The class's clique-ey-ness in seating presents challenges when faced with group work as well. This is not to say group work falls on its face, but sometimes there are unexpected obstacles.
This was most obvious when I was teaching a lesson one day. Granted, I'm not the actual teacher and my word is generally afforded less heed than Mr. Tree's, but I had thought my plans were rock solid. To keep students from flowing between groups, I had note cards with numbers on them that I passed out. Students were to enter groups of 3-4 based on the number on their card. For most students, this is not how it happened. This became clear when I heard students discussing switching groups and the like. Though I felt this was somewhat irritating, as I had purposely assigned groups outside of the students' cliques, I did not think it was worth a power struggle, nor that I had the authority to back up any rules that were outside of the norm in the classroom. Then students began merging groups, and it was possible that this sort of fluidity was a norm in the classroom, but probably more likely that I was an interloper who did not afford much respect, especially if I was going to make students read difficult text. In this case, the class's social environment was clear to me in a different way as well. A couple of students either switched groups or gaped at the group they were put in because of personal differences. Despite what some students have told me, not all in this class "are friends," and many members have a strong distaste for other members (or sometimes, nearly all members) of the class.
Another activity, this time with Mr. Tree at the helm, showed a more limited version of the issues arising with group work with in the class. There were three groups, so each group had about eight students. The students did largely remain within their groups, but with such large groups, students were able to segregate themselves within each group, and those who did not wish to participate really had no impetus to do so. So they didn't. Additionally, within a space as large as 1/3 of the classroom seating, were able to segregate themselves spatially as well.
More recently (today, in fact), there was more group work and yet another interpretation of the ground rules for groups. In this activity, the class evenly had three readings divided amongst themselves more or less evenly, and then were split into groups unrelated to this reading, so as to be able to jigsaw the reading and have members of the group who had reach each. Students counted off in 3s for this, and then Mr. Tree would take one group while Brandon took one and I a third. Mr. Tree's group was about 10, as was mine, but Brandon's was only 5. Additionally, nearly every member of one clique was in my group. This was likely not a coincidence.
The problems with group work pose a couple of conclusions about the class culture. First, students act in their self-interest. Given no constraints regarding where they should be, students will choose to be with their friends. Second, the way students work in group work, i.e. some will complete the task quickly, while others won't even begin to complete, points to the necessity for clearer group work expectations and norms.
Monday, February 28, 2011
Sunday, February 27, 2011
Musings on Seating Charts
To mark the inaugural post of this blog investigating the classroom environment in Mr. Tree's 10th grade World Studies classroom, I will discuss the use of and problems surrounding seating charts in the room. We have investigated the effects of social groups on the learning environment in this classroom, and how individual personalities create and react to this environment.
To give further background on the class and school situation, this class occurs first and second hour at a school outside of Lansing. The class combines the required World History and English 10 classes that sophomores have to take. The same students are with Mr. Tree for the first two hours of the day, generally spending the first hour on history and the second on English. The two are often linked thematically or by time and place. Though in a rural to suburban area, the high school is a school of choice for students in Lansing. This creates an environment in which students who differ socioeconomically and often racially are mixed together at the high school level.
Along with the personal differences that mark any classroom environment, this racial divide asserts itself as a major dividing force in Mr. Tree's class. Mr. Tree is an extremely laid back teacher. He allows students to do much of what they please while in class, so long as they are not being highly disruptive. This is an avowed philosophy. "I don't allow it to become a power struggle," said Mr. Tree. "I'll hear other teachers saying certain kids are giving them a terrible time and I think 'really? I've never had a problem with that student.'"
Now back to the topic of seating charts. In the beginning of the year, Mr. Tree gave a seating chart to his World Studies class. They did not always follow it, and in keeping with his philosophy, he did not force them to. This had worked for him before and worked in other hours this year. In a third hour class I recently observed, students generally did sit where they chose, but the classroom environment, though somewhat talkative, was positive and respectful. In World Studies, however, it can often turn to competing voices and disengaged students. Throughout the year, this problem has worsened.
