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Ask the person what do they need and as a group we can solve it. This may help them to be more open to solving problems instead of creating obstacles.

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Changing up discussions (small group, jigsaw)
Limiting items/people to share, time limits
Setting expectations/establish norms
Calling on specific people/rows/tables
Writing discussions

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Norms are important to help set the group expectation. Norms should be specific (ex. "If you've shared a comment, withhold comment until others have had a chance to speak.").

There can be a signal (like knocking on the table) if someone is veering from the norm, dominating conversation, or speaking off topic.

Provide opportunities to respond digitally or via paper so that interruptions aren't possible/everyone can be heard.

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Is the likelihood of success worth trying. The struggle will be meaningful and you will take away something.

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Avoid spending too much time with that one concern. 

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Avoid spending too much time with that one concern. 

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If your whole cohort is problem-centered, you welcome naysayers. You want problems to be brought up to then lead the discussion.

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Give time for self-reflection so the naysayer can have time to think about it. Is it only a temporary issue?

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Contextualize the concern.

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Let other people answer the naysayer. Others have great opinions or things they have tried to fix things.

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Give teachers time to create in groups, so that groups can address the issues of individual naysayers instead of the entire cohort.

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Ask the naysayer what their need is. Try to address that need sooner rather than later.

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Seek to understand different learning styles and processes and value systems different from your own.

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Approach something as a problem to be solved. 

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Approach something as a problem to be solved. 

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Have clear norms and procedures. Is this going to be a platform for negative commentary or not. If not, still give validation to the concern and let them know it will be addressed.

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Accept that the group is capable of self-monitoring and if someone is multi-tasking, there is likely a valid reason for that person. However if it's a real bother, set an expectation to check phones or answer emails during allotted break time.

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Talkers- say "I'm really glad you are friends and want to chat. Would it be good if we move forward?"  "Great discussions - but. . . ."

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Talkers- say "I'm really glad you are friends and want to chat. Would it be good if we move forward?"  "Great discussions - but. . . ."

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Establish the norm of leaving if there is a call or text etc.

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Value Where They Are & Know What They Need

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Value Where They Are & Know What They Need

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Is the material relevant and is the work engaging?  Listen carefully to understand and make adjustments.

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The naysayer feels a lack of control and they finally just want to be heard. Be aware of that as the facilitator of the cohort.

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We're not solving the concern for them.  

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We're not solving the concern for them.  