.Category
{S/N Exercise}
.Stage
{Beyond Basics}
.Title
{Teacher's Dilemma}
.Minimum
{3 - 4 Ss and 3 - 4 Ns}
.Ideal
{6 - 8 Ss and 6 - 8 Ns}
.Maximum
{50 people (If larger, see Trainer Tips - Dealing With Large Groups.)}
.TimeMin
{20 minutes}
.TimeMax
{35 minutes (Time will vary by group size)}
.Object1
{To highlight and experience the differences between S and N preferences}
.Object2
{To begin to understand the role of the S and N preferences in learning and teaching}
.Object3
{To underscore the concept that the combined approaches of both preferences are more effective than either preference by itself}
.Object4
{To help participants validate their S or N preference}
.Material1
{Flipchart paper (minimum 8 sheets) for each group}
.Material2
{Markers}
.Material3
{Masking tape}
.Material4
{S/N Highlights or Good S/N Words handouts (Optional)}
.Instruct1
{Separate the participants into groups according to their preference score or clarity (see Trainer Tips).  Provide them with flipchart paper and markers.}
.Instruct2
{Give the following verbal instructions to all groups simultaneously:}
.Box1
{"Remember back to when you were a high school student.  Think back to English teachers you had.  What kind of explanation or instructions would you have liked to have received from your teacher when asked to write a report or composition?  Please discuss this question among yourselves.  Record your results on the flipchart paper and be prepared to summarize your discussion for the rest of the group.  You have 10 minutes."}
.Debrief1
{Each group should verbally share their report.  Hear each group's report before discussing the differences in the large group.}
.Debrief2
{Ask the group:  "What, if any, differences do you observe in these approaches?"}
.Debrief3
{Identify which groups were Ss and which were Ns.  (If strength of preference was used to further subdivide the S and N groups, examine the differences in output.)}
.Debrief4
{Facilitate a discussion highlighting the differences between the S and N outputs and weave into this the comprehensiveness of the combined approaches, if not perceived by the group.  Remind the group that this is a dichotomy defining our perceiving function.  If we don't understand the differences or if we believe our perceptions are the best or the only correct ones, then we will also believe our approach to solving problems (and to teaching others to solve problems) is the only right one.}
.Debrief5
{Help the group generalize their learnings from this specific classroom example to the giving and receiving of instructions in any environment (by trainers, parents, supervisors, etc.).  Ask the questions:  "What frustrates you about getting instructions from a person opposite you on this dichotomy?"  "How might it help you to be more effective by getting input from a colleague of the opposite type?"}
.Debrief6
{To complete the group debriefing, give a brief presentation and a handout to reinforce S/N differences and group learnings.  (See Good S/N Words and S/N Highlights handouts.)}
.Caution1
{You will see that the two groups often describe opposite and conflicting approaches.  S teachers will give an accurate detailed step-by-step method to use in solving the problem and expect to see it repeated on the homework and on the tests.  N teachers will explain the big picture of what's trying to be solved, and will encourage students to try to reach a solution on their own, following certain abstract principles.  Conversely, N students will want an answer to the "Why" question up front and perhaps will not want to use a step-by-step approach, often prefering to find their own methods or short cuts.  S students may be frustrated if the teacher can't give them a step-by-step approach that remains the same time after time.}
.Caution2
{After listening to the debriefs, all may conclude that everyone appreciates both types of explanations, but the key questions to ask then are:  "But what is your starting point?" and "Upon what do you want to be graded?"}
.Caution3
{Be careful that no one approach (S or N) comes out as more important overall.  You may want to stress the point that in working with mixed audiences, you need to comfortably use both approaches to be effective.}
