Teach English in GAonan Zhen - Chongqing

Group DynamicsThere are a number of different names given to the method of teaching groups in the classroom, but there are three general types: informal learning groups, formal learning groups, and study teams (adapted from Johnson, Johnson, and Smith, 1991). Study teams get together on their own time and are more relative to courses with complex material that require research and collaborative thinking. This would be unlikely for students of English as a second language. Formal learning groups are established to carry out an assignment as a group that will be evaluated for grade and usually extends through a large duration of the course. For our purposes this would be possible if you wanted to have the students collaborate on creating English material for a final analysis, such as creating a video or performing an act or play. The most relevant type of groups in classrooms for teaching English as a second language is the informal learning groups. These groups can be put together simply by splitting the class into pairs or breaking students up into groups of three to five. You could have students numbered one to five in procession and split into their group number, or you can just group areas of students. These groups can accomplish simple tasks within a class period and many variations of informal learning groups can be created and dissipated within one class period. Thought must be given to the planning of group work while writing the lesson plans. We must make sure the groups will have the materials and knowledge they will need to complete the activities. It?s also important to specifically prepare how instructions will be given and activity tasks will be explained to the students at their level of English. Always prepare for the message to be unclear at first and further demonstration or mime required for understanding. In designing group work it is important to make sure that the students will be dependent on each other, and that not one student will be able to dominate the activity and take away from the learning of the other individuals. Make sure the same amount of participation is asked of all group members. The students should perceive the activity as relevant and beneficial to them. They should gain knowledge and speaking experience from the activities. The group work should be designed so that it matches the students? abilities. It should neither be too easy or too difficult, of course challenging but accomplishable is preferred. Competition is recommend as students like to win, and this will stimulate them and keep attention and energy level high for activities. Point systems can be created for scoring of relevant English activities. students love scored games. Scoring and reviewing of quizzes and activities by partners is a good way to have the students think critically about how the results are correct or incorrect and puts them in the role of the analyzer. They will learn in a different way than as the creator of material. Some consideration should be put into how the groups will be formed, the size of the group, helping groups proceed when in action, and monitoring a class of groups for common errors that can be reviewed. students should receive feedback of their group activity efforts. Allowing time to evaluate group work as a class or groups evaluating each other, and even self-evaluation are an important part of the process. Studies show that students learn best when they are involved, and that retention is higher when working in small groups. They also show that students who work in groups appear more satisfied with the content of their classes.* Group work for students of English as a second language cannot be underestimated and must be integrated into the planning of course lessons wherever possible, reinforcing the proven methodology of ESA learning. Main resource: From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. *(Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988)