Classroom Management in a Group Discussion
INTRODUCTION
Learning is about how we perceive, understand and make meanings about the world ( 1997, p.2). It may involve mastering theoretical principles, understanding proofs, remembering based-on-fact information, acquiring methods, techniques and approaches, identification, reasoning, debating ideas, or developing behavior appropriate to specific situations. These aftermaths are believed to be the by-products of teaching. Every teacher aims to impart knowledge, train students, bring out the best in them, and share relative characteristics essential to the growth and development as a mature and productive individual.
In attaining such objectives, the teacher starts in the classroom setting. The day-to-day activities present in the teaching and learning process is the means in which every student can learn and explore the positive as well as negative sides of things, places, characters, and circumstances. The teacher utilizes several techniques in imparting the essential information to his/her students. Among these techniques in teaching include presentations, lecture, case studies, experiments, debates and oral argumentations, series of examination – written or oral, and even group discussion. Theses methods utilized by the teacher throughout the learning experience aid the students in assimilating and applying the underlying principles.
This paper aims to provide answers to issues involved in the teaching strategy and classroom management. Specifically, this tackles the skills needed by the teacher in managing classroom discussions on a definite topic and manner of application. The exact topic to be discussed is the problems of the transport system in Hong Kong. The manner of application involved in the teaching strategy is group discussion.
HONG KONG’S TRANSPORT SYSTEM: a Brief Summary
Hong Kong’s transport system is among the world’s best and highly sophisticated transport service – both in private and public sectors. Comparing it to leading cities in the world, the transport service of the city is relatively efficient and more affordable (). There are several types of transportation present in the city. Among these are buses and public light buses, taxis, private cars, railway or trams, airplanes, ferries, gondola and even lifts, escalators, and moving sidewalks. Due to the geographic location, economic and trade considerations, and predetermined needs of the people, Hong Kong’s transport service is various. However, with some uncontrollable limitations and human restrictions, there are several issues in connection to the service. There are also issues on streets, railways, ports and harbours, airports and heliports, bridges and tunnels, and the “Octopus Card” to be tackled. The existing problems of the transport service of the city are the main agenda of the group discussion.
Further, with the specified topic above, the problem of the teacher is how to have an effective process of teaching utilizing the group discussion method. Hence, the following are suggested actions to be taken to manage the situation.
Bearing in mind the kind of style to be utilized, the linguistic preparation that is appropriate to the method are written lesson plan, printed supplementary materials and visual aids (e.g. picture, multi-media presentation, etc.) The teacher must plan the best materials to use in the group discussion. Aside from the detailed lesson plan or outline for the class activity, s/he should provide printed material or visual aids that can stimulate and form the ideas of the students. The teacher may also prepare several questions that will be picked by each member of the group and try to answer/discuss it for the whole class.
Further, organizing is a tedious as well as complex task for the teacher. However there are some ways in which s/he can lessen the burden. As stated, with the presence of the lesson plan that serves as the blueprint of the learning experience, the teacher will follow the intended actions noted in the plan. In this case, s/he may divide the class into several groups. Three groups are fair enough to draw out a lively and fruitful exchange of ideas among the members of the class. The teacher will allow the students to choose among themselves a leader that will represent the group.
On typical learning situation, the teacher will always base his/her organization and implementation of ways and means from his/her detailed lesson plan. Sticking to his/her original plan will not cause any trouble to the process. In particular instances wherein several considerations are present, the teacher may adjust his/her original plan but be sure that the objectives must be achieved.
On the other hand, stimulating interest in a topic is another challenge to the mentor. An effective step done to stimulate desire and attention of students is a guarantee for a lively and productive discussion. Traditionally, the most popular style to stimulate interest in a specific topic is by posing an intriguing question. The teacher may ask the students the following questions:
- If the transport system of Hong Kong is sophisticated and among the best services in Asia or even the world, it is impossible that you don’t observed, see, heard, and experience several inconveniences with regards to the service. Basing in to your own knowledge, what are some flaws that you observed, seen, heard, or experienced in connection to it?
- If you are to be given a chance to ride/drive any means of transportation in the city, what is it? Why?
Aside from posing such queries, the teacher may show a multi-media presentation of some aspects of the transport system of the city. S/he can add some situations that will arouse the interest and will allow the contemplation of ideas among the members of the class.
In every classroom setting, due to the fact that it is a diverse environment of individuals who possesses distinct characters and behaviors, shy students exist. The teacher, being the manager in the classroom is faced with the goal of lessening such shyness and encourage the student to participate in class. S/he holds the task to encourage the participation of every student. Before the end of the session, the teacher must see to it that everyone in the class shared, imparted, talked, and learned. There are instances that shy students are present in the classroom. To encourage them to express their views, the teacher might utilize the following suggestions:
- Maintaining a democratic environment and projecting a friendly approach in the learning setting is a way that will initiate reaction to a shy student.
