When children work in groups, it is necessary to make appropriate choices regarding their teams. Not only this activity makes students more supportive to one another, but it also helps them understand their team roles. The following paper will divide all the children from Ms. Jensen’s 7th grade list into groups so that they could organize themselves and show their best qualities in the upcoming in-class activities in English.
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For in-class assignments in language disciplines, it is important to group children appropriately. Otherwise, their knowledge and self-appraisal rates might not benefit from such activities. According to the grouping model considered in the given task, the knowledge of children in one group does not have to be on totally different levels (Barsade & Knight, 2015). In turn, every participant of one team must be able to enrich his or her partners’ knowledge by sharing their specific experiences.
The first group will consist of Aryanna, Gabriel, Michael, and Suzanne. These students are at the top of the class as their levels of knowledge in all of the selected labels (reading, writing, listening, and speaking) are not lower than intermediate. Every student of the group has proficient skills in one or more categories mentioned above (Börsch-Supan & Weiss, 2016). In such an environment, the learners will not feel constricted. Moreover, every member of the team will be able to help his or her mates in the skills that are not proficient, which will create an ideal working atmosphere for all of them.
The second group is recommended to include Jerry, Noah, and Petie. The knowledge and practical skills of these students are also intended to fulfill the biases of other participants. For instance, Petie has reached a proficient level in reading, whereas Noah was graded basic. In all other categories, their knowledge is equal as they have all reached intermediate levels regarding the rest of the labels. Hence the selected group is expected to demonstrate decent results in their mutual work and fulfill particular biases of every member (Barsade & Knight, 2015).
The next group will consist of Carlos, Desiree, Jade, and Jacob. The only label that makes the chosen students equal regarding their knowledge of English is speaking. In all other instances, the skills of one member are one step higher or lower than that of others. Again, they will fulfill the biases of one another in case of some misunderstandings that might occur during their work on the upcoming assignments (Levi, 2017). This structure will not have an adverse impact on their self-appraisal and confidence. This group unites children of both basic and intermediate levels, which is beneficial for their development and fellowship.
Finally, the last in-class group will include Corynn, Hailey, Ramon, and Rebecca. Ramon has the lowest level in listening (pre-emerging). Unfortunately, he might feel somewhat congested during the practice in teams. However, he cannot be left alone. Therefore, Rebecca is expected to help him if the boy does not recognize some words during the upcoming tasks as she is graded basic (Barsade & Knight, 2015). The levels of these children vary from pre-emerging to basic, which makes it another diverse team.
All students were divided into four groups that had almost the same knowledge and levels in English. This will be beneficial for them not to feel biased and participate in the learning process actively. All the students are expected to help one another (in teams) if someone of them has certain problems with understanding a particular task or goal.
Barsade, S. G., & Knight, A. P. (2015). Group Affect. Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 21-46. Web.
Börsch-Supan, A., & Weiss, M. (2016). Productivity and age: Evidence from work teams at the assembly line. The Journal of the Economics of Ageing, 7(1), 30-42. Web.
Levi, D. (2017). Group dynamics for teams (5th ed.). Saint Louis, MO: SAGE.