Uncontested leadership roles emerge from two groups.
The two groups appear to be equal, but a count is taken.
One group has two more students than the other group.
Just by the mere presence of the visible groupings, defenses begin to be noticeably evident. The divide draws comparison, challenges, and competitiveness ...which actually could quickly develop into conflict.
All this transpires within a class that appeared rather docile, if not merely disinterested a few short minutes prior.
The teacher's assessment is that there has to be order ...so she intervenes. "This group has 31 students ...this other group has 29. The team with 31 students will be the leadership group. Your leadership group will agree upon a name for your group, and choose a leader."
As the leadership group eagerly selects names to vote on for their victory group, the teacher sees it is evident that the other group would likely not concede to be led by those who barely outnumber them.
The leadership group quickly agrees to call themselves the Best Leader Totally ...and it seems they don't really have to discuss who their leader will be ...as 4th graders usually already know.
Realizing the other group would never come around to following ---the lines of commitment already drawn, and the air filled with the spirit of competitiveness ---the teacher spontaneously decides to change her plan, and allows the other group to pick a name for themselves also.
In this group, the leader had already been evident also ...and he proudly announces, "Team Opposition Leader!!" of which the entire group unanimously agrees.
The teacher says, "Okay, we will use initials to shorten the group names ...so, this Best Leader Totally group will be referred to by BLT, and the Team Opposition Leader will be TOL. But, remember ...this is my class, so don't think any opposition leader can oppose me. And the same goes for the best leader totally group ...get out of hand, and I'll have you for lunch."
By their reaction, the teacher doubts anyone caught her joke.
The teacher's assessment is that there has to be order ...so she intervenes. "This group has 31 students ...this other group has 29. The team with 31 students will be the leadership group. Your leadership group will agree upon a name for your group, and choose a leader."
As the leadership group eagerly selects names to vote on for their victory group, the teacher sees it is evident that the other group would likely not concede to be led by those who barely outnumber them.
The leadership group quickly agrees to call themselves the Best Leader Totally ...and it seems they don't really have to discuss who their leader will be ...as 4th graders usually already know.
Realizing the other group would never come around to following ---the lines of commitment already drawn, and the air filled with the spirit of competitiveness ---the teacher spontaneously decides to change her plan, and allows the other group to pick a name for themselves also.
In this group, the leader had already been evident also ...and he proudly announces, "Team Opposition Leader!!" of which the entire group unanimously agrees.
The teacher says, "Okay, we will use initials to shorten the group names ...so, this Best Leader Totally group will be referred to by BLT, and the Team Opposition Leader will be TOL. But, remember ...this is my class, so don't think any opposition leader can oppose me. And the same goes for the best leader totally group ...get out of hand, and I'll have you for lunch."
By their reaction, the teacher doubts anyone caught her joke.
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