Saturday, September 27, 2008
Begining Challenges
Since my class started literature circles we have finished two readings, "jobs", and grand conversations. I am observing some challenges the students are facing. In 4 of the six groups there are one or two "problem" students. The other kids in the group are constantly fighting with the "problem" students. They notice they are off task, off topic, not completing their jobs or readings. I am trying to turn the situation into life lessons. I explained to the class if I was in a group and someone wasn't doing their work and was off task I would first try to help them, but after awhile I don't think I would want that classmate in my group because they aren't working together as a team. I am not sure how I am going to handle this situation and I feel it is common among all grade levels and group activities. Hopefully through some research I can find some resolutions.
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4 comments:
That happens so often in any type of group work situation. Sometimes it seems like the best we can do as teachers is assure the students that they are being graded/evaluated on their own personal contributions. They will not be drug down by inactive or disruptive group members. However, that is not a solution to the root problem-how do we engage reluctant students in group participation activities? If you do find an answer please let me know!
We have all had problem children. Without knowing what his actual problem is, I would ask the student if he truely understands his role in the group. Perhaps he is acting out because he doesn't know what to do. If he is overwhelmed, maybe his role could be reduced or simplified.
As teachers, we all have colleagues who don't carry their weight. Most times, we pick up the slack for them. I'm not sure this is a lesson that the students should learn now, but I'm sure they are starting to figure it out on their own
I found this to be effective. I have a literature circle "page", and of course, everyone has a role, so there is a place where each member of the group must write down what every "group member" says next to their "role" (Vocabulary Guru, Plot Plotter, ec.).
After all is said and done, at the very bottom of the page, the student has to evaluate themselves on the following items: Respect for other group members, Contribution to the Discussion, and Detail of Notes ( all of this boils down to focus).
So, you go over a rubric (1-2-3-4) of acceptable and non-acceptable behaviors, and then at the end, they rate themselves in pencil, next to the categories.
Most of the well behaved students under-rate themselves, and the naughty ones typically give themselves advanced marks.
What I do is I tell them that response to literature is so important, and group collaboration is so effective in helping them attain and retain information, that this is a major part of their Reading grade, and as such, their parents need to know how it is going.
So, they rate themselves in pencil, and I rate them afterwards in RED ink ( if you think this hurts feeling, use purple :0) ), beneath their scores ( I am walking around during literature circles [which I call Response to Literature Groups], so I know who is goofing off, plus you can tell by how much detail they write on their page whether they are listening to group members or not).
So, as their homework,they night after the group has met for the last time, they have to take the page home to get it signed by their parent(s), and I file it away, to be used during report card time.
It's a cold hard way to do it, but it works.
As I have been reading through blogs I noticed that there are one or two about off-task behavior or distracting behaviors. Maybe you can get some help or ideas from other members of our cohort.
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