In this paper I explore an instance from my own elementary school scie
nce teaching. The goal of this teaching is constructivist in nature. T
he children explore the science together and through conversation with
each other and with the teacher construct meaning. The individuality
of the child and the individual's abilities to work within a group are
both extremely important to the workings of this type of class. Maint
aining both of these facets of the classroom environment - where child
ren can act as individuals but also as part of a group - is often cont
radictory and always filled with tension for the teacher. The role of
the teacher is to maintain this tension and to do so in such a manner
that it remains both a progressive force and a creative one in learnin
g. This role presents a number of dilemmas for the teacher - how to co
nstruct these experiences so that all children can participate and con
tribute, how to reward both individual and group actions, and how to m
aintain control in a classroom where freedom is important. I present a
n argument in this paper describing why these dilemmas must remain unr
esolved in the class - it is the tension between the individual and gr
oup needs and desires that causes the classroom to act as a community.
Individuals need each other and the group for the development and enh
ancement of ideas. Maintaining individuality is a source of creativity
balanced by the considered evaluation of the group. But these two for
ces also potentially are at odds. Balancing the two falls to the teach
er as does maintaining the tension between them.