Positive Interdependence in Group Working

While working in groups, students should have a sense of positive interdependence among each other to be acting as one team.

                                     

There are several ways to strengthen positive interdependence, some of them:

-1- Goal: the whole team should have one goal and all should work together to achieve it.
-2- Incentives: this means to motivate students and give them rewards.

-3- Resource: teachers should provide students with materials they may use in their work
-4- Role: students must divide the roles among them so each one should have a specific task, either academic or social role.
-5- Sequence: when the task has steps, students should follow a certain pattern.

-6- Simulation: teachers should put students in a situation similar to real life where they need to work all together.

-7- Outside force: this is related to giving students a challenge, it could be a time challenge or competition with other sections or groups.

-8- Environmental: students should have a specific zone related to them where they feel they are belonging, then it would be known for others it is their own zone in the class.

-9- Identity: each group should have an identity; a name, a logo, that defines who they are. it makes them more involved and belonged to the team.

A teacher can use 3 or 4 types to develop the work depending on the task.

Importance of Evaluation

Evaluation is the process of assessing the work of students in a classroom activity as individuals or in group working.
                                       

*But why do we have to evaluate?
- evaluation helps the teacher himself to check if he did the job correctly and how much the idea is understood by the students
- it helps the teacher to know where can the students move next
- it helps teachers to check students understanding of the material, and sometimes when working in groups it checks the social skills gained by students
- it helps students themselves get motivated to work more harder in the class to achieve better results
- it gives grades for students so that each one knows where he can work more and how he can improve to get higher grades that before

* Evaluation can be done by the teacher, by students (evaluate themselves or evaluate others) or by both of them.
* Evaluation can be done
-  at the end of the work called summative evaluation, where you assess the final outcome
- during the process called formative evaluation, where it is a continuous manner.

How to Work on Motivation in Classrooms?

Motivation is very important in learning, it drives students to achieve more and make them more accountable.

                                                      

 Teachers must design a culture to work more on intrinsic motivation using several ways, some of them:
-1- Success: teachers must let the students taste success by giving them easy tasks based on what they know. once they feel success, they feel that they want more of it.
-2- Concern: students should feel worry and anxiety but in the positive sense of this word, so they become more caring about learning. a teacher should encourage their response and validate their answers, and also be close to them physically to monitor their work.
-3- Interest: teachers should find for the students something that is interesting for them to make them excited to do the task, and tell them how it is useful and important in their real lives.
-4- Meaning: teachers should give students tasks that are related to them, to their past, present, or future, and let them know how meaningful it is.
-5- Knowledge of the results: this is related to giving marks and grades to let students know at least what they did and how well they are performing.
-6-Positive feeling tone: teachers should be positive towards students and their work and towards their effort. this is related to building good relationships with students.

Risk Taking in Classrooms

The risk taking in classrooms gives an image of a comfortable environment in the class; its foundation is built on inner beliefs about the real meaning of errors, the speed differences in learning, and the need for an individual to learn alone as opposed to working with other classmates and getting help from them.

                                          

 There are several ways to strengthen the climate for risk taking in the class:

•           Errors: most students think about errors as signs of weakness and not having the ability to answer like others. It’s the teachers’ mission to help them behave with mistakes as opportunities to do better tasks. 
•           Speed: students also believe that the faster someone can solve a task, the brighter he is, and do not give attention to the quality and subject of the work. 
•          Getting feedback and help: most students think that good ones do the task by themselves, without any help from others or from the teacher. Getting the students involved into groups help them to ask for help from each others, so any miss understanding every student can ask his teammates for help. 
•          Effort and ability: this overcome to the theory of intelligence, where students think that intelligence is fixed and born inside everyone, and not evenly distributed among people. That is why there are bright students who are able to get the information from the first time. 

Learning Styles

Every student has his own way of absorbing information. A skilled teacher must be knowledgeable of these different learning styles and understand that every student learn differently. There are seven learning styles:

1-      Verbal learning style: students take a huge amount of information in a small period of time and can express anything through words.

2-      Visual learning style: in this style they prefer to have images, documents, graphs, and organizers.  They learn through seeing.

3-      Auditory learning style: students depend on listening. They prefer to study while listening to music or even can make the lesson like a poem to sing.

4-      Physical learning style: those students prefer body languages. They like to perform experiments in labs, or any activity with movement.

5-      Logical learning style: students here depend on reasoning to learn. They like to become problem solvers.

6-      Social learning style: students who prefer this style usually love to learn in a community, or within a group or team work.

7-      Solitary learning style: this is also called the intra-personal style, where students like to learn by themselves, alone without any intervention from other people.