BRAIN STORMING

INTRODUCTION The teacher assigns some problem to the pupils all the pupils think over it independently and give their views. It makes no difference whether the answers are correct or not. Teacher writes the views of the children on the black board. Finally the answer is evolved. This method increases the knowledge of the pupils and encourages independent thinking. DEFINITION
Brainstorming is a technique for generating new ideas on a topic, usually a problem that seems hard to solve. The rules for brainstorming are designed to help people be creative and spontaneous in their thinking so that as many ideas as possible, are generated. It was invented in 1 !1 by "le# $sborn, an advertising e#ecutive, in his book %"pplied Imagination%, who wanted to devise a method that would encourage people to spark off new ideas, without inhibitions. &e defined brainstorming as %a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members%. This process, he discovered, allowed far more ideas to be generated than in any normal discussion and that by producing more ideas, people had a better chance of finding useful ones' from quantity came quality. " key part of the process is to come up with wild or silly ideas because these in turn can spark off really useful ones.

Brainstorming is effective for' (sensitive and controversial issues that need to be e#plored (encouraging pupils who are quite and hesitant to enter into discussions (generating a large number of ideas as quickly as possible. Rules for Brainstorming

No Criticism: "llowed )eople tend to automatically evaluate each suggested idea((their own as well as others. Both internal and e#ternal criticism are to be avoided while brainstorming. *either positive nor negative comments are allowed. +ither type inhibits the free flow of thought and requires time which interferes with the ne#t rule. ,rite each spoken idea down as it is given and move on. Work for Quantity' "le# $sborn stated that %-uantity breeds quality.% )eople must e#perience a %brain drain% .get all the common responses out of the way/ before the innovative, creative ideas can surface0 therefore, the more ideas, the more likely they are to be quality ideas. itc!!iking Welcome' &itchhiking occurs when one member1s idea produces a similar idea or an enhanced idea in another member. "ll ideas should be recorded. Free"!eeling Encourage#' $utrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off(the(wall. 2se in the inclusion classroom Tap into prior knowledge 3ive all students a chance to e#press their ideas +liminate fear of failures

Brainstorming is an excellent strategy to:

4how respect for each other Try something without fear Tap into individuality and creativity +liminate the fear of risk taking

&ere are some basic rules to follow when conducting a brainstorm in the classroom with a small or whole group of students' 1. There are no wrong answers 2. Try to get as many ideas as possible
3. 5ecord all ideas

!. 6o not e#press your evaluation on any idea $rainstorming %rocess

1. 6efine and agree the ob7ective. 2. Brainstorm ideas and suggestions having agreed a time limit. 3. 8ategorise9condense9combine9refine. 4. "ssess9analyse effects or results. 5. )riorities options9rank list as appropriate. 6. "gree action and timescale. 7. 8ontrol and monitor follow(up.

&lan an# agree t!e $rainstorming aim +nsure everyone participating in the brainstorm session understands and agrees the aim of the session .e.g., to formulate a new 7ob description for a customer services clerk0 to formulate a series of new promotional activities for the ne#t trading year0 to suggest ways of improving cooperation between the sales and service departments0 to identify costs saving opportunities that will not reduce performance or morale, etc/. :eep the brainstorming ob7ective simple. "llocate a time limit. This will enable you to keep the random brainstorming activity under control and on track. 'anage t!e actual $rainstorming acti(ity Brainstorming enables people to suggest ideas at random. ;our 7ob as facilitator is to encourage everyone to participate, to dismiss nothing, and to prevent others from pouring scorn on the wilder suggestions .some of the best ideas are initially the daftest ones ( added to which people won1t participate if their suggestions are criticised/. 6uring the random collection of ideas the facilitator must record every suggestion on the flip(chart. 2se Blu(Tack or sticky tape to hang the sheets around the walls. "t the end of the time limit or when ideas have been e#hausted, use

