Find out why it can be very detrimental for teachers to make students get into groups to work on assignments: social exclusion can result.
The benefits of teachers telling their students to get into groups do not apply to all kids, and for some individuals, this common practice amongst school teachers can set certain students up for the so-called social exclusion.
If you’re a teacher who has students form groups after giving an assignment, have you noticed that there’s always one or two kids who are reluctant to join a group?
Or perhaps there’s just one “outcast” who, instead of reluctantly dragging their chair up to the nearest group, remains alone?
In my tenth grade math class was a boy named “Glen.” Nobody wanted him in their group, even though he never did anything to offend. He was a bit awkward, had no friends and kids often teased him.
The teacher thought he was nothing more than a disobedient kid and would order him to join a group, unaware of how difficult this was for him.
I recall one time while he was doing his assignment by himself, she ordered him out into the hall.
I could hear her sternly lecturing him that she was fed up with the recurring situation of him wanting to work alone, and threatened to call his parents if it persisted.
The kids in the group I was with all looked at each other in disbelief over this teacher’s ways (nobody liked this teacher), yet at the same time, we didn’t want Glen in our group because he didn’t “fit in.”
“As teachers, we often jump to conclusions on what is creating the exclusion when in fact there may be other underlying issues,” says Carleen Wray, executive director of Students Against Violence Everywhere (SAVE), which equips youth with information to take action to prevent and solve bullying issues.
This math teacher had no concept of the gravity of social exclusion.
In her mind, there was a one-size-fits-all application to learning.
As a teacher she should have realized that telling kids to get into groups creates a strong potential for goofing off, yakking about weekend plans and who their latest crush was, etc., rather than doing the assignment!
Kids who looked forward to groups were the ones who goofed off, and any student who preferred to be alone certainly could do their assignment more efficiently in solitude. Some teachers don’t get this.
Group work doesn’t always create a better understanding of the material.
There are lots of Glens out there.
Imagine waves of humiliation and embarrassment sweeping over Glen as he pulls his chair up to a group, witnessing them roll up their eyes in disgust.
Suppose they don’t understand the assignment and he does. Why on earth would he ever, ever care to help them out? To all teachers and parents reading this article, answer these above questions.
How Teachers Can Create a Positive Environment for Effective Inclusion
Wray explains that teachers who want students to work in groups should “set clear behavioral rules and expectations for the entire class.”
An “environment of respect and inclusion” should be created by the teacher; the socially-excluded student should never be shamed by the teacher! Every child needs to feel respected and equal, continues Wray.
Teachers must show empathy, and explore the reasons behind the social exclusion. Social exclusion is a form of bullying, and can be more psychologically damaging than being tripped in the hallway by a jock.
Wray also recommends using a variety of teaching strategies that include “learning circles, pairs, and small groups so that students have the opportunity to work with others in various settings.”
What if a teacher doesn’t want to bother with all of this social dynamics stuff and just wants to teach their subject?
Solution: End the forced groupings.
There are no studies showing that lack of group work instills poor academic habits or failure to thrive academically or socially. Kids have plenty of time to fraternize with each other after school.
The classroom is for learning math, history, English, science, etc., rather than a conduit for humiliation and social exclusion.
“As with all teaching strategies, group work or cooperative learning strategies are highly effective when used appropriately, and can encourage positive relationships, understanding and respect among the group members,” adds Wray.
“Poorly formed groups can set students up for exclusion: last student chosen and group leadership issues — excluded student assigned undesirable tasks or tasks apart from group.”
Minimizing Social Exclusion in Classroom Groups
“Use effective random grouping strategies for small group work so students are not set up to exclude others,” advises Wray.
She recommends using colored index cards that are randomly passed out.
Another way to group is by color of shoes, type of shoes, or absence or presence of shoe strings.
Students can also be grouped according to commonality: shirt color, pet ownership, number of siblings, travel locations.
Carleen Wray
