Appendix A: Preparing for licensure
In Group 3, Ken and Serge confer about the project, but ignore the girls in the group. The girls soon
are chatting about activities outside school, doodling in their notebooks, and apparently
daydreaming.
In Group 4, Ms Fuller can hear voices periodically rising in anger. She can’t make out who is saying
what, but it seems to involve Jennifer, Sean, and possibly Lavar. The other two group members are
sitting quietly, simply observing the argument and presumably waiting for it to be over.Questions
➢ If you could speak to Ms Fuller right now (at the end of Scene 2), what advice could you
give her to assist in continuing the activity? For this question, take the situation as it has in
fact evolved so far; avoid giving advice, that is like “You should never have done X in the
first place.” Focus your advice on developing effective strategies of communication, either
for Ms Fuller, for the students, or for both.
➢ Now imagine that you can, miraculously, turn the clock back to the beginning of Scene 1,
when Ms Fuller was planning the collaborative activity in the first place. What advice could
you give her at that initial point in time? Again, focus your advice on developing effective
strategies of communication, either for Ms Fuller, for the students, or for both.
➢ Consider how nonverbal communication among the students might be affecting students’
experience in particular. Describe a way in which one or more features of nonverbal
communication might cause a collaborate group to fall apart or become unproductive.
Then suggest ways that Ms Fuller might be able to help so that members of the group
remained mutually supportive and productive.