recently completed. Try to think of a decision you made that feltgood intuitively. Then think of one that made you feeluncomfortable. What was it that made you feel cozy or dissatisfiedwith your decisions? Jot down your thoughts so we can discuss them."
Okay, that bought a little time. Now what? Should I do theold "think-pair-share" approach? That may work. But it will take quite a bit of time. Is this little idea worth that much time? Probably not, but how do I get out of thisnow? I guess I could just go around the room and pick upon what each person wrote. No, that would take evenlonger. Okay, maybe they can get into groups of three--nofour--and they can pick the best example out of their groupfor the class to hear. Yeh...that might work.I can't feel my legs.
"Got it? Anyone need more time? Here's what I'd like you to donext. Gather into groups of four--just pick the people seatednearest to you. Now, quickly compare what you came up with and pickthe best example from your group. Then we will go around the roomand a representative from each group will tell us..."
What? Tell us what? Oh, jeez, ummmm, well, okay, just tell us your story? Maybe emphasize how you felt? Oh,why did I have that third glass of wine last night? I'm asdull as an old pair of hedge clippers. Get a grip, Rick. Say something.
"...about the conflict or the connection you felt. How did it makeyou feel? Did it change how you saw yourself as an instructionaldesigner?"
Oh, no, they're staring. They can smell the fear; I knowthey can. Maybe I should back out of this and just tell themit was a dumb idea in the first place. At least that would behonest. No, wait a minute, they're moving, shuffling.Whew! Thank goodness for Andrea--the first to give methe benefit of the doubt and move. She's been saving meall semester.
------------------------------------------------------------The class went on from there, but this is enough to make the point ofwhat I learned that day: silence and quiet are two different things.