1 / 23

Chapters 13 and 14

Chapters 13 and 14. Heather Elfrink Debbie Cobb Janine Mayberry. CHAPTER 13 The Structure of the Group. The Peer Group. Based on our social patterns, approval of peers is more important to children than that of adults, parents, or teachers.

lou
Download Presentation

Chapters 13 and 14

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapters 13 and 14 Heather Elfrink Debbie Cobb Janine Mayberry

  2. CHAPTER 13The Structure of the Group

  3. The Peer Group • Based on our social patterns, approval of peers is more important to children than that of adults, parents, or teachers. • Since the classroom group is the first peer group for the child, it deserves careful study.

  4. The Role of the Teacher in the Group • Teachers mistakenly think of children regarding their individual differences, without looking at the group setting. • Teachers must remember to look at behavior in its social setting. • Children may act completely different when they are alone than when they are in the classroom.

  5. Subgroups • Every classroom has subgroups. • Teachers need to realize where these subgroups lie and use this information for their benefit. • Teachers must identify the leaders of the class, make them allies, and use their power constructively. • If not, the leaders will become quick enemies and a war may begin between the class and the teacher.

  6. Status • Some students have status and are admired, while others are rejected and ignored. • Some students are loners by choice, others are loners because of rejection. • It is the teacher and the group’s job to integrate these students into the group.

  7. Characteristics of the Group • Every class is different. • Good teachers can change the atmosphere of the classroom to fit the personalities within each class. • With “difficult” classes, teachers need to remember it is not all their fault.

  8. Sociometric Methods(Studying Relationships)

  9. A Sociogram • points to the attractions that individuals have toward each other • discloses the role an individual occupies in the class • tells us how individuals perceive themselves in relation to others

  10. Purpose • A sociogram will help the teacher to know the child’s position in the group and the kind of position the child wants to occupy. Knowing this will provide insight into the child’s attitudes and values.

  11. Results of the Sociogram • if a child was not chosen • when children are drawn to each other • when to conduct the sociogram

  12. DON’T UNDERESTIMATE THE POWER OF PEER GROUP INFLUENCE!

  13. CHAPTER 14Group Discussions in the Classroom Today many educators use group approaches to influence students toward corrective behavior. Group discussions help children understand behavior and unite them toward common goals.

  14. Purposes of Group Discussions • develops better interpersonal relationships. • enhances learning. • effective communication leading to problem solving. • form attitudes and set values • reassurance that one is not alone

  15. Purposes of Group Discussions (continued) • difficult tasks seem lighter • students profit from others experience • learn constructive ways to handle frustrations • raises morale of the group • learning process is facilitated

  16. Preparing Students for Group Discussions • Respect the confidentiality of their peers • Discourage discussing sensitive topics in class • Decide on some guidelines • Help each other. Do not hurt one another. • Establish how to take turns and listen to everyone. • Establish trust and mutual respect. • Cooperate with each other.

  17. The Teacher’s Role • cannot be passive • must be directive • must be involved • must be manipulative for constructive purposes

  18. Difficulties with Group Discussions • Some teachers impose their own ideas. • Some teachers “preach” • Some teachers hold lectures • Turns into a free-for-all • Teachers do not use for fear of losing teaching time

  19. Training the Class • Teacher needs to participate actively in the beginning. • Teacher should always remain alert and direct the discussion. • Discuss time limits. • Refrain from becoming personal. • Focus on the problem at hand.

  20. Training the Class (continued) • Talk loud enough for all to hear. • Focus on constructive thinking. • Nonproductive or meaningless discussion not allowed. • No one should humiliate another.

  21. Ideas for Group Discussions • finding solutions for problems the class encounters • understanding each others differences • understanding others behaviors • problems encountered outside of class • getting along with siblings, parents, friends • students concerns about the teacher’s behavior

  22. REMEMBER: Group discussion is probably the most effective technique a teacher can use to unite the class for a common goal!

  23. ANY QUESTIONS?

More Related