What do they need? -- Information a

What do they need? -- Information and clarity of the task. But it will be even more critical in this situation to clarify each student’s role. The student experiencing the problem needs to hear a clear and positive message: “I know you can do this, I expect you to do this, you are capable of doing this, so stop the game you are playing and contribute to your group.”

What do we need as a result? -- To make sure that the group has all the resources that it needs, to send the message to the whole group that “you are going to have to make this work,” and to send the message to the challenging student that they are going to get it done.

This student may have gotten used to either: 1) having a whole group and the teacher threaten and complain for the duration of the activity because of his or her actions; or 2) being removed from the group. They need to understand that neither of those things is going to happen today. The group may entreat you to make the students work on their own and/or send them away. They must accept that while they may not have caused the problem, they need to do their best to work with it. Once the other members recognize that you will not bail them out nor shame the student, their attention will shift from thinking like victims to taking responsibility. We send the message to the rest of the members of the group (and indirectly to the class) that this student is capable of making an important contribution to the group and being a top level cooperative group member, and we believe they will choose to do so.



It will be helpful to get close to the student presenting the problem and connect with them for a short while. What they expect is our buying into their role (e.g., inadequate, a clown, defiant, too cool, dizzy, incommunicado, beyond hope, or nothing to lose, etc.). We communicate that we see through this game to a student who really wants to feel competent and loved, and who really wants to take advantage of the work that is in front of them. It may be helpful to remind the student of instances in which they were able to do quality work or work cooperatively with others. This helps shift the locus of control to the student and empowers their choice at this moment.



This intervention should have a powerful effect but be ready for any eventuality. What happens when we come back to the group and it has not gotten better?



Intervention #2 -- help the group cope with their trauma and implement consequences.

What do they need? Group members need our sensitivity to the fact that this student is making their job more difficult. We need to let them know they are not going to be penalized for the fact that the student was placed in their group and that they still must find ways to work with the student. The student needs to realize that what they have done violates the social contract and therefore they need to accept the consequence. If they can do better from this point on, the consequences will not get any more severe.



What do we need as a result? To be empathetic and tuned in to all the group members and get recognition that this is acknowledged by the group. To know that they have the tools to succeed, and are not just left to fail. To have the student acknowledge that they have made a choice to violate the social contract.



The message sent to any student who seems to be exhibiting a habit of problem behavior is: the class needs them to solve their problem, we will support them in their efforts, evidence of the solution needs to be apparent, and we believe that they can do it. In this student’s case, we need to send the message that they will get better at being in groups, we will help them with the new skills they will need, and we are not going to be dealing with this problem in the long term. The appropriate consequence for violating their social contract agreement will depend on the contents of the contract that we have developed with our students. As we have discussed, avoid the use of punishments with this student; they will be especially counter-productive. Instead, have the student write a contract (see Ch. 14) for how they will behave in cooperative groups, and include things they will give up if they are not able to live up their agreement. It is common for those students who are comfortable in the role of “trouble maker” to exhibit an external locus of control and avoid responsibility. Behavioral contracts help students shift the locus of responsibility internally (Glasser, 1975).



TRANSFORMATIVE IDEAS RELATED TO COOPERATIVE LEARNING

Cooperative Learning is a strategy that has the potential to have a powerful transformative effect on a class. In fact, it may be impossible to achieve a significant level of community or a psychology of success without incorporating some form of collective effort. Among the cooperative learning strategies that will have the most transformative effects will be:



Egalitarian Grouping Strategies (whether grouping is done purposefully or randomly). There is a powerful effect on a group when they stop being concerned with who is in their group and become fully present to anyone with whom they are teamed.



Moving Toward Self-Direction (depicted in Figure 12.9). When our students demonstrate the capacity to take on greater levels of responsibility and self-direction, it reflects the transformative effects of our efforts to support a new level of functioning.



Self Assessment. Help the students get used to making their own judgments about the quality of their effort. This has to come after they have nearly all demonstrated a mastery level in relation to your assessment criteria or as defined by your participation quality rubric.



Assess the Quality of the Investment and Process. Chapter 20 outlines a system for assessing process. The ability for a well-crafted system to create a concrete and behavioral definition of quality participation and/or process translates into higher quality student investment on the part of the student. These systems have a liberating effect on students who engage in dysfunctional behavioral patterns. Most of the time students are unconscious to the reality that they are operating with a set of dysfunctional patterns keeping them from experiencing a deeper level of satisfaction from their work and their interactions with others. Clarifying what functional behavior looks like can be all it takes for most students to achieve it. Once they do, they find that it is much more satisfying than what they have defaulted to in the past.



Debrief the Process after the Activity. One of the most powerful and simple yet underused strategies to support the transformation of a group from egocentric and dysfunctional to a raised level of awareness with qualities of a community is to use a purposeful debriefing process (Stolovitch, 1990). Our goal this time is to create or reinforce our concept of “a good group member” and raise the level of motivation for all students at all ability levels. It can be accomplished in just a minute or two, but it is well worth the time investment.