different coloured pens to categorise, group, connect and link the random ideas. 8ondense and refine the ideas by making new headings or lists. ;ou can diplomatically combine or include the weaker ideas within other themes to avoid dismissing or re7ecting contributions .remember brainstorming is about team building and motivation too ( you don1t want it to have the reverse effect on some people/. ,ith the group, assess, evaluate and analyse the effects and validity of the ideas or the list. 6evelop and priorities the ideas into a more finished list or set of actions or options. Im%lement t!e actions agree# from t!e $rainstorming "gree what the ne#t actions will be. "gree a timescale, who1s responsible. "fter the session circulate notes, monitor and give feedback. It1s crucial to develop a clear and positive outcome, so that people feel their effort and contribution was worthwhile. ,hen people see that their efforts have resulted in action and change, they will be motivated and keen to help again. Brainstorming )essions Brainstorming sessions allow students to harness the power of groupthink and avoid the frustration that comes along with an inability to think of a topic or solution. Brainstorming is an effective technique commonly used when introducing concepts or beginning a pro7ect. ,hile brainstorming can take many forms, it traditionally consists of the composition of a simple, group(created list. To brainstorm, teachers present a question or topic to the class and allow volunteers to make suggestions, recording the ideas of the class on a poster or chalkboard. This process not only serves as an effective way to create a comprehensive list, but also allows students to see the process of thinking in action Brainstorm Ideas for Creative Writing
Brainstorming is a creative problem solving technique that relies on the background and experiences of students in the group. It can be performed as a classroom, small group, or individual activity. One of the key objectives of brainstorming is to rite do n hatever comes to mind, not focus on hat the correct ans ers might be. !hen using brainstorming to create a list of ideas for a creative riting assignment it is important that students recogni"e that their imagination is more important that orrying about hat makes sense. #mall groups may be more productive than individual or class$ ide brainstorming if the group is chosen so that at least one member is comfortable sharing ideas or contributing unconventional ans ers. %n example of creating ideas using brainstorming ould be to divide students into small groups of no more than four, ith one designated as the idea recorder. &hen, give them one to t o minutes to rite do n everything that comes to mind about a topic, such as, 'sailing.( %t the end of that time instruct students to arrange their ideas in order from dullest to silliest, cra"iest to most boring, or another order that ill enforce the idea of creativity ithout looking for a right or rong ans er. #tudents ould then choose one of the top three ideas around hich to create their riting assignment. &hen ideas are ritten do n or spoken, it gives them substance and allo s the brainstormer to more easily consider the validity of an idea. )ven if a half$baked or sloppy idea is thro n out, there is al ays the chance that this ill lead to bigger, better, and more ell thought out ideas.

To brainstorm in a group, start with a problem or kernel of an idea. " simple idea to brainstorm in a group is, ,hat is art< It is a simple and esoteric question that can be a great start to any class that alleges to teach art. ,rite down the ideas, perhaps checking ideas that are similar to those already written down but in different words. DIFFERENT TEC NIQUE) OF BR*IN)TOR'IN+ )tructure# Brainstorming

,ith this approach, every person in the team gives an idea as their turn comes up in rotation or pass until their ne#t turn. This approach is useful in 1encouraging1 the more reluctant people to participate but may create a certain amount of pressure. Unstructure# Brainstorming 4imply, team members give ideas as they come to mind. This method may be seen as more fun and more rela#ed. It risks being taken over by the more dominant team members ( facilitators need to monitor this. Negati(e ,or Re(erse- Brainstorming *egative brainstorming involves analy=ing a short list of e#isting ideas, rather than the initial massing of ideas as in conventional brainstorming. +#amining potential failures is relevant when an idea is new or comple# or when there is little margin for error. *egative brainstorming raises such questions as' %,hat could go wrong with this pro7ect<% 5everse brain(storming is valuable when it is difficult to identify direct solutions to a problem. "fter clearly defining a problem or challenge, ask %&ow could I cause this problem<% or %&ow could I make things worse<% "s with brainstorming, allow ideas to flow freely without re7ecting any. +valuating these negative ideas can lead to possible positive solutions Nominal grou% tec!ni.ue The nominal group technique is a category of brainstorming which is conducted in a way that all participants are able to give an identical say in the process of gathering ideas. Ideas are gathered in the nominal technique by confirming a level of anonymity. The ideas are than communicated by the facilitator and thereafter voted by the panel of participants. This process used is called distillation. )ost to distillation, the ideas which have been voted, and considered as highly vital should be forwarded for further brainstorming sessions. For instance, the top ideas could be forwarded to speciali=ed brainstorming session in specific' departments, units or groups. +rou% &assing Tec!ni.ue This is a traditional technique of brainstorming used. It is constituted by a group of people who meet together. Then all people will write their ideas on the same piece of paper. The piece of paper will be passed to each member present. The participants will continue to contribute by writing additional ideas on the piece of paper each time they receive it. The paper should be handed(over to the person sitting at your side. This circulation of the piece of paper is usually done in a clockwise direction. $nce everyone have contributed their ideas, a broad solution or a bunch of alternative solution might be disposable. The> Idea Book>, uses the same technique, whereby a book is used to gather ideas. The first page of the book gives a brief description of the problem. )eople will afterward contribute to solve the problem by writing in the book once they receive it. This process shall continue until the list of ideas becomes e#hausted. The problem should thus be solved based on the alternatives gathered in the ?Idea Book>. Team I#ea 'a%%ing 'et!o#

