The Forgotten Group Member :

Working in a group to achieve a high quality group project can be one of people’s most difficult school experiences. Working in a group is tough because there is often someone who does not pull their own weight. “There are five stages to group development, adjourning, forming, storming, performing, and norming” (John & Wiley pg 166). Christine’s group from the Case Study the Forgotten Group Member is in between the Storming and Norming Stages. The Storming Stage “is dealing with tensions and defining group tasks,” while the Norming Stage is dealing with high emotionality and tension among the group members” (John & Wiley pg. 166). Christine and her group could have had better

This group project was a lot of organization. At this moment, we had a lot of exams and

In this group project, I had a major role in ensuring that it came together in a unified way. Generally, I usually take a leadership role in group projects so I was the central person coordinating group meetings and ensuring sufficient communication. To begin the project, we divided up the work by assigning people to work on the case study, find literature, summarize the textbook, and talk to key informants. My assigned part was to summarize the textbook, which also ended up lending itself to finding some additional sources to build on what the textbook was lacking. In regard to the group literature and informant summary, I ended up writing most

As a student of Santa Ana College, I have recently had the privilege to work on a group project. Our group assignment based upon making a postcard for our school. In which this highlights the importance of one of the facilities that Santa Ana College provides for the students. As a group, we choose the Child Care Center as our topic for the postcard. As I worked in the group, I felt respected and valued. I felt that my group volunteered and contributed equally. We decided that two of us would work on the postcard and the other two would work on the essay. As we continued with our project, we divided the work evenly in order to finish on time. My group and I had different tasks in order, and we worked together afterschool

In Art 401 the students are preparing every aspect of their graduating group exhibition including: submitting individual and group floor plans and exhibition proposals to the Mackenzie, writing an artist statement, creating and organizing exhibition publicity, creating a poster and panels, organizing volunteers, arranging the opening reception, and following the budget. The class must collaborate as a whole, and in groups, plus fulfill individual responsibilities. Committee work is essential to this class. Marika was nominated and accepted to be the spokesperson for her committee. I observed the same strong work ethic, as well as, leadership and responsiveness to her fellow students. This is a very stressful time for the graduating students; Marika’s calm and ordered manner was clearly appreciated. Part of the grade in Art 401 included the students assessing and assigning a grade for each other’s committee work. Not only did Marika receive a ten out ten and a glowing assessment from each of her fellow committee members, her overall final grade for Art 401 was the highest in this

Understanding the project includes three parts, an abstract, a report, and a speech, we decided to delegate the workload based off of that. Each of us brought different strengths to the group, Jess Cinfio being the most eloquent writer, and Alex Bachman and Rachel Roar being the better speakers. With that said, we opted to use those strengths to our advantage, putting Jess in charge of the powerpoint and the written parts of the rubric, with Alex and Rachel offering any assistance, as well as taking control of the speech aspect.

As noted by the counselor, some of the girls felt they had done the assignment wrong, while others became frustrated. However, group members assisted each other, and together they figured the project out. Similarly, with the clay projects, some members struggled with working with clay; acting silly and immature. Nevertheless, as the weeks progressed, the feelings of anxiety and frustration diminished as members became more confident with the activities, group process, and each other(pg.213).

This relates to our small group class very closely because it takes all the people in the group to achieve the goals of the group, not one person alone can achieve the goal successfully, and if they do it wont be as good as it should have been with all the members participating in the objective.

Working in a group setting can cause strain on some individuals, but it also can be helpful to the same individual. Group projects are a major component to both negative and positive effects. There are then easy and hard components of working in a group setting, that can range from person to person. The easiest part of working in a group project was commitment, trust, and motivation. In our group everyone was committed toward getting a great grade and wanting to work for that. Group projects usually tend to have people rely on others to do the work. For this project, for example, I believe my group did not have that issue. We all worked together, splitting parts up for the presentation, including the PowerPoint, annotated bibliography, and

Why projects are bad for students Group projects are often assigned in schools all over the nation and every adult and child have been at the time when they get a bad grade on a group assignment because of a. For this reason, group assignments are often groaned upon in a lot of schools, especially if it means working with someone you don’t like, and that can hurt you academically. That is why group assignments should not be assigned anywhere because of the academic risk of uncooperative or mean group members messing up your hard work and effort, causing you to get a bad grade over something you meant to do good on, even though they offer pros, the cons out weigh the pros. In the classroom, the uncooperative members could be stubborn, mean,

If we did most of the work and made a one hundred, everyone in our group, regardless of who helped or not, would all get that same grade. I would like to work on another project like this, but i would like to pick and choose my own group members.These particular reasons are why people, in general, like to work alone on group assignments.I feel that my instructor should just know that it was an altercation is my group dealing with attitudes and other group members contributing and the participation. Overall, I personally would give this group project an A for effort, but individually only two people deserve the credit and that is Bailee and

Group projects can go one of two ways: you end up becoming close with your members as you power through the assignment or you end up feeling an enormous amount of contempt towards them that sprouts from their apparent incompetence. I’m very glad to say that I enjoyed working with my group members. They weren’t incompetent at all and were actual really nice to do this assignment with.

All throughout middle school and high school teachers will always assign a group project where an uncooperative student causes a whole group to come “crashing down,” leaving the other students with a huge hole in their grade. I am against group work because they have more negative characteristics, such as, that it takes more time, dealing with difficult people, and struggling with trust of others. Many group projects leave students feeling frustrated and angry which diminishes the educational value of the process altogether.

I was very direct and transparent with my teammates and even empowered those who opposed the project. Like all leaders, adversity is inevitable. I endured plenty of it for my ideas by the same teammate. Despite this, I still hung on because I believed in the vision that Professor X had of us as agents of social change. The same teammates who opposed the project in the beginning, tried to convince the class that they had stronger leadership capabilities than me, despite that previously they were openly against the project and Professor X syllabus. “I’m the Queen of Google doc,” she boasted. A few chuckles came from a student who was one of few who spoke to me outside the classroom. I recalled consoling her when she upset about the warning Professor X. Now, here she was supporting a competitor of mine. It hurt a little but I was reminded by my past to not fight for what is already given. Hence, leadership of the group was already bestowed to me. So, I reassured the group that as a leader, team effort would be my main concern.

There was no official leader for group 11, however, it could be said that member C was the unofficial leader. For the first few assignments, she would post the questions on the Facebook group so everyone could use it as a reference as well as her thoughts on how to answer it. On top of that, she volunteered to be the member to submit the assignments onto Moodle, this created a new descriptive norm which assumed that member C would be the one to submit the group answers for all the assignments. Since most the expectations of her role focused on being productive and getting the work done, member C was more of a task leader than a relationship leader. A relationship leader would not have been successful in this group at all, so the only option was to be a task leader. Members of group 11 did not develop much of a friendship, instead they came together when they needed to and engaged in small talk during breaks and between the professor’s instructions, members did not have time to focus on developing relationships with each other, they did what they had to do and moved on.