MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

scholarly journals Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

2021 ◽  
Author(s):  
Timothy Gould
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Online Surveys ◽  
Student Responses ◽  
Small Group Work ◽  
Student Effort ◽  
Undergraduate Chemistry ◽  
Class Environment ◽  
Student Confidence

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

scholarly journals USING GROUP-BASED METHODS IN A FOREIGN LANGUAGE CLASSROOM WITH STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS

2021 ◽  
pp. 216-220
Author(s):  
T. SOKURENKO ◽  
O. KONONENKO ◽  
A. KRYSHTAL
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Foreign Language Learning ◽  
Small Group Work ◽  
Language Classroom ◽  
Foreign Language Classroom

The article deals with the problem of using group-based foreign language learning in higher education establishments. The emphasis is on the advantages of small-group work in the foreign language classroom. The general models of using small groups are described in the article.

scholarly journals Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

2021 ◽  
Author(s):  
Timothy Gould
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Online Surveys ◽  
Student Responses ◽  
Small Group Work ◽  
Student Effort ◽  
Undergraduate Chemistry ◽  
Class Environment ◽  
Student Confidence

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

scholarly journals Students' Views of Group-Based Work and the Issue of Peer Assessment

2002 ◽  
Vol 2 (2) ◽  
pp. 76-81 ◽  
Author(s):  
Edward Edgerton ◽  
Jim McKechnie
Keyword(s):  
Small Groups ◽  
Group Work ◽  
Peer Assessment ◽  
Individual Performance ◽  
Final Grade ◽  
Question And Answer ◽  
New Form ◽  
Whole Class ◽  
The Relationship

This paper evaluates the introduction of a ‘new’ form of assessment in a final year psychology undergraduate module. The assessment required students to work in groups (N = 3 or 4) to produce a conference-style poster that presented personality data collated from the whole class. The final grade for each student on this assessment reflected a group mark for the poster, a peer assessment mark from their group and their individual performance on a question and answer session on the poster. The evaluation focussed on (i) students perception of this piece of assessment, (ii) the relationship between different elements of this assessment and the module exam, and (iii) issues surrounding reciprocity in group work. The main findings suggested that generally students found the poster comparable to other forms of assessment they had experienced in terms of difficulty and effort required, and that on the whole they were positive about the assessment despite misgivings about group organisation and dynamics. In addition, the assessed elements of the poster did not correlate with performance on the exam, suggesting that they may relate to different skills. Finally, the results suggested that the measurement of reciprocity in peer assessment may be more complex where small groups are concerned.

THE EFFECT OF SMALL GROUP WORK STRATEGY ON STUDENTS’S ACHIEVEMENT IN WRITING PROCEDURE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Asrina Sari Siregar ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Small Group ◽  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Control Group ◽  
Small Group Work ◽  
Procedure Text ◽  
Experimental Group

This study attempts to discover the effect of applying Small Group Work Strategy on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was the nineth (IX) grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes with the total number of students is 90. The samples of this research were taken by random sampling through lottery technique. The result was class IX1 consisted of 30 students became the experimental group and class IX3 consisted of 30 students became the control group. The experimental group was taught by Small Group Work Strategy while the control group was taught by using individual work strategy. The instrument was used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means that t-observed was higher than t-table (3.37 > 2.00. Therefore, the null hypothesis (Ho) is reected and the hypothesis alternative (Ha) is accepted.Key words : Small Group Work Strategy, Writing Procedure Text.

Building the Community

2018 ◽  
Author(s):  
Marilyn Watson
Keyword(s):  
Caring Community ◽  
Shared Experiences ◽  
Shared History ◽  
Class Meetings ◽  
Whole Class ◽  
Do So

Laura used a variety of activities to help her students see themselves as part of a caring community from which they drew benefits and to which they had responsibilities. She engaged them in setting goals and norms for the classroom, provided lots of opportunities for shared experiences, and helped them build a shared history. She used class meetings to help them feel part of the whole class, and, together with her students, created special customs and experiences that helped define them as a group. Perhaps, most important, she encouraged her students to share in the responsibility for creating and maintaining their community, and she helped them do so.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

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