Classroom dynamics

 

Classroom dynamics

Introduction

 

Welcome to lesson three which will discuss classroom dynamics. 

 

Objectives of the Lesson

By the end of this lesson, you should be able to:

1.  Differentiate the different types of leadership.

2.  Analyse teacher-pupil interaction

3.  Analyse the communication patterns in a classroom

 

Introductory activity

What factors determine the nature of communication in a social group such as a classroom?

 

Explanation on the introductory question

The intensity of a relationship, the individuals involved and the goal of a social group are among the factors affecting group communication

Types of leadership

 

1.      A utocratic – he is also known as a dictator/ dominates. The teacher under this type dictates almost everything students contribute very little

2.      D emocratic – intergrative the teacher consults and intergrate students’ ideas and built on that. There’s a common approach in whatever activities in the classroom.

3.      L aissez- faire – free for all. Students if left to do what they want.

Ideally the democratic would be ideal. However it is not the best because the type would depend on the classroom environment. If consistently you are a democratic leader you may not do well.             

A good teacher is one who is flexible, he cannot be always a dictator or always a democratic leader and he should practice all the types depending on the prevailing atmosphere in the classroom.

Types of classroom leadership

 

An individual who is able to give a sense of direction. Able to guide others. In the classroom the teacher has the responsibility to lead children. The difference between the manager and the leader lies in the process they achieve their goals. The manager/ administrator is not humane, he does not consider the human demand of the workers. A leader has sympathy for the people he leads.

Types of teacher/ pupil interaction

 

There are two main types of teacher/pupil interaction:

a.                Dominative interaction teaching style: Teaching is very direct; the teacher minimizes the freedom of pupils in classroom. The teacher is teaching or talking or giving directives/ orders in terms of what must be done. The teacher may also be criticizing, give constant threats to pupils and reminders of punishment.

b.                Integrative interactive teaching style: Teaching is very indirect. The teacher maximizes pupils’ freedom in their learning through:

1.      A ccepting pupils’ feelings be they negative or positive.

2.      T eacher praises or encourages pupils’ efforts. He commends by making such remarks as ‘well tried’, ‘that’s good’.

3.      T eacher uses pupils ideas.

4.      T eacher asks questions on the content and procedure matters.

5.      T eacher is generally helpful.

6.      P upils asking questions.

7.      P upils discussing amongst themselves; this involves educational noise or useless noise.

8.      S ilence or confusion

 

Types of communication patterns in the classroom

 

a.      S ingle channel communication: Teacher centered most of the communication originate from the teacher. The assumption is that the teacher knows everything. This promotes rote learning as pupils will be encouraged to memorise facts. 

b.      M ultiple channel of communication.

Communication may originate from either the teacher or the pupils. Believed to be the best because the pupils accept him as part of the classroom. Students are put into various groups according to their ability and will progress according to their abilities.

The extent of personal concern for others in social interaction was used by Charles Horton Cooley to draw a distinction between two general types of social groups. 

 

In-groups 

By the time children are in the early grades of school, much of the activity takes place within social groups. They eagerly join some groups, but avoid or are excluded from others based on sex as the master status, for example, boys and girls often form  distinct play groups with patterns of behavior culturally defined as feminine and masculine. One the basis of sex, employment, family ties, personal taste, or some other category, people often identify positively with one social group while opposing other groups.  Pupils who attend another school may be the subject of derision simply because they are members of the competing group. This illustrates the general process of forming ingroups. An ingroup is a social group with which people identify and toward which they feel a sense of loyalty. 

 

The Patriotic Front in a certain community may see themselves as an ingroup in relation to the MMD.  In a broader sense, all Zambians share some sense of being an ingroup to society citizens or other nationalities. All ingroups and outgroups are created by the process of believing that we have valued characteristics that they do not.

This process serves to sharpen the boundaries among social groups, giving people a clear sense of their location in a world of many social groups. It also heightens awareness of the distinctive characteristics of various social groups, though not always in an accurate way. Research has shown for example, that the members of ingroups hold unrealistically positive views of themselves and unfairly negative  views of various outgroups. Ethnocentrism, for example, is the result of overvaluing one’s own way of life, while simultaneously devaluing other cultures as outgroups. 

 

Out-groups 

An outgroup, which is a social group with which people do not identify and toward which they feel a sense of competition or opposition. Members of outgroups are often discriminated against on the basis of unfavourable stereotypes. This process leaves grave consequences in a situation whereby an ingroup has greater social power than an outgroup it opposes as in the case of whites versus nonwhites in the united states. Whites traditionally view nonwhites in unfavourable terms and subject them to social and economic disadvantages .Blacks, Hispanics, Asians, and Native Americans may view themselves positively as an ingroup, of course, but still seek to share the privileges of whites. The operation of ingroups and outgroups is therefore often influenced by pattern of social inequity in the larger society. This process is like a double-edged sword. It has the positive consequence of promoting group loyalty on the other hand, but it can also generate considerable social tension and conflict on the other hand.

 

Practical Activity

Distinguish the major social groups.

 

Summary of Lesson

We have discussed in this lesson how social groups are different in some respects and similar in other respects. Whatever the characteristics every social group has a goal to achieve.

References

 

Macionis, J.J (1987) Sociology; An Introduction. New Jersey: Prentice-Hall, Inc.

Marshall, G. (1998). A Dictionary of Sociology: Oxford University Press