Ground Rules for Group Work

It is an effective way of using language to think collectively, and the process of education should ensure that every child is aware of its value and able to use it effectively. However, observational research evidence suggests that very little of it naturally occurs in classrooms when children work together in groups.
(Mercer, 2000: 153)

The following problems could arise during group work:

• One or two pupils in each group are not contributing
• One group is stuck and looking quite awkward and embarrassed
• When you join the groups, they get self-conscious and stop talking
• You were hoping for an exploratory discussion of possibilities, but they seem to have reverted to banter and lists of known facts
• You have allowed fifteen minutes for in-depth discussion, but they ran out of steam once they had aired the obvious issues in the first three minutes
• They seem to enjoy talking about the subject but when it comes to feedback, nobody wants to volunteer and you end up making all the running

Here’s how I would deal with 3 of these problems:

- One or two pupils in each group are not contributing

In this case I would observe the group more. If the problem persists I will assign the problem students to a different group where they either feel more comfortable of they are at the same level.  If the group will work together for an extended time I will  get the group to fill in a log each time they meet of what each pupil has contributed.

- One group is stuck and looking quite awkward and embarrassed

I will promt the group and assist them with any difficulty.

- You were hoping for an exploratory discussion of possibilities, but they seem to have reverted to banter and lists of known facts

Brainstorm at the beginning of the lesson so they exhaust all these facts. Set some parameters.

Here are my ‘Golden Rules’ for group work:

• All group activities, even short ones, should have clear and explicit outcomes.
• Tell the groups how long they have for the task.
• Allocate roles to group members – e.g. group roles (chair, observer, timekeeper, spokesperson, minute-taker) or discussion roles (proposer, devils' advocate, opposer, supporter, summarizer, sceptic).
• Stage or structure the talk around a prompt list or task guidelines or the oral equivalent of a writing frame.
• Use one group member as an observer to give feedback on the way the group worked together and how they might improve
• Debrief the activity by reflecting on the kinds of group strategies that work best for the task in hand

The value of Group Work

Cooperation is working together to accomplish shared goals and cooperative learning is the instructional use of small groups so that students work together to maximize their own and one another's learning.
(Johnson and Johnson, 1990: 69).

I get my pupils to work in groups every lesson, although at times it is not possible because I teach at a small school with one class only consisting of two pupils, but I in the bigger classes pupils work in groups up to 3 times in a lesson.

When working in groups they cooperate well although sometimes the less able students are left out. I have to pick groups carefully because some groups tend not to work together. It depends on the group if they 'maximize their own and one another's learning, mostly they do, but it only benefits them if all are actively involved. 

The philosophy of group work can easily be misunderstood. When organised well, however, cooperative approaches to learning, by requiring pupils to explain their ideas to others or to argue a point of view, can help them to fully develop their understanding of many topics.

Group work can also help pupils to learn to communicate well and work effectively in teams. Both qualities are highly valued by employers.

In my opinion, after watching a program of teachers trying various techniques of group work, these were the benefits:

• Students formulated new ideas
• Students expressed opinions
• students negotiated
• it focused their talking and kept them on task
• Students felt at ease when exploring the unknown
• Students showed true potential
• Less emphasis on teacher
• more realistic to career work

The Golden Rules

In their study of Australian schools in the early eighties, Cohen and Thomas (1984) identified four different kinds of disciplinary climate in approaches to learning:

Controlled climate

• Low misbehaviour
• High severity of punishment
• Punishment rare
• Strict and well-ordered classrooms

Conflictual climate

• High misbehaviour
• High severity of punishment
• Teachers overreact
• Constant tension

Libertarian climate

• High misbehaviour
• Low severity of punishment
• Over-relaxed
• Lack of pupil self-direction

Autonomous climate

• Low misbehaviour
• Low severity of punishment
• Self-disciplined pupils
• Pupils actively involved in learning

I would say that my classroom environment is a mixture of a controlled and autonomous environment.

It includes:

- Low severity of punishment

- Low misbehavior

- Pupils actively involved in learning

- Strict and well ordered lessons

- low misbehavior

- Punishment rare

Here are my classroom ‘Golden Rules’:

1. We will work to create a safe and comfortable classroom environment.
2. We will put our best effort into schoolwork and homework.
3. We will be respectful and supportive whilst providing encouragement to each other.
4. We will come to class on time, prepared with homework and materials.
5. We will come to each lesson with new information relevant to the topic being studied