The team idea mapping method is based on association. The benefit of this method is that it ensures a large volume of different ideas. It does also allow a broader perspective in the variety of ideas. The topic must primarily be meticulously defined. The methodology of team idea mapping is as follows' @ )articipant are suppose to brainstorm individually @ The ideas shall be gathered independently and then combined to form an immense map of ideas, called an idea map. +ventually, when all candidates are brought together to evaluate the idea map, a broader understanding is established. The participant shall now share and communicate the purpose .meaning/ of each of their idea.s/. "t this phase even more ideas can be construed. The team can lastly prioriti=e and take action based on the best ideas presented. Online Brainstorming $nline brainstorming or simply electronic brainstorming is the modern version of brainstorming. It is done virtually, whereby people can be connected from different region and countries. There are many mediums available to perform such an activity. They are mainly' @ +mail @ Forums @ $nline forms @ )eer(to(peer8hat @ 4oftware Internet @ Aideo(conferencing $nline brainstorming is conducted in the same way as traditional brainstorming the only difference is the absence of physical or visual presence, assuming video(conferencing is not being implemented. In online brainstorming, the moderator does play a more pivotal role. The facilitator has to communicate with each member, by sending the question, while the participant will usually respond directly to the moderator. It is evident that traditional barrier, such as apprehension, is removed but other aspects such as clarification can be made harder to elucidate. +lectronic brainstorming facilitates the coordination of a large group of participants in a session and can thus be proven to be highly efficient. Directe# $rainstorming This is another type of brainstorming technique. 6irected brainstorming can be performed manually or with the use of IT .+lectronic means/. In this method the criteria and conditions for evaluating an e#cellent idea is known before the session is conducted .:nown as solution space/. "s the criteria have already been established it can purposely hinder the process of ideation. The participants are given a sheet of paper .if manually done/ or an electronic form. The brainstorming question .problem/ is then communicated. The candidates are given a respond time, once the respond time is over the papers are swapped to other memberBs conduction the brainstorming. The other participant will evaluate the idea and try to improve the idea based on the initial criteria. The swapping process is continued for at least three to four consecutive rounds. In#i(i#ual $rainstorming

Individual brainstorming is done independently. The most common method of e#ecuting individual brainstorming is through free speaking, free writing, spider web, and free writing. Individual brainstorming is often represented through diagrams. Individual brainstorming is considered as more effective than traditional brainstorming. &ROCEDUR*/ )TE&) &reacti(e %!ase :now why you want to run a brainstorming session. $ne of the first things you need to determine is whether you need to use a brainstorming session at all. " brainstorming session should be used for generating lots of new ideas and solutions. It should not be used for analysis or for decision making. $f course you will need to analy=e and 7udge the ideas but this is done afterwards and the analysis process does not involve brainstorming techniques. )E/ECTION OF TO&IC: " brainstorming session must be targeted to a specific topic or else you run the risk of downgrading any future sessions. " topic or problem can be selected by the teacher or by the class, but should be one that will elicit good response by the group or groups. It might best be phrased as a question. ;ou must define the problem area or the opportunity area you want to create ideas for. ;ou must draw up a specific probortunity .problem9opportunity/ statement which describes what you are trying to achieve. This statement must not even suggest what a typical solution might be because this will hinder the idea generation. It is perfectly acceptable to propose a brainstorming session to investigate a whole area of interest which you wish to e#plore. ;ou will have no fi#ed perceptions about the area and can often discover new ideas and markets precisely because you didn1t follow the normal training path. 8reative thinkers often suggest that before you do research in a specific area, you should generate your own ideas because if you follow what everyone else has done, you will follow the normal line of thinking and come up with the same or similar answers $nce you have an initial probortunity statement you should decide whether a brainstorming session is appropriate. The time and costs spent brainstorming can sometimes be saved by 7ust implementing a currently known solution and spending your valuable time on more crucial probortunities. 4ome problems are best solved by computer simulation or mathematical calculations because they do not need a change in perception. If you are only going to ignore what everyone else suggests then you shouldn1t waste their, or yours. Deci#e !o" you "ill run t!e session an# "!o "ill take %art "ssume you now have a probortunity statement describing what you are trying to achieve or investigate. ;ou have also decided that brainstorming is the most valid approach to your investigation. *ow you need to decide how you will run the session and who will take part. It is important to ad7ust the style and management of the session depending on the topic and the participants involved. First you should decide who will lead the session ( the facilitator. This person needs to introduce the session, to keep an eye on the time and to make sure the rules are obeyed. This person will facilitate the session to make it run smoothly and ensure that the participants feel comfortable

