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    Effective Social Arrangements

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    Effective Social Arrangements

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    6 views12 pages

    Billson and Tiberius

    Uploaded by

    2yakoman
    Effective Social Arrangements

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 12
    86 Cauece Tow: Fw Tine 0 Perce ‘Weick P Rein Had kon DD. Md of inoctond ark Pakage, oo a 1967. Wing ic “pleations of Feedback Rte fr Group acon andthe ‘Design of Experiential Learning Smail Group Research, 1990, 21, 113- re . Human Communion stb ow te Noon etd G Th rs ascites ad ey er, Cen fo Suds (Medal Ent sly of Mn, Uy of rena Janet Mancini Bilson is profesor of socilgy and women’s studs at tion Cola, Provan’ Fn” 4 sein snd sect Myriad socal amangements can be crated that work toward rather ‘han agaist cooperation, eectve communication, and secary teaching ond learning Effective Social Arrangements for Teaching and Learning Janet Mancini Bilson, Richard G. Tiberus ‘What scialarangements ae best suited to falta teaching and learning? Im the previous chapter, we conclded that a new ideal forthe socal Conte teaching and Tearing fs emerging fom contemporary theory Shi research, We described this ideal as an allance between teachers and aden. We identified five key features underying the alliance: mural {espect, shared responsi fo Teaming and mutual commitment goals {Sfexive communication and feedback, cooperation and willingness t0 ‘egotite confit: anda sense of recur inthe classroom. In this chap concentrate on how such socal arrangements can be promoted, and Ire ofr specific guidelines fr promodng the alliance in the context of the ‘dassroom ‘Promotion of the allnce requtes us to shift our perception of the teacher as an agent of change in stdents othe teacher asa partner inthe process of change, Shing from the producton/transmision metaphor to Er dialogue metaphor—fom controling or managing sudents and cass room interaction to forming an alliance wih students—is the cra change. Guidelines for Strengthening the Alliance in the Classroom Group Kaz and Henry (1988) identify several basc learning principles cha {depend on the soil content ofthe teaching learning process. They con ‘Sink tht ceacing should be directed toward the wansformadion of st ‘dens passivity into active learning, ough inquiry with others in a ‘supportive aunoepere. We have argued that the alice is central © the ver becnnt roc om ae er sacl cana an hae seed the ie of se ach den aon Ship bu overcoming the somesnes penta wal of stem pass hinges on devetpment ofthe stdensident lasonship and a comm mento claborative ngty. This lads ur to # model for hiking of the less a5 group and fring group aces im the caeoom fn his Section, we emphasize teaching as group fctaon and group leader. ‘ather than as one-way tanamiston of enowledge ‘Keener avarenes of goup processes can enhance eaching flee ness through improving parcpation lees, Incesingtndividil and {soup motvation, simulating enthusiast snd fciting commonicaton {nthe custoom Ahough the guidelines ve presented hee under the key fetes hey are mont rend aeocsted wy al conuibt coal fxs ‘The gldelines ae aplable to our allance with students 2 ndviduas sf our lacitive tle im the clssoom eminent. They can be pple to any casroom, regardless of abject mater 0 same cases, Ste, Thy ate exphaed herein candem wih specie sggestons for our design ana asroom management “he principles of group iiracon presented here ae by no means exhaustive Such issues a8 group emavion.tresference the tendency for dens to relate fact n tems of fesing pattems developed toward ther pate), socal con. soil t,o name propositions rege Ing goup site are no cre addressed. An eater version of serra suldines appears in Bilton (1986, se ao Bilson lorthconing) Mutual Respect Inthe previous chapter, we discussed the theory that communication has both content and relational components with the later providing the ier- rei framework for the former. One impleaion of this theary Is ery ‘encouraging learning about one another enhances the relational context and ifa beter rational coment acates understanding then commun: ‘ation should become esser. Guideline I: Learn About Students. Teaches who wish ola more shout sudents should "stn for felings a well a for thoughts, seach for tndeying messages, explore thoughts in depth by asking questions, and encourage expression of feelings by showing acceptance of students fee- Ings” (DeVito, 1986, p57). Since most of the contact berween teachers and students takes plice in clasrooms, methods of gathering information luring class should ot be ignored. The old adage "Star where che student te" bears repeating, Arte Begining of the term. thnee simple devies can help you gan more knowledge about your studenss 1. Review resus of instintional suveys of incoming fteshmen. 2 Ask studene 10 fill out 3 5 cards the fist week of class, Including necro Soca Atmacewes 8D name, major, age, carer aspleaons, curent employmen,cesidence Feasons for aking the couse other curses taken In the discipline, end ter information of special interest. 