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3. Making yourself, as the teacher, available for simplified instructions or troubles within the group. Let them know you are there for them, but they are expected to use each other as resources as well.

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2. Use a form of accountability in the group. Implement a way to ensure all members are contributing equally with a questionnaire at the end or a log.

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1. Give adequate time when assigning group work. Allow for time in class with necessary computer access.

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How do you hold individual kids accountable during small group work activities? < Teaching Channel

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There are some great cooperative learning strategies you an use to hold all students accountable during group work projects. One is "Random Reporter". With the random reporter stately, all students have to prepare to answer a question, idea etc. Each student is assigned a number within the group.

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Why does it pain teachers to hold students accountable?

Why are some so quick to ignore misbehavior, look the other way, or make excuses for it?

Accountability is important, right? So what's the problem?

I have a few ideas.

Teachers are slow to hold students accountable because...

It can be stressful and at times seem more trouble than it's worth.

They fear that strict accountability could make students resentful and therefore increase bad behavior.

Holding students accountable hasn't worked well for them in the past; the same students break the same rules over and over again.

Ignoring misbehavior can seem like a better, less stressful option.

They have deep compassion for students with tough home lives and can be reluctant to hold them accountable.

They don't want students to think they're mean.

I understand these concerns. They're valid and can feel too big to overcome. But it's possible to hold students accountable for every incident of misbehavior while eliminating these concerns.

Here's how.
Accountability Is An Attitude
Effective accountability requires a particular attitude on the part of the teacher. It is a way of thinking that produces (in the teacher) behaviors that eliminate the concerns associated with holding students accountable.

Acquire the attitude, and accountability will work the way it's supposed to.

This accountability attitude is easier to remember if condensed into a single strategy. I call it the it's-not-me-it's-you strategy.
It's Not Me, It's You
The it's-not-me-it's-you strategy is a personal reminder that student misbehavior is not about you. It's about them.

You're not the one who misbehaved. You didn't decide to play around and be silly during literature circles. You didn't make fun of another student. You didn't leave your seat without permission. They did.

So why should you carry the burden or suffer any consequence, angst, stress, fear, or guilt for doing so?

The it's-not-me-it's-you strategy says that:

1. Breaking classroom rules is a choice students make.

2. The responsibility for making such choices lies solely with them.

You are bound by your classroom management plan and therefore have but one choice when a student misbehaves: enforce a consequence.

4. In holding students accountable, you're doing what is best for them.

Once your students understand the first three points, accountability will become much more effective. Number four is a reminder for you that you're doing the right thing despite how difficult some students have it outside the walls of your classroom.

Rest assured, holding your students accountable is an act of compassion.
Carefree Thinking
According to the it's-not-me-it's-you strategy, when a student breaks a rule, your thinking should go something like this:
Oh man, Joey. You didn't raise your hand. And that's your second time today. That's too bad, dude. What does the classroom management plan say? We better look at it. Oh, no. You're going to have to go to time-out. Gosh, sorry you have to miss a part of the cool science experiment. That's a shame. Oh well... next time follow the rules and this won't happen to you.
You might not actually speak this way to your students. But your attitude will. Sending students to time-out is something they decide, not you. You're merely doing your job: following the plan you agreed to in the beginning of the school year.

And here's what is so cool about this:

Your students will adopt the same attitude. They will mentally separate the consequence (which they've earned of their own accord) from the enforcer (which is you).

Suffering a consequence is a disappointment for students to be sure, but there is no reason for them to harbor ill feelings toward you. Instead, we want them to look inward, take a critical look at themselves, and consider the cost of their poor choices.

But they won't do this if (A) they are angry with you or (B) you don't actually hold them accountable.
Stand Apart
There are scores of teachers willing to lighten the load on their students by ignoring poor behavior, looking the other way, or giving second chances. And by doing so, they are harming their chances for success.

Ironically, these are usually the same teachers who resort to hurtful methods in order to control behavior.

Don't be one of them.

Stand apart from the crowd. Really mean what you say. Really do what you say you will do. And stop taking on-mentally or otherwise-what are your students' burdens and responsibilities.

If you haven't done so already, please join us. It's free! Click here and begin receiving classroom management articles like this one in your email box every week.

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Why does it pain teachers to hold students accountable? Why are some so quick to ignore misbehavior, look the other way, or make excuses for it? Accountability is important, right? So what's the problem? I have a few ideas. Teachers are slow to hold students accountable because...

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Classroom Management Strategies To Take Control Of Noisy Students

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Healing Classrooms (5.1) - Effective Group Work

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Healing Classrooms Video 5.1 demonstrates how to use prepared, organized and purposeful group work with clear roles and responsibilities for each group member to build teamwork skills, promote inclusion and allow students to work with a variety of classmates in a noncompetitive atmosphere.

