Individual and Group Behavior affect the school and classroom environment |

 

How do Individual and Group Behavior affect the school and classroom environment

Course: Citizenship Education and Community Engagement

Course code 8606

Level: B.Ed Solved Assignment

ANSWER

Individual Behavior and Group Behavior

People in groups behave differently than they do individually.  Group expectations influence individual behavior, and individual behavior affects the group. Teachers need to be aware of the characteristic traits of group behavior.

Characteristics of Group Behavior

1.  Groups create their own psychological forces that influence individual behavior teacher awareness of group dynamics is important to effective classroom control.

2.  Group behavior in the classroom is influenced by how students perceive the teacher. Students see teachers as filling many psychological roles.

3.  Dealing with classroom conflict requires diagnostic thinking by the teacher. This thinking involves:

•          forming a first idea;
•          gathering facts about the idea;
•          applying hidden factors to draw conclusions;
•          taking action; and
•      Being flexible.

4.  Teachers maintain group control through various influence techniques. These techniques include:

•         supporting self-control,
•      Offering  situational assistance,
•          appraising reality, and
•          Invoking pleasure and pain.

The important aspect of controlling behavior is to locate the reason behind a particular behavior. Students exhibiting certain behaviors must have some objective, focus on that objective, and try to satisfy the needs of the students or of the group.

A)  Supporting Self-Control techniques are used at the initial stage. They address the problem before it becomes serious. They include eye contact, moving closer, humor, encouragement, and ignoring.

B)  Situational Assistance techniques are necessary when students cannot regain control without assistance from the teacher. Techniques to provide assistance include:

·         helping students over a hurdle;

•      Restructuring the schedule;
•          establishing routines;
•          removing the student from a situation;
•          removing seductive objects; and
•          physical restraint.

C)  Appraising Reality techniques involve helping students understand underlying causes for misbehavior and foresee probable consequences. Teachers 'tell it like it is', offer encouragement, set limits, and clarify situations with post-situational follow-up.

D)  Rewarding good behavior and punishing bad behavior is an important characteristic, punishment should be used only as a last resort because it is too often less productive.

A group creates conditions such as its members will behave in certain ways because they belong to it; at the same time how the parts function affects the whole. In other words, group expectations strongly influence individual behavior, and individual behavior in turn affects the group.

Roles of Individuals within the Classroom

Several roles are available to individuals in groups. The following are some of the roles that can cause trouble in the classroom:

1.  Leader

A leadership role is available in almost every group. The role varies according to the group's purpose, makeup, and activities. Within the same group, different people may act as leaders in different activities. For example, a student who is a leader in one activity may be assigned different roles in the other activity, which creates a problem when a person is exhibiting different roles he/she may not restrain him/herself from the other role. Group leaders tend to share certain qualities. They are above average in most respects (intellect, social skills, responsibility, and socio-economic status). They generally have a highly developed understanding of others, and they embody group ideals. Teachers must be aware that the leaders they appoint are not necessarily the group's natural leaders. Such mismatches often lead to conflict within the group.

2.  Clowns

Clowns are individuals who take the position of entertainer of the group. Students sometimes take this role to mask feelings of inferiority, thinking it best to make fun of their own before others have a chance. Clowns sometimes help the group and sometimes hinder it. Clowning can be beneficial to both the teacher and the group, especially when students are anxious, frustrated, or in need of relief from tension. At times, however, group members may support the disruptive antics of the clown as a way of expressing hostility to the teacher.

3.  Fall, Guys

A fall guy is an individual who takes blame and punishment to gain favor with the group. Members of the group feel free to misbehave knowing that they can set up the fall guy to suffer the penalties. Teachers need to be aware of this kind of manipulation and be sure to focus their corrective actions on the instigator of misbehavior

4.  Instigators

Instigators are individuals who cause trouble but appear not to be involved. They often solve their inner conflicts by getting others to act them out. They may even feel that they are benefiting the victim in some way. Teachers need to look into recurring conflicts carefully to see if there is an unnoticed instigator. It may be necessary to point out this role to the group, as it is often undetected by them. The group may need help in recognizing and discouraging this role.

Teachers' Role to Optimize the Functioning of Group:

All of the roles described here are played by individuals in groups either because the role fills a strong personal need or because the group expects or enjoys it. By playing a role, an individual finds a place within the group one of the main desires of almost all students, and becomes a functioning part of the group.

1.  Psychological Roles of Teachers:

How groups and individuals behave in the classroom is greatly influenced by how they perceive the teacher. Like it or not, teachers fill many different roles and present many different images. Some of these roles and images are:

2.  Representatives of society:

Teachers reflect and develop values, moral attitudes, and thinking patterns typical of the community. Teachers also judge students' behavior, character, work, and progress.

3.  Source of knowledge:

Teachers are the primary source of knowledge, a resource from which to obtain information. Teachers help students learn by giving directions, furnishing information, requiring that work be done, removing obstacles to learning, and facilitating problem-solving.

4.  Role of Director

Teachers arbitrate and make decisions when disputes arise. They maintain security in the classroom; discover wrongdoing, and hand out consequences. They are responsible for modeling customs, manners, values, and beliefs that students are to imitate. This all ultimately helps to anxiety by maintaining standards of behavior, consistent environments, regular schedules, and freedom from danger or threat.

As you can see, teachers are assigned many roles by students. Sometimes they have little choice about those roles, but they can usually decide in part on the roles and on how and when to assume them. They may assume some roles wholeheartedly and avoid others completely, depending on how they wish to relate to students. Sometimes they may adopt or avoid certain roles if they are aware of a strong group need. In any event, teachers need to be sure that they are steady and consistent in the roles they assume.