and 7oin in the process. They will also be responsible for restarting the creative process if it slows down. *e#t you should decide who will take part 3roup si=es are often number between ! and CD people. Eore people means more opportunity for diversity but can lead to nervousness or to frustration if each person is not given enough individual time to suggest ideas. &re%are t!e room an# materials The choice of room will obviously depend on what is available and we will leave this to your creativity if the ideal room is not available. ,e make the following suggestions and you should adapt them to your own conditions' to make brainstorming easy. ;ou can use it to start your search for new ideas and is the stimulus required to spark off an infinite number of new ideas. "rrange people to be seated in a circle with no %head of the table%. Ideally, a round( shaped table is best, though a set of tables in a circle is the usual solution. $therwise a broad 2 shape layout is fine. This makes everybody feel equal and when people1s ideas start to flow you will find that the person initiating the session becomes part of the group and can play an equal role without pushing any authority. ;ou could have flipcharts 7ust behind the members .appro#imately one per two people/ and with lots of coloured pens. +ach person should also have a notepad and pen so that they can write down their personal ideas at the same time as ideas shouted out by other people are being written down elsewhere. Eake sure no ideas are lost at any stage. ;ou may well need an overhead pro7ector if you intend to display the probortunity description and any background information or pictures " room which has space around the table in which to move about, but not one which makes the group feel small in comparison, is ideal. 8omfortable chairs and tables coupled with refreshments on a nearby table are useful. )roviding an ob7ect in the middle of the circle gives people something to fi# on while thinking and removes the need to look into the face of someone else while suggesting an idea. " dedicated secretary .or two/ whose only 7ob is to grab and write down the ideas is e#tremely useful. This releases some pressure on the facilitator who can spend more time guiding the process. *lterations for smaller grou%s: "ssign class members to different groups which are arranged eliminate any unnecessary interference with one another. +ffective operational si=e of each group to select a chairman and one or more secretaries, the number of secretaries depending upon the si=e of the group. The number should be adequate to assure that all individual responses will be recorded. 4maller groups are easier to control but there are less people to keep the process moving smoothly onward. "dvanced techniques are very useful to kick start the flow of ideas. " very small group is more like a quick(fire conversation and could be seated round a small table with a large pad of paper covering the whole table surface. +veryone can add their ideas at the same time. Try to move the group close together so they don1t feel remote from each other. *lterations for larger grou%s ,ith large groups it1s impossible to arrange people in a circle without them being too far away to feel part of the group. In this situation you will need to have a theatre(style seating pattern with the facilitator at the front.