- Asking anybody who wants to air, share, or express his/her thought is another way. Freedom to speak serves as a motivating factor.
- Sometimes, the mentor can also utilize reward in forms of additional points or any incentive. However, it should be used in moderation.
- The last resort of the teacher is to call the shy student and ask him/her a question in the most accommodating manner possible.
In the same manner, if shy students exist, the opposite (dominant kinds) also exist. Obviously, dominant students tend to monopolize very given class activity. Dealing with such kinds of students is a dilemma to a teacher as well as to co-students. Since the style of teaching on this case is group discussion, the leader of the group should assign every member to have a specific time to share, argue, explicate, and tell the class his/her point. The teacher will still be the one to initiate the activity. S/he is the moderator. In every given statement by the members of the group, the teacher may sort out or derive some follow-up or new questions about the subject. By doing so, there is an opportunity given for everyone to speak their thoughts and ideas.
On regular classroom setting, prioritize the idea of discipline ( 1999, p.4. The best thing to do on this certain instance is to let the dominant student speak first. Asking him/her to be the first one to state all his/her thoughts, ideas, and concerns to the class is a starting and immediate action to lessen his/her dominance. When there are questions posed to be answered, the teacher should encourage the raising of hands. Lifting of hands is another way that the teacher may use to acknowledge someone’s willingness to speak. If the teacher can see same hands throughout the discussion, s/he can state the phrase, “give chance to others” in the friendliest manner possible.
Classroom organization is another foundation of effective teaching-learning experience. It is the task of the teacher to select the management style applicable to the given situation. As initially stated, the teacher may divide the class into three groups. After the introduction of the lesson, the teacher will ask some questions that will lead to the group discussion. As the moderator, the teacher will ask each group to list down existing and present problems of the transport system of the city. Due to the diverse types of the services in the transport system, the teacher may ask each member of the group to think a particular problem in a specified type such as buses and public light buses, taxis, private cars, railway, airplanes, ferries, gondola and even lifts, escalators, and moving sidewalks. Issues on streets, ports and harbours, airports and heliports, bridges and tunnels, and the “Octopus Card” must be tackled.
After giving them sufficient time, the discussion may begin. Everyone is given a chance to state one problem present in the specific type of transportation. It is up to the decision of the teacher to finished the presentation of problems then followed by the solutions or vice versa. However, to make it more interactive and lively, the presentation may be in a form of role playing – a state administrators meeting.
Basing it to the style and method of teaching used, the role of the teacher in this activity is to primarily act as the facilitator of learning. S/he is the moderator of the activity. Maintaining unity among the members of the class is also one of her/his role. Due to the personal differences of everyone, there is a possible risk of conflict of ideas and interests, hence, the teacher must control or prevent this to happen. Keeping order in the classroom is a teacher’s greatest concern ( 1999, p. 13). At the end of the session, the teacher must provide a definite and acceptable generalization of the lesson for the day and taking into consideration the real intent or objectives of the teaching and learning experiences.
CONCLUSION
Cliché as it may sound but the reality of teaching as the noblest profession remains true even these contemporary times. Because people by nature are engaged in continuous learning and life as a whole is a learning experience, teaching will always be present to every cycle of an individual’s life. Teaching and learning are often intertwined. There are several aspects that will attest to such generalization but at the same time there are also some considerations that do not fully comply with the facts it presents. There is no complete process of teaching and learning if students are not present in the course of action. Ultimately, the goal of teaching as well as learning is the acquisition of knowledge that is essential for personal development and human survival as a whole. The main goal of every learning experience is to provide a collection of information that are worthy of knowing and is applicable in the daily encounters of living.
Teaching is a career, profession, vocation, and a process as well. Learning is deemed to be a by-product of teaching among students. Students are the subject of teaching and learning. The knowledge acquired through education is essential for survival. Thus, what are worth knowing are the facts that will greatly help to the personal maturity and betterment of living. People are unique and such uniqueness results to various beliefs and principles. But what is essential is the reality that no matter how diverse we are, we are one in the pursuit of learning and knowledge acquisition.
The teacher utilizes various styles and strategies in teaching. To this instance, s/he uses the group discussion method. Taking into consideration the pertinent guidelines of the said method, the teacher must be fully prepared when s/he starts to teach. The challenge to maintain an orderly and conducive environment for learning must be achieved. Accepting the varied ideas of the student and uniting them as one is another work that needs extra attention and effort. A good teacher must encourage shy students to participate in class. S/he must impart the lesson of self-discipline to dominant student as well. In addition, the best teachers know what are the best kinds of approach to be used in sharing knowledge to his/her students. Thus, a teacher is always an inspiration.
As we grow and develop, learning does not stop. As a matter of fact, learning does not stop within the four corners of the classroom. The teaching that the teachers imparted to every student is a gift of knowledge. Thus, learning and teaching will serve its ultimate purpose – education for growth and development. And the teacher is the best person that will help to facilitate such. Truly, teaching is the world’s noblest profession.
References
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