Small Group Discussion

The Pearl Chapter 4 Small Group Discussion Questions 1. How does the opening of this chapter parallel the opening of Chapter 3? How is it different? The beginnings of chapter 3 and 4 are very different and similar.

It will focus on a members cognitive, affective, and behavioral skills through a structured setting within and across meetings (Corey, et al., 2010, p.11). Sessions will be designed in a structured format and around different themes (Corey, et. al., 2010, p.11). Members will be allowed time to discuss and process various topics and interventions that will be covered. The group will be a closed group. The group will be announced through a brochure that will cover (1) disclosure statement, (2) statement of goals and purpose, (3) expectation for group participation, (4) policies for entering and exiting the the group, (5) rights and responsibilities of group members and the group leader, (6) disclosure to of information to others and documenting procedures, (7) group leader and members procedures for consultation, (8) education, (9) procedures and techniques to be used, (10) time parameters, (11) qualifications of group leader (Corey, et.al., 2010). The brochure will inform referring agencies and help avoid miscommunication of the group 's purpose. The brochure will be distributed to teachers, school counseling, school administrative staff, potential participants and parents.

An example of legitimate power is exercised with the shift supervisors who consist of Sergeants and Corporals. These ones have been given authority from the Police Chief to discipline individuals under them on each shift or to handle petty matters. He backs these ones up on whatever decisions are made on their shift provided it does not interfere with the policies of the University Police Department. If problems do arise in the department, there is an open door policy where the employees are welcome to discuss with the Chief or their immediate supervisor so that it can be resolved as soon as possible.

The professor had separated the class into two groups. Group 1 was the right side, and Group 2 was the left side of the classroom. The entire class had to put their heads down while the professor wrote something on the board. Group 1 was told to raise their head and answer the question on the board. The question was “Do you weigh more running or walking?” They were given the options of running or walking and had to choose between the two. Group 1 put their heads down, and the professor wrote something else on the board and told Group 2 to raise their head and to answer the question. The question was “Do you weigh more running or walking?” The were given the options of running, walking, or neither and had to choose an answer.

Activity 1: Chatty Chips Resource: "Core Coaches: Small Group Discussion Strategies." Core Coaches: Small Group Discussion Strategies. N.p., n.d. Web. 24 June 2016. .

Children with ADHD are in need of a group that will help to improve their academic functioning. This group would be important for children with ADHD because those with ADHD have significant impairment in multiple domains of functioning. “The most problematic is academic impairments because children with ADHD will most likely be retained, placed in special education, and drop out of school

In order to obtain a more rounded response, I interviewed my 16-year-old daughter Sarah, and a long-time friend Stephanie, who is 45 years old. The different perspective of the two interviews was impressive.

During the course of the lab, my group did not face any complications. We smoothly worked together and switched jobs often to allow everyone to experience each one. The job of using the denailing gun was exhilarating for me. I wanted to be on that jobs for the entire time, yet knew I had to share the wealth. As I used the denailing gun, I kept trying to grasp an idea of how it actually worked. What are the mechanics in the inside that allows a nail to go flying out of a wooden board? How did an inventor design such a helpful device? Why did he decide it was needed? Were they a deconstructor like us?

Beth demonstrates the above-it-all teammate. With that type of attitude, Beth’s role is negative. The above-it-all person is often withdrawn from the group by doing any and everything besides what he or she should be doing (Manning & Curtis, 2011). To diminish that type of behavior from the start, I would ask Beth to put her personal belongings away while the meeting is ongoing. I would address the entire group in general by reiterating what our purpose is for the new project. I would explain what my expectations are for everyone as we move forward and ask for everyone to be committed and involved. For those that are involved and doing their part, I would thank them and ask them to please continue. For those that are not involved or focused,

The main problem for our group was that we didn’t met face to face, besides our class hours to discuss about our paper. This problem was solve by contacting each other through email and text messages. Some time it was hard for us to communicating each other because some of us don’t check our HACC mail when we are out of the school, but we mange to take to each other by text.

The purpose of this specific field experience was to identify a problem at my current school site. The school rewards students who have received zero citations for each trimester. These awards (ROAR Rewards) consist of fieldtrips to the local teen center, a trip to the movie theatre, or school site carnivals. The problem I presented to my group was that teachers at my school site feel the criteria for this trimester incentive needs to be revised. Teachers have been noticing that some students attending these trimester rewards have not received any citations, but are not turning in their schoolwork, not participating in classroom activities/assignments, or have poor attendance. The stakeholders involved in this problem include the students and staff members at my school site, Lincoln Elementary. The group was

By reading all of our group summaries, I was able to identified the important point of all the chapters read. For example, all the chapters mentioned the implementation of a writing workshop in a classroom. Chapter twenty-one explained the challenges that teachers face when they try to run a writing workshop and follow a curriculum. However, the author explains that following a curriculum does not have to get in the way of the writing workshop. The goal of the writing workshop is to establish an ongoing workshop where students will initiate, pursue, and help each other. Another point that was mentioned in this chapter was that it is more important to have variety on writing assignment, than focusing more on spelling and grammar.

Geoff Gallop’s article; “Acid test for policy advisers” was provided to groups to develop discussion on the legitimacy of Gallop’s ten ‘rules’ that he believes will enable individuals to become “not politicians but policy advisers within government”. What emerged from our group was a significant and diverse dialog involving the definition of the ‘grand ideologies’ – being capitalism and socialism- mentioned in the article and a reflective debate concerning the function of political power and influence in the creation of policy.

Effective group communications come in forms of verbal and non-verbal techniques. Essential parts of the entire group’s contribution are that the group contains full participating members, the group is diverse, and that the diversity is recognized and respected (Hartley, 1997). In the videos viewed, three were evaluated on the effective and ineffective communication skills of the participants and suggestions made on how they could improve. The videos are titled, “Planning a Playground”, “Helping Annie”, and "The Politics of Sociology.

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.