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"In one fourth-grade classroom I visited in New York City, students engaged in group work were forbidden to ask a question unless every member of the group had
by jonnathanson 15y ago
"In one fourth-grade classroom I visited in New York City, students engaged in group work were forbidden to ask a question unless every member of the group had the very same question."
This is the essence of what's so destructive and horrifying about today's obsession with groups: the idea that everyone in the group is equal. Equal in talent, equal in work ethic, equal in drive, and equally entitled to being heard. And that the consensus of the group of purported equals is more important than the achievements of any of its constituent members.
The plain, and perhaps un-PC truth is that that's a load of hogwash. Some perspectives are better than others. Some people are smarter than others, or work harder, or are better read, or are more knowledgeable, or are more capable. Some creative visions are more correct than others, even if we imagine that it's not possible to be "correct" or "incorrect" in the praxis of creative expression.
Beyond these variances in ability or capability, we also encounter variances in style. As noted in the article, some people simply work best alone. Some disciplines -- writing, coding, art, etc. -- simply lend themselves well to conditions of quiet, relative isolation, and to long bouts of individual effort. That effort can be in service of a team, or as part of a team, but we shouldn't fool ourselves into thinking that creating by committee is in some way ideal.
The creative output of a committee tends to revert to the average creative capability of the least creative member on the committee. Social psychological studies have borne out that fact, and anyone who's ever been on a design committee knows it from brutal experience.
That's not to say, of course, that group brainstorms and the like can't be productive. They certainly can be. But the people in the group are everything. They need to be very sharp and very creative. They need to get along well enough not to clash over personal matters -- but not so well that they simply agree with one another and revert into groupthink. But such groups are rare, and I dare say that they're the exceptions to the general rule. High-functioning creative teams are things of beauty, but they're not for everybody or every situation.
Finally, the structure of a group is critical to its success (or failure). Groups with well established divisions of labor tend to be more productive, and far less painful, than groups in which everyone does everything together. Ever try to write a school paper as part of a team? It was either a horrendous experience or a fantastic one. The horrendous teams sat down together and drafted every sentence, laboriously and unceasingly, by committee. The fantastic teams either divided up the sections by areas of interest or expertise, or delegated the task of drafting the paper to the person who expressed interest and professed great ability in writing -- allowing everyone else to do research, discuss and debate the topics, and so forth.
- jshen 15y ago"In one fourth-grade classroom I visited in New York City, students engaged in group work were forbidden to ask a question unless every member of the group had the very same question." I'm going to guess that the idea here is that if someone in the group has a question, and another member of the group knows the answer, then they can resolve it within the group. Funny how the same thing can be framed so differently isn't it?
- deleted 15y ago[deleted]
- sopooneo 15y agoI used to be a teacher and received training to instruct exactly as you describe. The idea is that students are supposed to ask each other first, and if no one else in the group knows, then they ask the teacher. I have very mixed feelings about the push towards group work, but I will say that in much of the inner-city, asking a peer for help on anything is considered pitiable weakness. So the idea of getting kids to learn to work together and help each other when they can, is, at least in it's conception, not altogether terrible.
- SiVal 15y agoSo if anyone in your group insists he knows the answer, you're out of luck. Reframe: The blind leading the blind. So if anyone in your group doesn't care about your question, you're out of luck. Reframe: I don't know why I even bother. So if anyone in your group is more interested in a different question, you're both out of luck. Reframe: Sorry, class, we're out of time. Yes, it's funny how many ways a bad idea can be framed differently.
- sunir 15y agoI believe that is an extreme and cartoonish conclusion to draw from so little information. How do you know that is the experience the children have? The sister comment from another teacher brings facts to the table that explain the intent of the exercise, which is limited in scope and aimed for a specific purpose. Good or bad it is a game to attempt to teach kids it is ok to admit they don't know and to ask for help from their peers. If you consider how often and how ennervating it is when our adult colleagues can't admit not knowing, I think you can understand why someone crafted this exercise.