Managing the primary esl clssroom Teacher and learner roles in effective classroom management Classroom management approaches

group processes / socio-psychological

Discuss how the studied approach would lead to effective classroom management simulate a situation in the classroom where the approach could be applied

group
an entity, which share & work toward a common goal

social settings; Classrooms teaching & learning occur through social interaction between teachers & students.

As teaching and learning take place, they are complicated processes and are affected by peer-group relationships.

the group processes constitute The interactions & relationships between teachers & students & among students, as they work side by side of the classroom.

 Group processes are significant in

-developing interpersonal skills, -intrapersonal skills, -social competence and -empathy which are essential for real life situations.

 GROUP PROCESSES IN THE CLASSROOM CAN BE DISCUSSED BASED ON:

Classroom as Group

A Social-Psychological View

Classroom Climate

Teaching Strategies

Classroom as Group

A group a collection of interdependent, interacting individuals with reciprocal influence over one another.

Interdependent the participants mutually depend on one another to get work done; the teacher's part is to teach as the students strive to learn.

Reciprocal influence refers to mutual effects exchanged and felt by the same people.

A group

is also defined by its goals and structures.

Goals are jointly held outcomes toward which group members work; structures are group roles taken regularly by members as they carry out the work. Groups seek to accomplish task or work goals and social-emotional or morale goals.

Classroom groups become more successful as they pursue both task and social-emotional goals.

informal relationships with peers increase in power and poignancy

While the class develops,

the students' definitions and evaluations of themselves become more vulnerable to peer-group influence.

Each student's self-concept is susceptible to change within the classroom society, where informal peer interactions can be either threatening or supportive.
affiliation

In particular, the social motives of

achievement power

have to be partly satisfied for each student to feel comfortable and secure.

The negative conditions of

loneliness and rejection incompetence and stupidity powerlessness alienation arise when these three motives are frustrated.

The more supportive peer relations are in satisfying these motives.

the more likely students' learning and behavior will be enhanced

Having students work interdependently toward jointly established goals in supportive, cooperative learning groups

can increase their compassion for one another, self-esteem, positive attitudes toward school, and academic learning.

A Social-Psychological View

The students of a class form a miniature society with peers, teacher & aides in which they experience interdependence, interaction, common striving for goals & structure. Many subgroups in the class affect how the larger classroom society works & how individuals relate to 1 another.

Students work on the curriculum in the physical presence of 1 another to grow

intellectually behaviorally emotionally

Their informal roles of friendship, leadership, prestige & respect affect how they carry out formal aspects of the student role.

Each student's self-concept is susceptible to change within the classroom society

affiliation

where informal peer interactions can be either threatening / supportive.

In particular, the social motives of

achievement, and power

have to be partly satisfied for each student to feel comfortable & secure.

Having students work interdependently toward jointly established goals in supportive, cooperative learning groups can increase their compassion for 1 another, self-esteem, positive attitudes toward school & academic learning.

Climate is measured by observing physical movements, bodily gestures, seating patterns, and instances of verbal interaction.

Do students stand close or far away from the teacher? Are students at ease or tense? How frequently is affective support communicated by smiles, winks, or pats on the back? Do students move quietly with measured steps to their desks, or do they stroll freely and easily, showing the class feels safe? Are students reluctant to ask the teacher questions? How do students relate to one another? Are they quiet, distant, and formal, or do they walk easily and laugh spontaneously? How often do students put a peer down or say something nice to one another? Do students harass or bully other students? How often does fighting erupt? How often does peacemaking occur? Are sessions run primarily by the teacher or do students also take the lead? Do seating patterns shift from time to time, or do they remain the same, regardless of the learning activity? Are students working together cooperatively?