then, once again, Jeremy raises his hand.
Mr. Martinez: “Yes Jeremy?”
Jeremy: “Okay, we’re doing the voting thing you suggested, and it’s mostly working, but Tasha’s ideas just kept getting voted down, and now she’s saying she doesn’t want to participate anymore.”
Mr. Martinez: “Tasha, can you tell me in your words what’s going on?”
Tasha: “It’s just like he said. Nobody liked any of my ideas, so why should I bother sharing them anymore?”
Mr. Martinez: “Was it that nobody liked your ideas, or that they just came to the conclusion that a different idea worked better in this particular instance?
Tasha: “It’s the same difference, isn’t it?”
Mr. Martinez: “No Tasha, it’s not. Jeremy, your job is to make sure everyone feels that their views are valued. Tasha, your job is not to take it personally if the group decides to go a different route from what you suggested. [Loudly to the whole class] “Okay everyone. I need your attention once again. It’s very important to me that every student in this class knows that his or her views matter and are important. Even if your specific ideas don’t go into the report, your ideas stimulate conversation and thought and are an important part of the process. So don’t judge your worth based on whether or not your ideas or your words or your sentences are ultimately chosen. Don’t take it personally—it’s not personal. It’s about the work, and it’s about the process and as long as you are participating and sharing your views, then you are having influence and playing an important role. Okay?”
The class returns to work.