A sociogram is a teacher-made device that is used to provide additional information regarding a student and how s/he interacts with peers.   It is a valuable tool for determining how a student is viewed by his/her classmates.  Students respond to a teacher-provided direction such as "List the two classmates with whom you would most like to sit", "Write the name of  the person with whom you would enjoy working on a project.", "If you were going on a vacation, which of your classmates would be nice to have along, and why?" 

     You might also assess interaction and social perceptions using negatively worded statements or questions such as "Who would you not want to play with during recess?" (Although this variation has been shown to have no long term effects in preschoolers, it would probably result in hurt feelings for older kids.  Besides, why not do a positive version?)

    The results are then tabulated to determine how many times each student was chosen and by whom.   This information is graphically plotted to identify social isolates, popular students, disliked youngsters, and changes in interaction patterns over time.  The sociogram can be useful in a number of ways:   Allowing a student to work with a chosen peer may be a motivational tool.   Social isolates (those not selected by others) could be placed in interaction situations with accepting peers or could be made the center of attention in positions such as charades leader or team captain.   Those who are negative perceived by others could be provided training in social skills.  By developing good rapport with class leaders, you could be more influential in convincing them (and by extension, their followers) to comply with directions.   Additionally, interaction and friendship changes, and a student's progress in becoming more acceptable to others can be monitored via frequent administration of the sociogram technique.  Caution and professionalism are vital when using this technique.  We do not want to harm any youngster's self esteem.

    The question might arise: "Why bother doing this type of evaluation?"  Yes, perceptive teachers will already know most of the interaction patterns and preferences of their students.  However, some useful information might be gained.  This procedure can also provide documentation (though somewhat "fuzzy") that can be useful in program planning, setting of IEP goals, etc.

1 Devise a question.   State it in simple, easy-to-understand language.  Word your question to be consistent with the information you desire to obtain (e.g., who to assign as field trip partners; who is unpopular and in need of social skills instruction).

2.   Have students write their answers to your question or statement.   Allow and encourage your students to make their choices privately.  Clearly explain any limitations on choices (e.g., number of choices, classmates only).

3.   On a listing of the names of your students, write next to each student's name the number of times s/he was selected by another (tally the responses).

4.  Make a large diagram of concentric rings so that it looks like an archery target.   Have one more ring than the greatest number of times any student was chosen.  Start outside the last ring and number the spaces from the outside toward the inside starting with "zero".

5.   Write each student's name inside the ring space corresponding to the number of times s/he was chosen.

6.   Draw arrows from each student to the student selected by them.

7.   Survey the diagram to assess popularity and interaction preferences.  This information should remain confidential.
 
 

1.   Find two containers.  Choose any 10 names and write each name on two separate pieces of paper.  Place one set of names in each container.  Container #1 represents the person making the choice. Container #2 represents the person chosen.   Select a name from Container  #1.   Then pick a name from Container #2.    Tally the responses and return the second name to Container #2.   Do not return the first name to Container #1 (throw it in the trash or set it aside).    Repeat until Container #1 is empty.   Make a target sociogram with arrows indicating choices.

2.   Complete a mock sociogram using friends, classmates, or other adults (Be careful of hurting the feelings of those who are not selected by others...this "game" may not be suitable for most groups of friends).   Provide the directions for them, tally the number of times each person was selected and make a target sociogram with arrows indicating choices.  Discuss the implications of the results.
 
 

To purchase computer software to assess the emotional climate of your classroom, log onto: http://www.classroomsociometrics.com/
 

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Updated on 9/12/03