Group Dynamics and Educational Contexts: A Guide to Understanding Student Development
Group:
ke group of people is given a certain structure which facilitates cooperative actions in a certain order conecucion which is assumed x all.
Characteristics:
structure: this be determined in x the degree of interdependence and prioritization of its members, communication: interacting process in which members of a group sharing a common language. Cohesion: tendenciade stay together and agree to the essential. Motives and goals: the cohesion increases with the degree of perception and identification of common goals. Standardization of norms and behaviors: there are certain rules that orient toward the goals that has been raised, as well as the stability and durability of the members.
Stages in the development of a group:
Initial stage: students begin to meet, take few risks, begin to establish trust and cohesion, they are concerned to define their place in the group, decide how much trust as conpartir and engage, learn empathy, respect basic activities acceptance. problems arise: they assume passive activity, are isolated, discussion focused on resolution of problems. or conductor leading role: to teach the forms of participation and performance, helping to express their fears and expectations, being open to receive.
Phase transition:
x acceptance or rejection concern, observe and test the leader, have problems of power and control. problems arise: negative feelings are not expressed clearly%, there may be defensiveness may form sub-groups. leadership role: teaching to face conflict situations, avoid labeling, help to be independent, encourage them to express their reactions .
Stage of work:
norms and behaviors are consolidated, there is more interaction, often conflisctos solved, advantages of working experience. problems arise: can relax and enjoy atmosphere of comfort, can take good ideas within the group but not outside, some may withdraw arise contrasts those working and those not.’s leading function: further modeling appropriate behaviors, seek balance between confrontation and support, helping to take risks and lead to practical ideas, promoting deeper levels discusopn.
Finalization stage:
there sadness and separation anxiety x group, tend to withdraw, afraid of putting into practice what they learned, hopes and fears expressed concerns including continuity generate alternatives. tasks: managing feelings about separation and end, the concern of carrying practice what they learn, completion of unfinished tasks, estimation of the impact of the group. possible problems: problems to transfer the learning to sit outside the group can imninencia distance of separation before the limit their learning experiences.’s leading functions: support in managing emotions, assist in completing tasks, to integrate different experiences of the group, promote instacias of evaluation and feedback, reinforce changes and learnings from
Run:
make a person was heading into a place or purpose.Unlike objective / goal: goal: starting point or condition to achieve. goal: clear description of a desired action.
accompaniment techniques: interview conditions: preparation, place, initial approach, flexibility, leave this get written, final synthesis , respect confidentiality.
Attitudes interviewer:
directive: location of authority and compelling, persuasive parq subject is left to be decided but insistently. Advisory: A thorough understanding of a situation. Invidious: performing a valuation of certain facts.’s personal qualities interviewer know how to observe and listen, be fair, not being aggressive, being empathetic, friendly and affable, prudent. recommendations: send a written summons, greeted warmly and naturally start emphasizing the +, use appropriate vocabularo create cordial, avoid interrupting the interviewee sign the interview, put online in seasonal excess.
autobiografia stimulates students to look within yourself, it helps to know aspects of itself, contributes to approach explanation of certain behaviors, supporting the shy and aggressive children.
Support of the autobiography:
the teacher can learn a feeling aspirations, requires less time than the interview, students can reflect and know, inf primary source of tastes. recommendations: waiting build confidence, raise it in context, to ensure confidentiality, give an outline of what you want to be addressed.
Family:
nuclear family:
Father, mother, children.
Students at risk:
mothers under 20 who has had her first child, ed has no basic’re done when parents are not married.
Representations of school:
as a social agent representing the space and opportunity in poor environments are associated with a space of distinction and INTEGRATION, represents the possibility of social ascent.
Community:
A group of people linked by common characteristics or interests. Each course is a community where daily how values, attitudes and behavior models, providing a focus for democratic and civic education.
+ School climate benefits:
Facilitates the process of teaching and learning, encourage personal development and social students, makes possible the acquisition of values and behaviors that constitute the basis for the formation and democratic citizenship, such as cooperation, dialogue.
Factors:
an appropriate physical environment, activities, entertainment programs respectful communication between profs and students, ability to resolve nonviolent conflict, listening skills and valued.
Strategies that promote coexistence +:
improve communication, resolve conflict teaching, teach decision-making process, respect and appreciation of different views, ability to negotiate and reach agreements.