About halfway through the second trimester, Mr. Tree sought to address this. He gave the class a new seating chart, displayed on the projector as they walked in. Most students followed it, but even on the first day, a number of students had traded places with one another. Mr. Tree brought this up and made some students move. Shortly after, they had traded again.
Later, Mr. Tree grew annoyed with this continued situation. During a particularly loud day, he became irritated with the class and got the class's attention and remonstrated them for talking. He reminded them that they have not been sitting in the correct seats. He then returned to the day's topic without making them move back to their given seats or telling them that they would have to tomorrow. And they did not.
The amount of time these students spend together, and their ability to cloister themselves, have allowed cliques to develop. Often these cliques form on the lines of race and social group. Gender seems not to be a significant factor, but the most vociferous cliques are mostly male. Today, the way in which the students generally sit consists of four cliques of 3-4 students, while a number of groups of two friends who sit near other exist as well. There is mixing between some groups who sit near each other, but not all.
In this case, the lack of a followed seating chart has brought ill to the class, but not having a seating chart has its merits as well. Not subjecting students to a chart can make them feel more comfortable in class, as well as create a more relaxed atmosphere. Additionally, power struggles can be avoided. In this class, they often are. But at what cost?
To give further background on the class and school situation, this class occurs first and second hour at a school outside of Lansing. The class combines the required World History and English 10 classes that sophomores have to take. The same students are with Mr. Tree for the first two hours of the day, generally spending the first hour on history and the second on English. The two are often linked thematically or by time and place. Though in a rural to suburban area, the high school is a school of choice for students in Lansing. This creates an environment in which students who differ socioeconomically and often racially are mixed together at the high school level.
Along with the personal differences that mark any classroom environment, this racial divide asserts itself as a major dividing force in Mr. Tree's class. Mr. Tree is an extremely laid back teacher. He allows students to do much of what they please while in class, so long as they are not being highly disruptive. This is an avowed philosophy. "I don't allow it to become a power struggle," said Mr. Tree. "I'll hear other teachers saying certain kids are giving them a terrible time and I think 'really? I've never had a problem with that student.'"
Now back to the topic of seating charts. In the beginning of the year, Mr. Tree gave a seating chart to his World Studies class. They did not always follow it, and in keeping with his philosophy, he did not force them to. This had worked for him before and worked in other hours this year. In a third hour class I recently observed, students generally did sit where they chose, but the classroom environment, though somewhat talkative, was positive and respectful. In World Studies, however, it can often turn to competing voices and disengaged students. Throughout the year, this problem has worsened.
About halfway through the second trimester, Mr. Tree sought to address this. He gave the class a new seating chart, displayed on the projector as they walked in. Most students followed it, but even on the first day, a number of students had traded places with one another. Mr. Tree brought this up and made some students move. Shortly after, they had traded again.
Later, Mr. Tree grew annoyed with this continued situation. During a particularly loud day, he became irritated with the class and got the class's attention and remonstrated them for talking. He reminded them that they have not been sitting in the correct seats. He then returned to the day's topic without making them move back to their given seats or telling them that they would have to tomorrow. And they did not.
The amount of time these students spend together, and their ability to cloister themselves, have allowed cliques to develop. Often these cliques form on the lines of race and social group. Gender seems not to be a significant factor, but the most vociferous cliques are mostly male. Today, the way in which the students generally sit consists of four cliques of 3-4 students, while a number of groups of two friends who sit near other exist as well. There is mixing between some groups who sit near each other, but not all.
In this case, the lack of a followed seating chart has brought ill to the class, but not having a seating chart has its merits as well. Not subjecting students to a chart can make them feel more comfortable in class, as well as create a more relaxed atmosphere. Additionally, power struggles can be avoided. In this class, they often are. But at what cost?
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