If you want to brainstorm with such a large group then you need to have everyone write their ideas down on a notepad or on a computer, use some ideas as stimuli to help people with their personal brainstorming and then gather the pads in afterwards. &re%are t!e %artici%ants an# issue in(ites ,hen you know who you will be inviting and where it is going to be held, you need to invite everyone. 4end out invites by post or by email telling people the time and the place and how long the session will last. 4uggest 7ust the most suitable time and location for you and specify a date by which they must have replied. Tell them you want a reply whether their answer is yes or no. Fet them know the topic of the brainstorming session and let them know how much you appreciate their assistance. ;ou may need to remind people to reply 7ust before the deadline. Thank everyone for replying and tell them the final meeting place and time and invite those who say they cannot attend to turn up if they change their situation. ;ou are now ready to run your brainstorming session. Because of your initial preparation your session will run a lot smoother. The ne#t stages of this training course will tell you how to actually run a successful brainstorming session. *cti(e &!ase Brainstorming sessions are meant to serve as a toll to produce GideasB that are inspired through creative means. ,hen conducting a brainstorming session, consider the following as key components necessary for an effective methodology' The team must create a set of rules for the session. +nsure your team has read and understands the rules. 8onduct a practice session to teach these brainstorming techniques if most of your team members are new to this concept. Brainstorming ideas for the practice session can be found by clicking on the link INITI*TION' Being the discussion by making or by having the chairman make a positive statement relative to the problem. This should serve to stimulate the ?train of thought> for the participants. "nnounce the ob7ective. "nd e#plain the rules' *o negativity. "dd to ideas. 4ay it rather than censor it( ,rite the ob7ective, what you want to accomplish. 6istribute it to attendees, and post it for all to see during the session. ,rite the initial topic on a flipchart, whiteboard, overhead as long as everyone can see it. The better defined and more clearly stated the problem, the more likely that everyone will agree on the issue or statement being brainstormed 6ifferent groups might work with the same or different topics. Insure a clear understanding of the problem by all students. )rovide e#amples where needed to insure comprehension. "llow appro#imately CD seconds after the problem has been presented to the group for each individual to organi=e has thinking on the sub7ect 4tating your challenge is the key component for an effective brainstorming session. $ften, participants are not aware of the issue at hand, which in turn leads to solutions that do not solve the problem at hand. The goal should be to bring all participating members on the same platform by clearly stating the challenge at hand. Be sure to ensure that the moderator is clear and concise in addressing the challenge and running a effective session. 6efine the approach for the class setting forth some anticipated outcomes of the brain storming session. Identify any problems that might likely be encountered /ea(e Criticism *t T!e Door In order to think like a creative, donBt forget your confidenceH It is vital that criticism be left outside the session. It only harbors negativity and it will not result in any teamwork. It can also

prevent participants from producing ideas as well as sharing them in a group. The ideas that are presented should be used as a benchmark to welcome an increase in discussion for a viable solution. Ent!usiastic Facilitator The chairman should maintain only a passive leadership role. &e is responsible for keeping the group on the sub7ect, stopping any criticism of ideas and generally enforcing the rules prescribed for the technique. The secretary or secretaries must record all comments that are made by individuals within the group. The facilitator sets the environment and the motivation for participants. "n enthusiastic facilitator will produce dynamic participation and ensure that the conversation remains on track. @ 6etermine the session facilitator0 generally the team leader facilitates the session but it could be a 4i# 4igma Black or 3reen Belt if the team leader doesnBt have e#perience in conducting the session Use 0oice Recor#ing ,hen ideas roll, they roll. It is very common for a great idea to be forgotten when repeated twice. Therefore, it is always a great idea to record the brainstorming session. These recordings can be used as a reference and analysis. @ 6etermine prior to the session who will be writing down the teamBs responses. "ll ideas presented should be recorded by the secretary or secretaries during the discussion. "ssist each group as needed in cooperation with the chairman. The discussion might continue for from five to perhaps CD minutes, depending upon the nature of the problem, the pace of the group or groups and the enthusiasm of the participants. " one minute warning signal should be given prior to the lapse of time Comforta$le En(ironment 3ather your team in a conference room. This is preferred to a classroom setting. " classroom can be used by arranging the tables and chairs in a ?2(4hape>. This encourages participation. The environment can make or break your brainstorming session. ;our participants should be in an environment that has minimal distractions. 1ee% To T!e Time /imit 8onduct a brainstorm session with a time constraint. It will build a high performance team environment. The time constraint will give participants a sense of urgency to develop ideas that provide results. 8reativity requires a great deal of imagination and innovation, which are key in brainstorming. The mind can only stay stimulated for a certain period of time. ,hich means, if your sessions are stretched out to more then thirty minutes, it may not be as effective. &owever, you can also consider splitting up the sessions over at different times throughout the day or stretch it out over several days. &ost *cti(e &!ase En#ing t!e )ession "fter the designated time has elapsed, allow appro#imately two minutes for each group to categori=e its ideas and eliminate any overlapping suggestions. The chairman and other members of the group should assist the secretary in synthesi=ing key ideas "fter the session, collect all the responses and categori=e them. 5emove any repetitive responses. The "ffinity 6iagram is a great tool for placing responses into appropriate categories. Then

