with direct teaching and guidelines on the group process, the fourth-grade students are divided into groups to write a story about an experience of a frightening storm. each student is assigned a part of the narrative to write within their group, after the group agrees on the type of storm they will write about. they later share the group stories with their classmates. the teacher encountered one stubborn student and several challenges with the group progress, but all of the groups completed the task successfully with teacher facilitation. in order to improve future small group activities, what teacher strategy should be used?