- Learn how to teach students to identify and resolve group conflicts.
- Generate ways to assure that the essential elements of cooperative learning are included in Tribes TLC academic learning experiences.
- Define ways to create equal opportunities for multicultural populations, girls and boys, and students of multiple intelligences.
Welcome to class #6.
Throughout each class and the course, you will experience the Tribes TLC® (Tribes) process as you learn it, apply it, and reflect on it. Assignments are designed to answer ‘why, what, and how’ the Tribes process applies to you, your students, your classroom, your school, and your life.
Class #6 Assignments
1) Community Inclusion – Energizer “Birdie on a Perch”
In the F2F training, we begin this class with the energizer “Traffic Jam”, described in your book on page 380 (not in DG). It involves trust. “Birdie on a Perch” is also about trust, as you will see when you watch this video. Participants are in two concentric circles, one facing in and the other facing out…so partners. The outside partner is the ‘perch’ and the inside partner is the ‘birdie’. When the music starts, circles begin moving in opposite directions and the when the music stops the ‘birdie’ must run and find his/her ‘perch’.
After you stop laughing and the video is over, post this reflection on the forum page:
- Why is this an ‘Influence” energizer?
- What skills need to be known and practiced before doing this in your class?
2) Community Inclusion: JOY, page 269 (288 DG; 372 EA)
This variation will be “NOW”
N – what is something New in your life?
O – If you could have One thing, that fits in the palm of your hand, what would it be?
W – When presented with a conflict, how do you usually respond?
Notice that I have modified the strategy to include an inclusion question, an influence question, and a content question.
I will remind you of the agreements (remember the importance of modeling and clarifying…and never assume that just because you have the agreements posted and you have taught them well, that you don’t need to remind or explain them again!) with this example:
Attentive Listening – pay attention to the similarities and differences you read (hear).
Mutual Respect is present in accepting and valuing what has been shared.
No Put Downs applies, again, to what one chooses to share; defer judgment
The Right to Pass – In this case, you may choose to ‘pass’ on one or two of the questions, or choose to participate in answering all three.
The title of this class is “Reaching All”. Reaching all students in a classroom is indeed helped by giving them many opportunities to make decisions and solve group problems. They also need to have the skills to identify and manage human dynamics in order to change systems and manage conflict.
We begin our class in “conflict’; we end in “cooperation’…much like the stage of Influence?!
3) Look at the Time Out Reflection Cycle on page 109 (p. 137 DG; 229 EA). How does this relate to the definition of human development:
Human development is one’s conception of an ever-widening world and one’s interaction with it, as well as the growing capacity to discover, sustain and change it.
Read “A Conflict Resolution Curriculum” on page 112 (139 DG; 231 EA).
Now, assimilate all that information and reflect on the forum:
4) Journal #6
What do I want to remember about the Influence stage, especially concerning conflict resolution? How important is this stage to students? To me?
5) Cooperative Learning
When we speak of the stage of Influence, we need to understand that influence does not mean gaining control, but gaining a sense of value as a resource to a group. This happens in the Tribes TLC process because:
- Long term membership build safety and trust
- People are affirmed, feel group support and are appreciated
- Tasks are worked on cooperatively with each member participating and contributing
Look back to page 32 – 34 (112 DG; 164-166 EA). As we move toward ‘Responsive Education’, one of the components is cooperative learning.
Turn to page 142 (161 DG; 175-176 EA) and read a brief description of the essential elements of cooperative learning.
NOTE: There are perhaps more studies and research on cooperative learning than any other educational event. The emphasis here, in this course, is simply to understand that there are essential elements that distinguish cooperative learning from group learning, and to acknowledge the relationship between cooperative learning and the Tribes TLC process.
Of the five elements of cooperative learning, we have already spent time on small group skills (agreements and collaborative skills), group processing (reflection), and ‘face-to-face interaction’ (through various online groupings and break-out room experience). This assignment will address individual accountability and positive interdependence.
Imagine, or make for yourself, this Venn diagram:
Here is a list of actions that may be included in a learning experience or lesson:
Choose ONE that might be both individual accountability and positive interdependence and post and explain why/how so have come to that conclusion. Spoiler: every item on the list can be both Individual Accountability and Positive Interdependence; challenge yourself to explain that!
Turn to your partner and share what you just learned
Group members edit each other’s work before turning in assignments
Randomly select members of a group to answer questions
Assign roles within learning group
One set of materials for a group
Color coding each member’s part
Give each member of group a piece of information
Group produces single product/project
Be prepared to practice the collaborative skill of ‘valuing diversity of ideas’ and gain some new perspective as you read one another’s responses!
This will be a different kind of reflection…rather than specific to any learning experience for this class, this reflection can be quite profound. It is something that one doesn’t usually consider, as it is very introspective. There are two parts, “A Child I Know” and “A Teacher I Know”.
Please respond in the forum. You can choose any of the suggested reflections that follow, or write your own.
“A Child I Know”
Imagine yourself in your classroom and someone comes to the door with a new student for your class. You approach the new student and have a strange feeling that you have seen him or her before. You catch your breath and somehow are seeing you as a child. There you are…1st, 4th, (or whatever grade comes to mind) standing there. It is you. How are you dressed? What expression do you wear? What is this child like? How will he or she be in class? What hopes and dreams? Will he or she like you as a teacher?
Reflect: How did that feel, to imagine yourself, the child, as a student in your class?
“A Teacher I Know”
Remembering that child that you just were, think about how that child would describe you as a teacher. What special qualities or strengths would he or she appreciate? Make a statement out loud, beginning with your name, and completing it as that child.
Example: Mary, I would like you as my teacher because you tell me the truth about my actions, and I know you still like me.
Once you have made this statement aloud (even though you may be the only one hearing it?!) …
- What effect did these two reflections have on you?
- What qualities carried through from you childhood to your adult life?
- Why this ‘reflection’, now at the end of class #6?
Class #6 class page assignment checklist and QUICK LINKS TO FORUM