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The meaning of TEAM. Together Everyone Achieves More ! 2.0 (Enhanced version)

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The meaning of TEAM. Together Everyone Achieves More. TEAM Is a group of people with various complementary skills, WORKING TOGETHER towards a common VISION. TEAM Members operate with a high degree of TRUST, accountability and interdependence. TEAM Members share authority and RESPONSIBILITY for self management. TEAM Members create synergy with strong sense of mutual COMMITMENT.

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Problem Solving Groupwork Activities in the Classroom

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A Presentation at the the 83rd Annual Forum of the National Conference Of Social Work, St. Louis, Missouri, May 20-25, 1956 In order to examine the nature of the current theories and practices of a part of the profession of social work, it is necessary for us to view this part against the profession as a whole and the social-culture setting which affects it and which it affects.

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Exploring the principles, theory, practice and development of work with groups

What is a group? We explore what a group is - and some key dimensions of groups.

What is groupwork? Just what does the process of working with a group involve?

the development of group work

The early history of group work. We examine the emergence of group work in British work with young people and adults during the nineteenth century.

Social group work: formulation of a method, 1920-1936. Kenneth E. Reid explores a pivotal time in the development of the theory and practice of working with groups within social work.

Group work - expansion and professionalism, 1937 - 1955. Kenneth E. Reid explores how group work was increasingly presented as part of social work (as against informal education and recreation) and the fascinating process of delineating its boundaries.

Robert Freed Bales, group observation and interaction processes. R. F. Bales pioneered the development of systematic methods of group observation and measurement of interaction processes. In this brief article we survey his contribution.

Grace Coyle and group work principles, theory and practice. Grace Coyle made an extraordinary contribution to our understanding of group work principles, theory and practice. She was also an important advocate for the work within US social work and an innovatory trainer.

George C. Homans, the human group and elementary social behaviour. George Caspar Homans (1910-1989) is widely regarded as the father of social exchange theory. Two of his many books, The Human Group and Social Behaviour: Its Elementary Forms are considered world-classics in sociology. He also made significant empirical and conceptual contributions to small-group research. In this piece A. Javier Treviño explores Homans' lasting contribution.

Josephine Klein, group work, youth work and exploring English cultures. Josephine Klein was one of the first British-based practitioners to explore group process and working with groups systematically. She also went on to complete a landmark study of family and community life and develop before becoming a psychotherapist. We explore her contribution.

Gisela Konopka and group work. Gisela Konopka (1910-2003) made a profound contribution to the development of social group work and the deepening of practice with children and young people. In this paper Janice Andrews charts Gisela Konopka's life and assesses her work.

Kurt Lewin, group dynamics and action learning: A seminal theorist who deepened our understanding of groups, experiential learning, and action research.

Carl Rogers, core conditions and education. Best known for his contribution to client-centered therapy and his role in the development of counselling, Rogers also had much to say about the principles, theory and practice of education and group work.

Bruce W. Tuckman - forming, storming, norming and performing in groups. Bruce W. Tuckman produced one of the most quoted models of group development in the 1960s. We consider his contribution and the model's continuing use.

Gertrude Wilson and social group work theory and practice. Gertrude Wilson was a pivotal figure in the development of the principles, theory and practice of group work during the 1940s and 1950s. Here we briefly assess her contribution.

concepts

Animation. Animation introduced. Animation, formation and education explored. The development of practice.

Association. The nature of association and its educational potential explored plus an annotated list of key texts.

Conversation and dialogue. Dialogue', Freire says, 'is the encounter between men, mediated by the world, in order to name the world'. Here we explore this idea - and its roots.

Experiential learning. David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems.

Evaluation. Evaluation is part and parcel of educating - yet it can be experienced as a burden and an unnecessary intrusion. We explore the theory and practice of evaluation and some of the key issues for informal and community educators, social pedagogues youth workers and others. In particular, we examine educators as connoisseurs and critics, and the way in which they can deepen their theory base and become researchers in practice.

Facilitating learning and change in groups. Just what is facilitation, and what does it involve? We explore the theory and practice of facilitation, and some key issues around facilitating group sessions.

Learning. What is learning? Is it a change in behaviour or understanding? Is it a process? Here we survey some common models.

Reflection. What constitutes reflection - and what significance does it have for educators? The contributions of Dewey, Schön and Boud et. al. assessed.

Self-direction. Many books and articles about lifelong learning talk glibly about self direction. Too often this idea is seen as unproblematic - an obvious good. But things are not quite as they seem.

Acknowledgement: Picture: Group work by Eldan Goldenberg. Sourced from Flcikr and reproduced under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0) licence. http://www.flickr.com/photos/eldan/4929258391/

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Group work principles, theory and practice

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What is a group? We explore what a group is - and some key dimensions of groups. What is groupwork? Just what does the process of working with a group involve? the development of group work The early history of group work.

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Online Team Collaboration Software, Tools - SMBs to Enterprise

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Redbooth is easy-to-use online project management software for high-performing teams. Get started for free with collaboration tools and task management.

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Personal Cloud Storage & File Sharing Platform - Google

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Learn about Google Drive's file sharing platform that provides a personal, secure cloud storage option to share content with other users.