Just doing what comes natural...

These last two essays have left me somewhat bereft of confidence in my ability to teach writing, but at last, this collaborative pedagogy is something that I can relate to! I find it a bit humorous that something that comes so naturally to my teaching style has a labeled pedagogy, since, like the author; I view collaboration as “an aid to learning’ and not so much the three convoluted principles posited by Kenneth Bruffee on page

And even though I get the idea of the individual “hero” author of our culture, I don’t often see it at the freshman level. They are not concerned so much with their individual authorship as they are with grasping a concept and being successful transferring those ideas on paper or in discussion. Most often they accomplish that by way of at least, some group work. So, cultural tradition not withstanding, my students love working together on projects and assignments. I’m not sure if it’s the two-heads-are-better-than-one concept or the- misery-loves-company idea that they find so appealing. Either way, any form of group work, whether it is a pair responding to a prompt or a group researching a hot button issue, team effort is most always embraced.

Bruffee’s ideas that collaborative pedagogy “provides a social context in which students can experience and practice the kinds of conversations valued by college teachers” (56) fits like a glove for the social constructivist ideology embraced by this university’s School of Education. According to Richard Rorty, “knowledge…is constructed in the community and acquired in interaction with that community” (56). Aren’t we creating a community of sorts, every time we ask kids to get into a group to work out the meaning of a particular idea? As a graduate of this university, I have been steeped in social constructivist pedagogy and therefore find collaboration second-nature.

I find it both comforting and liberating to know that I am not that “sage on the stage” as I do not like the idea of lecturing. In fact, I do it infrequently, preferring a mini-lesson of ideas followed by lots of supported practice. This collaborative method forces more of the learning on the students rather than the teacher. “Much more frequently, scholars note ways in which collaborative pedagogy levels the teacher-student hierarchy. When teachers are no longer dispensing knowledge in lectures, but guiding students in the collaborative process of discovering and constructing knowledge, students are empowered” (57).

While I understand the pitfalls of group work, I believe the benefits far outweigh them. We’ve all either witnessed or been a part of a dysfunctional group. There is the obvious leader, the one who thinks he/she should be the leader, the divided supporters of each, and the ones who could care less because they intend to let the group carry them anyway. Of course, there are those who would rather go it alone and sink or swim on their own merit. As an educator I usually respect that, unless one of my goals for the assignment is the act of collaboration itself. I think it’s important that students learn to work together in a variety of environments, as this is more often than not how the work place operates.

It was—and is—important to establish norms for a group if it is to have any chance of success. The members must agree on what behaviors are acceptable and what are not and the consequences thereof. I try to let students create those norms as well, but their societal pressures often make it difficult.

I remember clearly my class here after a lengthy hiatus (let’s see, I raised a family, ran a business, and had my first grandchild before returning to academia). I was taking a speech class that required a group demonstration and therefore, a group working together to give that demonstration. I was quite concerned that the young pups in my class would not see me as a viable group member, but instead, as the old woman with nothing to offer. I wanted more than anything to prove my worth as a group member and establish myself in the circle of valuable groupies.

I think most everyone wants to feel as though they are a contributor to the "cause," whether that's in the classroom or the boardroom. We all want to know that we have thoughts and ideas that others view as important.