9. Alow time for iuroductons a the term's beginning. Use name gs or ‘esk cards to lean tients ames, This s 2 minimum requlrement or Cases of thir of fewer students. Guideline 2: Help Sedents Lear Aboot the Teacher. Schall-Buchal (4965, p. 17) recommends tha teachers share something abou themselves that lminates thet values and syles and cuts through the stereoypes that students sometimes have of professors” He cies an example Of 2 teacher who is bright wity, and peshaps great fun at party but who may. fnimidate stidens in the classoom. In order w dispel anxiety and improve atrudes toward learning Schll-Buchwald advises the teacher to , Rumi Josef wo ny conmanicaon: The ex general adc the ples who wuld cure wal sil ;Doltue’ Tha, fo most of teahing, fo hsk in terms of dcouse—ulk, conversation — tether than lee” Ce 1976p #2. 4, Pe fequndy to ake ue stents te sll wth you. "Lecuring Sonthetenpeaton ose ones ace on pay and age eerng ee Gee, 910 5: fod lecturing om awrite sip rex you do, provide rders ‘tibateetooinecyear cores Tsao ther to sen morc [aly othe sh on he stleson nd eps them ganze hiitening 6 Deka eure or cusson,fequny skh sens have qe tons comments o reactions Thi ushering re aso main ‘en incement and espontbliy ‘low slence ater entendlng sch sm von Salen in general do terelcofoable wt sence, ay more than achers do. Someone willbe the slenes and pave the way wofurterascsion. oldman Fier (1938 found tac pases inspec see fo induce ew and Icspredicateoemauon Taste ncience i sbence m Bou ‘adn may inde en nadapingt@ new stuns and estchy tf group proceses «bide ata neve co lecture althe way 0 he as mite of as, no mate bow bln ou ict how mech yo fed You ms coer that day Gee Highew 1976) ose ene ie sre ng ch cs se ine ft and dsession feces, ms, pester. ands fo. Ts trea the wansmision” meaphorofinigmatio and idews Bovngin tac diecion ony. Evens casa ive hundred sede sng ina ee ‘are hall ean be given a ew minutes (in groups of three or fou) debate nd dacs, ppp coneps o examples, any ers to, Asa check on comprehension, ak students 0 ana Proem by employing he concep or pnts under dscsion. This EEhnige cares the message thar you expe sudenss wo be aie father than passive leans 11, Reward eonseceve pricpation wth ening comments and fl vp questions, Gaideline 14: Provide Multiple, Timely Opportunities for Feedback ‘The eflcivencss of any group depends onthe quality of the feedback con tained in the ntracuog: Research shows that bth teaching and lating le enhanced by timely deserve feedback and by ineracio between 98 cousce Tce: Pow Tir 0 PcrcE teachers and students, This guideline reaches its logis concasion inthe recent tend oward mastery learning (Guskey, 1988), in which students are {given seopeto define sues, problems, and projects, Work and materials ae broken into discrete blocks that can be wagered, atempred, and mastered, with many opporaniies for immediace feedback, ecm, redirecuon, and ‘onsulaton ‘Other research (Egan, 1970, p. 247) shows tha eling-riented, pos: ive Feeback resus i the "peat efciency leant defensiveness, ad peat est increase in patcipauon "This is paraicuay import in discussing Sense issues, stereaypeal views, prejidces, and vals 1. Buildin several pointe of evasion, eather than one or two. 2. Rear wren work and exams in 2 timely fashion 5 Remember thar nocall student work must be evasated by the teacher For example, wriven reactions eo lierary ex can receive feedback from, other students working in small groups 4 Ask student give each other feedback on proposals for papers o proj- fxs before they ate handel in to you, This gies them euler feedback fon their eas, oguntation, and direction and heips students develop fensine irs in each ther wore 5 Bull in afew minutes fr students o work n pairs, giving each ther feedback on del papers oresays, Feedback can be stud in ers of what they found most intersting, what they would ike eo kaow more about ideas for reorganization, further resources, and srengihening the ineroduction and conclusion Guideline 15: Foster Heterogeneity of Ideas. Teaching ad learning profit rom heteogeney of ess Marton and Rameden 1998) recommend Sever weachng strategies that wil promo arming. One it ighight inconsistencies in ad consequence of lamers conceptions Another sto ‘lle ne ways of cing By Bulg on coneaiccons inherent n sade vie of ay, you can lad them toward oration of hypotheses, sing ‘fms, and econrptzton, the enson cated by compeng “nasal Views that makes the cstoom incl ee goune Eo (G56 p41) els this eookng" ese se channeled int th pool ei on opins concn en pps ha ee rl che ‘lssroom o work wah Elbow sneha engaging the vompee decent Student who sno partly iret or nvled requests ose. zation of ten a contagion ony coe neg oop ecrogeneyofideasreesonandisafunction ofopen communication, Eventhough ens may beencourpedo elmore conferences of parscpating they may sl erecta earn he content, Unconten ‘tonal ideas and offbeat lotions o problems wl emerge ony i stadents fe steyesisom ic aseson on Sn ory ier nein enero Ss ne es The 080 ave tee Len ral Hpngetirecoe mae ci eek mein nal Ce ee bon cen F 1 Use group techniques, sch as brsnsoring help students unconer SEiEUaR ses aed des Thi sempoweig ater shen ele "Spinney The bode te pool st es he ete 1 or tbon dissin oman wich eight dens st na 2. Grn jucss an uso save a problem Orheruuents who wish

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