establishing classroom rountines: grouping students
Welcome to the 2nd installment of our "Classroom Culture Series," where we discuss establishing and maintaining a positive classroom culture through classroom routines and procedures.
As part of our "Classroom Culture Series,": we at Prep Period Prodigy will discuss different aspects of creating classroom culture. It is important to note that this series does not focus on instruction/pedagogical practices such as the lesson activities, how to create group roles, etc.
When creating classroom routines and procedures, it is important to take into account certain key elements. These elements consist of an entry routine, a routine for putting students into groups and managing transitions, and a routine for wrapping up lessons. In the previous article, we focused on the significance of the "Entry Routine." This article will focus on how to group students.
Grouping students incorrectly can have a detrimental impact on the learning environment and decrease instructional time. The slightest mishap can drastically change the effectiveness and dynamics of a lesson and discourage teachers from engaging students in group activities. Grouping provides students an opportunity to engage in collaborative learning and fosters the development of important social and teamwork skills. Additionally, it increases the engagement of your lesson and allows students to experience various learning opportunities in the classroom.
Grouping Students
Grouping of students is a crucial yet often overlooked aspect of teaching. Research has shown that effective grouping of students can lead to increased engagement, improved collaboration, and enhanced learning outcomes; however, teachers are often grouping students based on non-academic factors such as behavior and seating arrangements. To effectively group students, teachers should consider the following strategies:
Consider if grouping is necessary: When grouping students for tasks, it should be done for a rigorous task that allows them to apply their new learning in a different capacity rather than to have them talk to each other. Grouping for activities that may not require it will result in minimal compliance, minimal engagement, and incomplete tasks.
Create groups in advance: grouping students in the middle of the lesson is ineffective. Pre-grouping should also be if a partner/group activity is embedded into your lesson. It will allow you, as the teacher, to consider the needs of your students. Students can also tell when you are making up groups on the spot.
Ensure a balance of skills and abilities: when grouping students, it is important to consider their strengths and weaknesses, as this will help ensure that each group has a balance of different skill sets and abilities. Consider the purpose of the activity and how you can create heterogenous or homogenous groups based on the learning objectives. Even with homogenous groups, there should still be a balance of abilities.
Provide clear expectations: students must know what they are expected to do, how much time they have to do it, and why it is crucial. Additionally, each member should have a role. Clearly defining these expectations will help promote accountability and active participation within the group.
Monitor and support group dynamics: as the teacher, monitoring the group interactions and dynamics is important. Monitoring groups include observing how students collaborate, communicate, and resolve conflicts. Proactive monitoring and support can prevent issues from escalating and ensure that all students are actively engaged and contributing to the group's success.
Have a close-out activity: while students need to work as a team, teachers must ensure that each group member has demonstrated the required "mastery" of the content/strategy. Therefore, each grouping activity must conclude with an independent assessment. This assessment can be done through a quick written reflection, individual presentation, or any other form of assessment that allows students to demonstrate their understanding and application of the content.
Now that we know how to group our students effectively, it is equally necessary to establish routines for transitioning between activities in the classroom. Our next article will discuss how to transition between activities with minimal loss of instructional time effectively.
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