compare the responses against the decision criteria to create a list of potential solutions. Team voting is one way to determine the best possible solution 6iscussion might be accomplished under teacher direction or with the active participation of each group chairman. Briefly review and summari=e the ma7or ideas presented in the session. 6etermine the e#tent to which ob7ectives were met. Eake appropriate application to the work under study. )lan for any follow(up activities which might relate to the lesson. 5ecord derived from the e#perience. Thank everyone. 8larify any points and get a consensus on which ideas should be taken further, what the actions and timescales are. Eake sure people know that "FF ideas will be kept and the team leaves the session with the sense that %something has been achieved Brain )torming Rules *o idea too stupid There is an ideal solution to your problem and brainstorming is the key to finding it. &owever, discussing, criticising or generally dismissing ideas as they come up reduces your chance of finding the secret treasure and render your brainstorming session useless. ,atch the clock " little time pressure is good for brainstorming, so agree a ma#imum time for brainstorming, say 1D to ID minutes, and stick to it. 4tart and finish on time, and encourage a brisk pace to ma#imise the time invested in this activity. Eaybe assign a time(keeper to own this task. 5ecord your progress "ll your good ideas are wasted hot air if they are not recorded methodically and more importantly, legibly. 8onsider using brainstorming software such as EindEanager J , post(it notes, flip charts or other such methods for getting your ideas down. ,hatever you choose, make sure you bring all the necessary tools and materials with youH -uantity not quality The aim of brainstorming is to churn out as many ideas as you have time for B+F$5+ you do any reality check on their merits. Through quantity you will find quality, even though it might take some time and effort to get there. Ideas breed ideas. . +ncourage the right mindset and have fun 8onsider using an ice(breaker or creativity e#ercise to get group members into the right frame of mind and away from creativity blocking thoughts of unanswered emails, to(do lists and other priorities. "nd once brainstorming has started, remember performance an#iety will dry up creative 7uices quicker than a quick thing, so make sure the atmosphere is kept light and fluffy and above all, fun. Fet no good idea go unheard. *ot everyone en7oys brainstorming and group problem solving. 4hyness, fear of looking stupid or silly may keep people quiet. Brush up on your facilitation skills and avoid the risk of great ideas being un(spoken or unheard. +eneral %recautions Eake sure you1re focusing on the right challenge. Invite people with diverse points of view. 4tart with a fun icebreaker to help change mindset. +stablish %deep listening% as a ground rule. Eodel it. Tell stories, play music, invite humor. 3o offsite. )ut a %meeting in progress% sign on the

door. 8ollect all )6"s9cell phones. +stablish %no email% ground rule. +ncourage individuality, risk taking, and wild ideas. "sk people to leave their titles at the door. 4tart with divergent thinking. +nd with convergent thinking. +#plain that evaluation will happen at the end of the session. +#plain the follow up process. /imitations: 8an be unfocused..4tudents may have difficulty getting away from known reality.. Aalue to students depends in part on their maturity level The enthusiasm of individual members could cause the group to get out of hand or the discussion to be monopoli=ed and necessitate certain control measures. 4uccessful brainstorming depends in part upon the understanding of the procedure by the participants and the careful selection of a topic and qualified chairman and secretary. Fittle evaluation and constructive criticism of individual ideas takes place during the discussion. The recording of all comments and statements during the session could slow the spontaneous generation of ideas and the overall procedure. *#(antages Fistening e#ercise that allows creative thinking for new ideas. +ncourages full participation because all ideas are equally recorded. 6raws on group1s knowledge and e#perience. 4pirit of cooperation is created. $ne idea can spark off other ideas 4timulates interest, the power of association, a spirit of competition, free use of imagination and active participation. 6evelops an understanding and an appreciation for the thoughts and points of view of others. Is relatively economical in terms of time, does not necessitate any elaborate classroom arrangements and can be effectively used with both small and large groups. +liminates time(wasting arguments during discussion and encourages participation by all students without the possibility of destructive or cynical criticism by others.
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