Situational Analysis: 7th Grade Language Arts

However, students need opportunities to negotiate group norms in order to have ownership of them as well as be accountable to them. For example, a teacher may allow students to move around a group table, however, they must raise a hand to ask a question that the group is unable to answer rather than seeking out the teacher (Cowley, 2006). When a group is working well a teacher may identify equal participation, communication, co-operation and

Students are groups based on their academic level, and have their desks are set in 4 groups of 6 with one group being in a set of 5. Two groups are in the front of the class while the other two groups are in the back of the class. 2 students are placed facing the window and 2 other students are facing the closets (making the students facing each other), and the last 2 students are facing the front of the classroom. I find that this positioning of the students is great for allowing students to turn and talk, and work as a group for certain assignments. The down side, however, is that students tend to talk excessively to one another, and get distracted more

They are clearly displayed in the classroom. On the first day of school we brainstorm rules for the classroom. I then write them in a positive rather than negative. We discuss what constitutes respect such as keeping our hands and feet to ourselves, keeping any objects to ourselves, using kind and positive words. We also talk about that listening when others are speaking involves listening to teachers, classmates, guests and announcements. Everyone then signs the poster, including me.

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The students enjoy having the opportunity to work in small groups, both independently and with the teacher’s support. When they are working in independent groups, they collaborate and help each other. They work as a team. When they are working with the teacher, they feel they can perform the assigned task

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I chose to arrange my students’ desks in clusters of four, so that my students will be able to interact on specific assignments and group activities daily. I will not have four random students in each group, but rather place a high, low, low medium, and high medium learning ability student in each cluster. This will allow me to sometimes pair two lows or two highs or a high and a low together. This will be an advantage for all students because the highs will be able to assist the lows by demonstrating what needs to be done, while they are helping themselves from understanding concepts in a more intellectual way because they will be explaining them to others. These clusters are placed in the center of the room so

This information will be used to help me decide how to group my students for small group sessions, group work, and remediation. It will also help me to know which students need help in order to grow academically and which students to challenge to ensure that they continue learning and excelling.

In terms of classroom management, an active monitoring of the pair, individual and group work helped the environment of the class. Often, I had to encourage students to speak English among themselves. This helped the class to keep on producing language, because the topic of discussion “The emptiness of life” was motivating enough for the learners to keep on trying to convey their thoughts. In order to increase STT, I took into consideration Scrivener’s advice: “Encourage a friendly, relaxed learning environment. If there is a trusting, positive, supportive rapport amongst learners and between learners and you, then there is a much better chance of useful interaction happening.” (Scrivener 2005, 86) However, I had not constructed that rapport in my previous lessons, so it was hard for my students to trust that their commonly evil teacher was now a patient and tolerant facilitator.

as well as to achieve diversity. The group format is used to encourage students to learn from each

Groups will increase the interaction between students and teachers. Formation of groups will also help the students in developing problem solving skills, decision making skills and it will also enhance the communication skills. Groups are of a great use for teachers, because teaching to groups is easier, it keep the students motivated and increase their attendance too. Alongside, it will also increase the participation at the end of students. Hence, learning environment can be seen. Studying and teaching in groups will also act as simulation of the professional careers, because it will provide the students with the environment in which they have to accomplish certain task in groups (anonymous, n.d.).

As I’ve mentioned previously we departmentalize at Chattahoochee. I teach three math and a social studies and writing/grammar class. I have 27 students in my first math rotation, 24 in the second, and 22 in the third. In math I mainly ability group students as a more effective way of differentiating instruction to meet the needs of my students. These groups are very fluid though depending on the AKS/skill. The groups often change weekly if not daily depending on the activity planned. My first rotation is AC math, but I still have several student they need a little extra help on certain topics and they are still vary in their abilities. However, in this class and the others at times the kids are also grouped based on common misconceptions. In Social Studies, I use various types of grouping depending on the activity. When we jigsaw I will normally use heterogeneous groups, but use homogeneous for projects.

Flexible grouping allows the teachers to use a variety of grouping options during the lesson; grouping can guide instruction. Within a flexible group, the following groups can be formed: learning cycle groups, cooperative groups, group investigation, and peer tutoring among others (Ward, 1987, p. 02). Research has proven

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