1. Universidad Autónoma de Nuevo León Facultad de Filosofía y Letras Diplomado en Didáctica del Idioma Inglés Group Processes in the Classroom

2. Group Processes Frienship and cohesiveness. Bases of attraction and friendship. The relationship between friendship and cohesiveness.

3. Friendship and Cohesion. “Friendship represents a very important interpersonal dynamic for the mental health of individuals” (Sch/Sch 114). Group cohesiveness is measured out of all the positive feelings from the group members.

4. Friendship and Cohesiveness Highly cohesive groups allow all members to express their positive feelings, to communicate without fears, to influence on the group.

5. At-risk students: - lack teacher’s credibility - believe academic success is not useful - hold negative feelings about school -might be late to classes, absent, in gangs, and even violent.

6. Variables Related to Liking Physical attributes: pretty, good looking, dress – well, looks nice, talkative, coordinated, can do things well. People with disabilities are rejected unless they are assertive and active. Social behavior: Attractive students are more friendly, empathic, and outgoing. Rejected students are more aggressive verbally and physically. Popularity, physical appearance, sociable, competent, mentally healthy (personal properties). Lower class-boys: aggressiveness. Intelligence. Students with low or very high IQ are rejected as well as brilliant – creative students. Social Intelligence is more important than having a high IQ. Mental health. Sex and race.

7. Bases of Attraction and Friendship. Cognitive Validation Theory. Adjustment to the world checking reality. (Change cognitive structure). Balance Theory. Rejection of people with different values and attitudes. It is focused on our beliefs, attitudes, thoughts.

8. Self – Esteem Theory. Attraction of people who give us favorable feedback. Need Complementarity Theory. Attraction for people who have psychological characteristics the other person do not have.

9. Relationship between Friendship and Cohesiveness Students’ self-esteem increases when they feel attracted to the class as well as accepted. Known to Self Not Known to Self Known to Other Not Known to Other 1.Open Area of Sharing And Openness 2. Blind Area of Blindness 3. Hidden Area of Avoided Information 4. Unknown Area of Unconscious Activity

10. Students who do not have friends lower their academic performance. Girls have a stronger need for friends than boys. Girls might even lower their scores to please other people (may sacrifice academic performance). Cooperative learning. Lack of peer acceptance affects student’s self confidence. Members of cohesive groups support each other, share expectations, make group norms powerful, produce academic work. Highly cohesive groups might be very low or very high. negative attitudes supportive norms

11. Conflict Conflict in the group. Types of conflict. Conflict Resolution.

12. Conflict in the Group. “A conflict exists when incompatible activities occur – when one activity blocks, interferes with, injures, or in some way makes a second activity less likely or effective” (Sch./Sch. 271). Conflict is healthy but also stressful. It is necessary for personal and group growing. It is necessary. It might cause a positive change. It creates anxiety. Conflict is also negative. It causes feelings of anger, losing control, losing concentration on academic work. Teacher MUST find the ‘teachable’ moment. It depends on the teacher how to help solving the conflict. A disruptive student for a teacher might not be for another one.

13. Types of Conflict. 1. Prescribed conflict. Planned competition based on established rules. If the rules are set out clearly even losers might feel in agreement. 2.Destructive conflict. Intentional effort to damage the objective: work, people, reputation, etc. 3.Emergent conflict. Prescribed conflict. It appears when people do not share interests.

14. Emergent Conflict. There are four types of emergent conflict. 3.1. Procedural conflict. Disagreement on what students should do to get a goal. Usually: unclear and poor norms/classroom rules. 3.2. Goal conflict. Disagreement on final objectives or values. Teacher: academic work. Pair, team and group work, Student: being accepted. collaborative work. 3.3. Conceptual conflict. Disagreement on believes, ideas, opinion. Different perspectives. 3.4. Interpersonal conflict. Autistic conflict: personal styles and needs. The less communication the more subjectivity.

15. . Jones/Jones 286 1.Identify the feelings the S might be experiencing. 2.Send an I – message. 3.Offer assistance. …Would you like to go over that again?, It seems you’re frustrated with the assignment…. 4.Provide options. If X is bothering you …. 5.Predict a positive choice and its consequences. I think if you tried … and it didn’t work you should … before you become too (angry/frustrated). 6.State the expectations in a positive manner. “Carlos remember our agreement …..” 7.Review available options and consequences and give the Ss space and time to make a choice. 8.Sometimes is just best to just walk away and give the student space. 9.Clarify that the S must make a choice. 10. Give a brief break to the student. Let him take a walk. Solving Conflicts

16. For the following activity teachers must work in teams: Setting a classroom environment for conflict resolution and Dealing with a violent student You might read Schmuck and Schmuck 285 – 288 to get some ideas. Present a plan for your group or for particular students.