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ch. 06 of the restorative practices text really made me reflect on the importance of having a preventative mindset when it comes to problem students. I also appreciated how much the text emphasized identifying "high flyers" early on in order to help give them additional support.

i have had teachers try to support me in ways like these but i have often pushed back because I was not ready to accept their help. I really respect the initiative they took in believing in me because often as a student it has been hard for me to believe in myself. a little outside help goes a long way for building a student's self confidence!

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BE INTENTIONAL ABOUT COLLECTING DATA THAT CAN BE ANALYZED TO IMPROVE SCHOOL EXPERIENCE FOR STUDENTS!

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BE INTENTIONAL ABOUT COLLECTING DATA THAT CAN BE ANALYZED TO IMPROVE SCHOOL EXPERIENCE FOR STUDENTS!

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(restorative practices p. 136)

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-the front office
-adult points of contact
-onboarding of new students and staff
- obstacles to creating a positive environment
(restorative practices p . 134)

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"require buy in across the entire school and must relentlessly focus on examining long held practices"
(restorative practices p. 133)

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ch. 06 "creating the mindset for restorative practices" (restorative practices)

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ch. 06 "creating the mindset for restorative practices" (restorative practices)

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personal reaction: struggling with group work

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personal reaction: struggling with group work

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I wholeheartedly agree that student group work can be very rewarding and helpful because of the inherent social nature of human beings. As a person who struggles with group work, however, I can also see group work as a detriment.

I suffer from alot of social anxiety, so if I am asked to join / participate in a group with people I have not really gotten to know yet, it is very difficult for me. I think for this reason that letting students get to know each other early on in the term is crucial. Once this initial barrier is broken down, it is much easier for me to contribute comfortably in a small group setting. When I was younger, I thought that I would eventually grow out of this problem, but I came to realize that it is really just a part of my personality that I will always have to work on. I do my best to avoid things that will trigger my anxiety, but I cannot fully avoid it. I must face my fears head on and hope to be a good example for other suffering from social anxiety.

When I begin to teach my own students, I will always be conscious of those who may feel out of place or anxious. I want students to feel safe and valued in my classroom!

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Good monitoring of group work is essential. Typically it requires you to walk among the groups, scanning the rest of the class from time to time. Try not to spend too much time with a single group at the expense of keeping abreast of the activities of the rest. Goals for monitoring include keeping track of individual performance and growth in academic areas, group skills, and individual behaviors. A complicating factor is the extent to which individual performance needs to be distinguished from group performance.(158)

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It is important not to rush into complex group work until you build a foundation of skills through practice. Teaching group-work skills is easier in simpler formats with uncomplicated procedures. After your students have had success in the initial group tasks, they will be ready for more complex group formats and assignments. (154)

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With small-group work, there is greater potential for participation, feedback, and mutual construction of meaning among students. The group format encourages students to become active participants rather than passive recipients of information. Other explanations suggest that lower-achieving students profit from their peers’ explanations, and high achievers benefit from constructing explanations for other students. All students can develop interpersonal skills and relationships through group tasks with a common goal. Furthermore, all can benefit from the support they receive in a cohesive group. Such support can help create positive norms for achievement and learning. (148)

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Cooperative learning is a form of instruction in which students are organized into groups to complete assignments and projects collaboratively, to assist each other, to solve problems, to share materials, and to participate in discussions. Teachers who use cooperative learning groups do so because they believe that the method increases student learning and involvement. Many teachers also value the increased student independence from the teacher’s direction that results from an emphasis on group planning, assistance, and decision making. Such teachers often describe their role as that of facilitator rather than director of group activities. Finally, teachers value the social skills and problem-solving abilities that are enhanced through frequent group work. These important life skills will serve students well in many work and social settings that they encounter in or out of school.  (p 145)

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Chapter 8 Managing Cooperative Learning Groups (pearson)

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Chapter 8 Managing Cooperative Learning Groups (pearson)