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.
After noticing that Lisa is struggling with participating in a cooperative learning group, I would devise a proactive restorative discipline plan. First, I would schedule a conference with Lisa. In this meeting, I would explain to Lisa that her angry outbursts and defiant behavior during group work is unacceptable. Rather than telling Lisa that I do not want her to get angry with group members or refuse to participate, I would focus on what I want her to do. For instance, I would explain that I want her to be respectful to her group members and contribute to the group's learning by carrying out her assigned role. Additionally, I would create a contract with Lisa outlining her expectations. Together, Lisa and I would set realistic goals and ways to improve her behavior. Allowing Lisa to make decisions and have input would ultimately promote growth and encourage problem solving. In order to encourage a sense of community and reconciliation, I would avoid separating Lisa from her cooperative learning group. Finally, I would monitor Lisa's progress by listening to her group's discussions.
I really liked how you chose a proactive restorative discipline approach. I agree that it's important to focus on what children should be doing rather than what they should not be doing. In Lisa's case, I think that letting her know what you need her to do and setting goals for her is more likely to improve her behavior because she won't feel like she's constantly being told that she's "bad".
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