Group Guidance Approach

Group Guidance Approach

The group guidance approach is based on manipulating or changing the surface behavior of the student on a group basis. Discipline and classroom control are produce through the group atmosphere and enhanced through group rapport.

4. POOR GROUP ORGANIZATION

Characterized by too much autocratic pressure or too little supervision and security. Standards for group behavior are too high or too low. It is too highly organized or unstructured. The group organization is out of focus with the age, developmental maturity, social background, needs or abilities of the group members.

One of the most difficult managerial tasks for the teachers is dealing with hostile or aggressive group. Such a classroom group subtly and overtly defies the teacher and disrupts instructional activities. Among the symptoms that reveal this condition are:

2. GROUP CONDITION

The problem that reflects unfavorable conditions in the group. It is easier to to resolve than a problem by a case history.

2. POOR INTERPERSONAL RELATIONS

Problems are caused by friendship or tensions among individuals, cliques, or subgroups by badly filled group roles, and by student-teacher friction.

3 CAUSES OF DISCIPLINARY

The workload is too light or heavy; too easy too difficult; it is badly scheduled, badly sequenced or confusing. Assignments are poorly planned or explained; it is consider unfair to the students because they are not prepared. Learning emphasize verbalization, omitting motor skills and manipulative activities.

1. DISSATISFACTION WITH CLASSROOM WORK

• 10% of all cases of discipline are simple cases individual disturbances, about 30% involve in group condition or inadequacies and 60% seems to include both individual and group factors.

This means 90% of all discipline cases indicate a need for group remediation or what is referred to as "group psychological engineering."

According

to

Redl's research

GROUP ELEMENTS

to be considered are the ff:

The problem centers around an individual, but triggered by something in the group. A remedy must consider both elements.

3. MIXTURE OF THE INDIVIDUAL AND GROUP CAUSES

1. Continual talking, lack of attention when instructional tasks are presented

2. Constant disruption that interferes with teaching

3. Overall non-conformity to classroom rules or school practices

4. Overt challenges and refusal to obey

5. Group solidarity in resisting the teachers effort

5. SUDDEN CHANGES AND

GROUP EMOTIONS

The group is experiencing a high level of anxiety. Contemporary events lead to unusual depression, fear or excitement. Students are bored (lack of interest or emotion.

The problem is related to the psychological disturbances of the child. Disruptive behavior in class is part of the child's larger emotional problem. The surface problems are repetitive.

the climate is punitive, tinged with partiality, too competitive, too exclusive.

3. DISTURBANCES IN GROUP CLIMATE

1. INDIVIDUAL CASE HISTORY

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