· Addressing the class as a whole, ask students for examples of other students in their group they have observed doing a good job of those things in the “good group member” concept (things that you consider important to making a successful group, e.g., positive attitude, consistently making an effort, being cooperative, performing their role, working through conflict, working through a problem, or whatever you think makes a group learn, succeed at the task, and function well).

· Ask for one specific area at a time and encourage students to give specific examples of what they saw that was valuable. If a student says something vague and general, help them clarify what they observed specifically. For example, if one student says, “I saw Colby being a good group member,” we might ask the student to tell us what Colby did that demonstrated he was being a good group member.

· Expect that the first time you do this the students will look at you blankly. Give them time to think. The second time you will get a better set of responses, and eventually you will see all the hands up.

· As we examine the mechanics of the strategy, the reason that it is so effective becomes more evident. When students hear one student positively recognizing another student, they are given a positive and concrete behavioral indicator of what constitutes high quality effort. This can have a powerful effect on making the abstractions in our concept for “quality participation or process” very practical. In addition, since students know these behaviors may result in positive recognitions by the teacher or other students at some point, there is a greater incentive to demonstrate them.



Imagine the thought process within a group after we have incorporated this strategy a few times. Most students now are looking for and recognizing high quality examples of good group effort. Likewise they are aware that others may recognize their efforts. Moreover, with each iteration of the process the students gain a greater number of concrete and personal examples of recognized behavior. Implementing the strategy provides the students with opportunities to compliment one another, which makes both complimenter and complimented feel good and builds community in the class. Imagine the transformative effects on the climate of the class when students are constantly attentive to opportunities to compliment their classmates and ways to “put each other up.”

Results (Vietnamese) 1:

