Troubleshooting: Common Problems in Small Groups
The facilitator becomes the focus of the group; there is little “cross-talk” among group members

Suggestions:

• Turn students’ questions to you back to the group. e.g. “What do the rest of you think?
• Suggest that students look up the answer and bring it back next time
• Wait ten seconds to see if a student will respond
• Hold back to see if there is a way to get students to actively discuss material and to encourage them to talk to each other.
• Emphasize students should be active participants in their own learning

• Personalize discussion – ask students about personal experiences relating to topic. “How does this fit into your own experience? Do you feel differently?” (Take advantage of people’s different backgrounds.
• Assign one or two students to take the lead on discussing the lecture content or readings for the session. Students can take turns throughout the year.
• Check questions you are asking: are they appropriate for the setting and for the level of the students’ knowledge?
• Use open-ended questions
• Do not intercede after the first student talks except to ask if there are any other comments. Be sure your responses are not closed ended, opinionated, or seemingly judgmental.
• Raise the issue with the group: “The group may seem quiet today…What can we do? Is there anything I can do to better facilitate the discussion?”

• Give them a lead: “How would this fit in with your own experience?”
• Do a round robin
• Set up a time to meet with students outside of session to assess the situation: cultural factors (it is not polite to interrupt), boredom, anger, prior history of bad interaction, fear, shyness. Jointly come up with ways to address the situation.
• When they do make a point, reinforce and support it; connect it to other issues

• Say to the student: “Lets open up the discussion, hear from others”
• Involve the group by putting the issue on the table: “Are the rest of you having the same opportunity to participate?”
• Acknowledge the input of the talkative ones, and then ask others to join in: “That is an excellent point, but does everyone agree or does anyone have another view?”
• Review ground rules: “It ‘s important for everyone to contribute ideas”

• Invite student into group. At the end of the session, ask student privately why he/she was late and emphasize importance of participation for group cohesion. If happens repeatedly, call the course director, and inform student repeated lateness can mean a non-passing grade.

• Solicit the opinion of others: “I understand what you are saying but I am not sure I agree. What do others think?

• Offer extra help to students whose knowledge base is weak.
• A strong student can be given extra responsibilities.
• A gender or ethnic split may need to be brought out in the open early on to make it safe to bring up issues that may arise later.

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