Yeah, but…

Allow me to place you into a scenario. You have finished reading a piece of literature with a class. A discussion has naturally arisen after reading. Your students have a lot to say. You feel that you need more time, but the bell rings. There are a number of issues and situations within the story or poem or book that could easily set up a good debate. But debates are complicated. Debates take a lot of time. You do not wish to spend a lot of time on this, but you do want to hear what your students have to say about certain issues.

You could set up a Socratic Seminar. Socratic Seminars are wonderful speaking tools. But Socratic Seminars are kind of a big deal. Students need to prepare. You need to prepare. You need to organize speaking groups and outer-ring jobs. Introverted students and students with anxiety dread the coming seminar. Depending on the size of the class, a Socratic Seminar might take as many as three days.

What if you could do—in a casual and rather impromptu way—what a debate or Socratic Seminar does, but without the preparation, time, and stress level? What if you were able to do this in less than a class period?

You can. With minimal preparation. I call it “Yeah, but…” I have tried it twice with my eighth-grade classes this year, and both situations have been wonderful proof of deep comprehension. Better than that, they have been lively and smart.

This is how “Yeah, but…” works in my classroom.

• I write provocative, side-taking questions on my white board. I draw arrows telling students where to be, based upon their answers to the question. So, side one may go left, and side two may go right.

• Students move to their chosen side. It does not matter if the sides are balanced. However, I think I would discourage an everyone-against-one-person scenario.

• The class is given two minutes to talk and prepare an opening statement, which they may or may not use, depending on the coin toss.

• The coin toss decides which side will speak first. Once this side's opening statement is made by a member of the starting side, a member of the opposing side responds with the words, “Yeah, but…” continuing to rebut the opening statement.

• The first side speaks again, beginning with the words, “Yeah, but…”

• This back-and-forth continues until the class “runs out of gas” or the discussion gets too ugly. Then it is time for the teacher to step in.

• A new question is posed, students move to their chosen side, and the process begins again.

• “Yeah, but…” etiquette requires that only one person speak at any given time.

• Each side decides who will speak next. Team members take turns within their teams.

• No one is forced to speak.

• Everyone is encouraged to speak to their group.

Our first attempt at “Yeah, but…” happened after reading The Outsiders by S. E. Hinton. My questions were:

1. Who is to blame for the church fire? Side 1: Ponyboy and Johnny, or Side 2: The school-children?

2. Who is to blame for Bob’s death? Side 1: Johnny, or Side 2: The Socs?

3. Who do you blame for Dally’s death? Side 1: The police, or Side 2: Dally?

4. Is Cherry a good friend? Side 1: Yes, or Side 2: No?

We ran out of time before answering questions 3 and 4. These eighth-graders had a lot to say.

Our second “Yeah, but…” happened recently, after reading “Top Man” by James Ramsey Ullman. Here are the questions we used.

1. Who is the top man? Side 1: Nace, or Side 2: Osborn?

2. Why did Osborn have a change of heart? Side 1: Because Nace died, or Side 2: Because he realized Nace was right?

3. Will the truth ever come out? Side 1: Yes, or Side 2: No?

We ran out of time before question 3.

My job was easy during these “Yeah, but…” class periods. I stood or sat between the sides. I listened. I served as referee, if necessary. I rang my call bell if we needed order. I laughed a lot, especially when students made points that were funny or unexpected. Some students got riled up enough that they felt standing on a chair would help them to make their point more clearly. Perhaps it did.

Was there shouting? Yes.

Was it messy? Yes.

Was it memorable? Yes.

Will I do this again? Absolutely.

There is very little preparation. You just need to come up with a few questions about a story that can provoke an argument. I teach middle school. Every story can provoke an argument! Give “Yeah, but…” a try. Then, sit in the middle. Listen. Laugh. Referee. Be amazed.