What do they need? -- Information and clarity of the task. But it will be even more critical in this situation to clarify each student’s role. The student experiencing the problem needs to hear a clear and positive message: “I know you can do this, I expect you to do this, you are capable of doing this, so stop the game you are playing and contribute to your group.”What do we need as a result? -- To make sure that the group has all the resources that it needs, to send the message to the whole group that “you are going to have to make this work,” and to send the message to the challenging student that they are going to get it done.This student may have gotten used to either: 1) having a whole group and the teacher threaten and complain for the duration of the activity because of his or her actions; or 2) being removed from the group. They need to understand that neither of those things is going to happen today. The group may entreat you to make the students work on their own and/or send them away. They must accept that while they may not have caused the problem, they need to do their best to work with it. Once the other members recognize that you will not bail them out nor shame the student, their attention will shift from thinking like victims to taking responsibility. We send the message to the rest of the members of the group (and indirectly to the class) that this student is capable of making an important contribution to the group and being a top level cooperative group member, and we believe they will choose to do so. Nó sẽ rất hữu ích để có được gần gũi với sinh viên trình bày vấn đề và kết nối với họ trong một thời gian ngắn. Những gì họ mong đợi là chúng tôi mua vào vai trò của họ (ví dụ như, không đầy đủ, một hề, thách thức, quá mát mẻ, chóng mặt, incommunicado, ngoài hope, hoặc không có gì để mất, vv.). Chúng tôi giao tiếp mà chúng ta thấy thông qua trò chơi này cho một học sinh người thực sự muốn cảm thấy có thẩm quyền và người thân yêu, và những người thực sự muốn tận dụng lợi thế của các công việc mà là ở phía trước của họ. Nó có thể hữu ích để nhắc nhở học sinh của trường hợp trong đó họ đã có thể để làm công việc chất lượng hoặc làm việc hợp tác với những người khác. Điều này sẽ giúp thay đổi locus của kiểm soát để học sinh và giup nâng cao sự lựa chọn của họ tại thời điểm này. Sự can thiệp này cần phải có một ảnh hưởng mạnh mẽ nhưng sẵn sàng cho bất kỳ ngâu nhiên. Những gì sẽ xảy ra khi chúng tôi trở lại để nhóm và nó đã không nhận được tốt hơn? Can thiệp #2 - giúp nhóm đối phó với chấn thương của họ và thực hiện những hậu quả.Những gì họ cần? Thành viên nhóm cần chúng tôi nhạy cảm với thực tế rằng học sinh này là làm cho công việc của họ khó khăn hơn. Chúng ta cần phải cho họ biết họ sẽ không bị phạt cho một thực tế rằng học sinh được đặt trong nhóm của họ và rằng họ vẫn phải tìm cách để làm việc với học sinh. Học sinh cần phải nhận ra rằng những gì họ đã làm vi phạm hợp đồng xã hội và do đó họ phải chấp nhận hậu quả. Nếu họ có thể làm tốt hơn từ thời điểm này trên, những hậu quả sẽ không nhận được bất kỳ chi tiết nghiêm trọng. Những gì chúng tôi cần kết quả là? Phải cảm và cùng đài với tất cả các thành viên nhóm và nhận được sự công nhận rằng điều này được công nhận bởi nhóm. Để biết rằng họ có những công cụ để thành công, và không chỉ để lại thất bại. Có học sinh thừa nhận rằng họ đã thực hiện một sự lựa chọn để vi phạm hợp đồng xã hội. Thư được gửi đến bất cứ học sinh người dường như trưng bày một thói quen của hành vi của vấn đề là: lớp cần chúng để giải quyết vấn đề của họ, chúng tôi sẽ hỗ trợ họ trong nỗ lực của họ, bằng chứng về các giải pháp cần phải được rõ ràng, và chúng tôi tin rằng họ có thể làm điều đó. Trong trường hợp của học sinh này, chúng tôi cần phải gửi thông báo rằng họ sẽ nhận được tốt hơn lúc đang trong nhóm, chúng tôi sẽ giúp họ với những kỹ năng mới, họ sẽ cần, và chúng tôi sẽ không thể đối phó với vấn đề này trong dài hạn. Các hậu quả thích hợp cho các vi phạm thỏa thuận hợp đồng xã hội của họ sẽ phụ thuộc vào nội dung của hợp đồng mà chúng tôi đã phát triển với sinh viên của chúng tôi. Như chúng tôi đã thảo luận, tránh sử dụng các hình phạt với học sinh này; họ sẽ đặc biệt là counter-productive. Thay vào đó, có học sinh viết một hợp đồng (xem chương 14) cho làm thế nào họ sẽ hành xử trong nhóm hợp tác xã, và bao gồm những điều họ sẽ bỏ nếu họ không thể sống theo thỏa thuận của họ. Nó là phổ biến cho những sinh viên được thoải mái trong vai trò của "nhà sản xuất gặp rắc rối" để triển lãm một locus bên ngoài kiểm soát và tránh trách nhiệm. Hành vi hợp đồng giúp sinh viên thay đổi locus của trách nhiệm nội bộ (Glasser, 1975). TRANSFORMATIVE IDEAS RELATED TO COOPERATIVE LEARNINGCooperative Learning is a strategy that has the potential to have a powerful transformative effect on a class. In fact, it may be impossible to achieve a significant level of community or a psychology of success without incorporating some form of collective effort. Among the cooperative learning strategies that will have the most transformative effects will be: Egalitarian Grouping Strategies (whether grouping is done purposefully or randomly). There is a powerful effect on a group when they stop being concerned with who is in their group and become fully present to anyone with whom they are teamed. Moving Toward Self-Direction (depicted in Figure 12.9). When our students demonstrate the capacity to take on greater levels of responsibility and self-direction, it reflects the transformative effects of our efforts to support a new level of functioning. Self Assessment. Help the students get used to making their own judgments about the quality of their effort. This has to come after they have nearly all demonstrated a mastery level in relation to your assessment criteria or as defined by your participation quality rubric. Assess the Quality of the Investment and Process. Chapter 20 outlines a system for assessing process. The ability for a well-crafted system to create a concrete and behavioral definition of quality participation and/or process translates into higher quality student investment on the part of the student. These systems have a liberating effect on students who engage in dysfunctional behavioral patterns. Most of the time students are unconscious to the reality that they are operating with a set of dysfunctional patterns keeping them from experiencing a deeper level of satisfaction from their work and their interactions with others. Clarifying what functional behavior looks like can be all it takes for most students to achieve it. Once they do, they find that it is much more satisfying than what they have defaulted to in the past. Debrief the Process after the Activity. One of the most powerful and simple yet underused strategies to support the transformation of a group from egocentric and dysfunctional to a raised level of awareness with qualities of a community is to use a purposeful debriefing process (Stolovitch, 1990). Our goal this time is to create or reinforce our concept of “a good group member” and raise the level of motivation for all students at all ability levels. It can be accomplished in just a minute or two, but it is well worth the time investment.· Addressing the class as a whole, ask students for examples of other students in their group they have observed doing a good job of those things in the “good group member” concept (things that you consider important to making a successful group, e.g., positive attitude, consistently making an effort, being cooperative, performing their role, working through conflict, working through a problem, or whatever you think makes a group learn, succeed at the task, and function well).· Ask for one specific area at a time and encourage students to give specific examples of what they saw that was valuable. If a student says something vague and general, help them clarify what they observed specifically. For example, if one student says, “I saw Colby being a good group member,” we might ask the student to tell us what Colby did that demonstrated he was being a good group member.· Expect that the first time you do this the students will look at you blankly. Give them time to think. The second time you will get a better set of responses, and eventually you will see all the hands up.· As we examine the mechanics of the strategy, the reason that it is so effective becomes more evident. When students hear one student positively recognizing another student, they are given a positive and concrete behavioral indicator of what constitutes high quality effort. This can have a powerful effect on making the abstractions in our concept for “quality participation or process” very practical. In addition, since students know these behaviors may result in positive recognitions by the teacher or other students at some point, there is a greater incentive to demonstrate them. Imagine the thought process within a group after we have incorporated this strategy a few times. Most students now are looking for and recognizing high quality examples of good group effort. Likewise they are aware that others may recognize their efforts. Moreover, with each iteration of the process the students gain a greater number of concrete and personal examples of recognized behavior. Implementing the strategy provides the students with opportunities to compliment one another, which makes both complimenter and complimented feel good and builds community in the class. Imagine the transformative effects on the climate of the class when students are constantly attentive to opportunities to compliment their classmates and ways to “put each other up.”