Chapter 4: Madelyne Huff- QTC (1 & 2)

Chapter 4: Madelyne Huff- QTC (1 & 2)

(1) Using the CSEL case that you have chosen as a guide, explore all of the possible group differences that may have an effect on your target student(s) or class as a whole. Consider such group differences as cultural/ethnic differences, gender, SES differences, and “at risk” status.

Elementary Education Case Study

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

     When analyzing the case study, it is important for me to pay attention to the groups cultural/ethnic differences because these factors play a major role in how students behave in the classroom. Like I said in my previous blog, some cultures discourage aggressive and authoritative behaviors where as other cultures encourage them. If all of the group members are passive, it might cause Lisa to get frustrated during group projects when she does not get the role she wants. Another thing to pay attention to is the dominant race within the group. If all of the group members are from one racial background and relate to one another, they might exclude Lisa if she comes from a different racial group. This could explain why Lisa is unwilling to participate when they prepare for class presentations.

     Another important factor to pay attention to is the group member’s socioeconomic differences. Like the cultural aspect, Lisa might feel like she does not belong if all of the group members belong to the same social class. If she feels inferior to the other group members, she will be less likely to engage during group activities. The same goes for students who feel superior. It sometimes causes people to disengage with other individuals if they feel “better than” the rest of the group. In addition, Lisa might not have had the same opportunities in terms of schooling as the other group members. She might feel uncomfortable with certain roles due to her socioeconomic background.

     Finally, it is important to pay attention to “at risk” students during collaborative activities. These are the ones who are more susceptible to failing/dropping out of school. If Lisa has a history of academic failure, but her group does not, she will most likely struggle more, which could explain why she acts out during class. Next, it is important to see if any members have emotional or behavioral problems. Finally, lack of psychological attachment to school and increasing disinvolvement with school are characteristics of “at risk” students. If her group members exclude her or make her feel ostracized, she might act out because she feels disinvolved. Or, if she has a hard time making friends, she might feel a lack of psychological attachment to school.

(2) After reading this chapter, what are your thoughts about how to promote a positive learning environment in your classroom, realizing that your students may require your example in welcoming and appreciating diversity? Include at least three areas where you will facilitate honoring of students’ differences.

     After reading this chapter, I now see there are multiple ways to promote a positive learning environment in my classroom. I believe it is important for teachers to make all children feel equal; therefore, I will base my curriculum, social activities, etc. on promoting equality and celebrating diversity. One way I will do this is by having the students share about where they come from. They will be able to choose what to share, but I feel it would be a great way for students to learn about where their peers come from. A main reason why people are cruel is because they are afraid of what they don’t know. By celebrating each culture, they will become familiar with the various racial/ethic groups and hopefully feel more comfortable during group work. Another thing I will do is use prosocial language in my classroom. I will never put a certain racial group or socioeconomic status down and will not allow my students to either. I will choose figures, literary material, etc. that promotes all cultures. I will group students heterogeneously so they are forced to interact with peers they do not know. I will also monitor these social interactions to make sure they are positive and ones that raise student’s self-esteems. Finally, I will raise awareness about diversity and why it is important to appreciate all people! By doing this, they will learn it is okay to be different and hopefully learn to accept other human beings for who they are!