INFLUENCING GROUPS
TO BE PRODUCTIVE

Directions: Use the suggestions below as a checklist to determine your skill in managing the behavior of groups of students.

I'm aware of the roles played by each student in the group (e.g., leader, instigator,
    procurer of materials/food/items, negotiator, conscience, enforcer/intimidator)

I'm aware of the "glue" that holds each  group together.  I know:
    -what is valued by them
    -what behaviors are required of members in this group
    -their interests and ongoing topics of conversation
           (e.g., cars, sports, academics, drugs, fashion, crime, certain types of music)

I list a "do-now" activity on the board or place it on desks/tables so that the kids can get started even before the upcoming lesson.  This quick task, started as soon as they enter the room
    -prepares them for the lesson to come (effort, not correctness is requested)
    -continues their work on an on-going team activity/task

I make ongoing efforts to bond and connect with the group
    -greeting youngsters when I see them
    -engaging youngsters in conversation
    -talking to youngsters respectfully AT ALL TIMES!!!
    -giving pleasant reminders (with encouragement) to engage in a desired
        behavior (e.g., raise hand, do own work) before the class starts

I have developed a friendly or cordial relationship with the leader(s),
        instigators, and conscience within the group

I know that others will follow their leader, so I involve the leader(s)
        in preparation for the task (e.g., writing the assignment on theoverhead projector,
        handing out worksheets, setting up the videotape machine, reading the directions for the
        assignment)

I keep the leader(s) and instigator(s) on task

I allow learning in teams (i.e., cooperative learning groups with assigned roles and time limits)
 
 

Click here to learn how to implement cooperative learning in your classroom

I allow group members to collaborate to come up with a team answer

I catch kids/teams/tables being good (e.g., points...group and/or personal, raffle tickets, non-verbal recognition)

I NEVER (EVER!!!) chastise or embarrass a youngster in front of others.
     That action might result in the student deciding that s/he has to rebell
       to protect his/her image, and would also turn the group against me.

I make lessons interesting
    -I relate lesson material to their lives and interests
    -I am enthusiastic and dramatic in my presentation.  I have to be excited
        about teaching if I expect them to be excited about learning.
    -I include props, pictures, etc. in my lessons
    -I vary the mode of presentation (e.g., lecture, discussion, 5 minutes of video, writing)
    -I use good natured expressive and receptive humor
 
 

I determine the reason for the behavior.
    -boredom with the lesson
    -the level of the assigned work is too difficult or easy
    -a group is losing in their competition with another group
    -I have embarrassed/confronted a member of the group
    -the group is mad at me for showing favoritism
    -the group is mad with a "teacher's pet"
    -continuation of an issue that emerged previous to this lesson
    -contagion of a leader's behavior
    -group reorganization/role changes/members leaving or joining the group
    -scapegoating of another student/group
    -a stranger entered the room
    -I was unable to continue directing the lesson
    -my students were trying to make me look bad because they don't yet like me
 

I use low-impact interventions at first to avoid escalation of the behavior
    -the "teacher glare" (complete with furrowed eyebrow, frown & shake of the head)
    -stopping in mid sentence and engaging in the "teacher glare"
    -proximity/touch
    -good natured humor (e.g., Students have not written anything on their papers: "Are
        you using that invisible ink again?  Please switch over to blue or black ink.")
    -encouragement
    -reminiscing/remembering back to times when the group did well
    -showing interest in the work of the students & encouraging their
        continued effort
    -changing the lesson presentation to be more interesting than the distraction

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