Gregory M. Huff
Objectives
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1. To further student’s understanding of the concept of group discussion.
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2. To help student’s understanding and ability in detecting the presence or absence of a clear group purpose, and to help a group find goals when they are missing.
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3. To increase student’s understanding of terms related to group discussion and group process.
Introducing the concept of group discussion:
Introduce students to the general nature and purpose of group discussion. A number of writers have defined discussion in various ways. For the sake of clarity discussion may be defined as two or more people talking with one another to achieve a mutually satisfactory understanding of each other’s images or beliefs, or solution to a problem. This definition implies several characteristics of a group discussion and should be detailed and explained to the students.
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1.
Cooperation is paramount to discussion
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It should be reinforced to students that there may be disagreements and arguments during a discussion but that all members of a discussion group must cooperate in the search for a group solution that will be satisfactory to all.
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2.
Interaction occurs continuously
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Point out to students that each member of a group is influencing each other and in turn being influenced by each of the other members.
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3.
Speech is the primary medium of communication
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Students need to become aware that words and vocal characteristics are the major means by which group members interact, although we can also interact through movement, posture, position, gesture, facial expression, touch, and writing.
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4.
Interpersonal perception
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Students need to be made aware that all groups must to some degree be aware of the presence, actions, and reactions of each other.
Strategies for obtaining objectives
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1. It is important for students to establish and work toward a common goal. Progress is impossible until there is a common goal. A purpose must be found acceptable to all members of the group and should be identified. A discussion led by the teacher concerning a group goal is initially necessary. This discussion emphasized that whatever the group goals are, they must be exactly defined and mutually accepted by all members, and must take priority over personal goals not in harmony with it.
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2. It is initially very important for the teacher to clearly define and detail the functions in the group. Essentially these are the behaviors that the members within the group perform or are expected to perform. These are broken down into three categories: (1) group task functions; (2) group building; (3) self-centered functions. The introduction and explanation of these categories can be handled by the teacher as simple vocabulary and concept definition exercise. After an introduction and some modeling behavior by the teacher, the students may be asked to explain the meaning of the following technical terms, either verbally or in writing. It isn’t essential that the students know the concepts exactly. However, it is important that they have some working knowledge of the concepts so they can begin to think more critically about their own behavior in groups and about others in their group.
A.
Group Task Functions
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These behaviors supply information.
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1.
idea initiating
—proposing new ideas, new goals, possible solutions.
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2.
information seeking
—asking for facts, clarification.
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3.
information giving
—offering facts, information or personal experience.
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4.
opinion seeking
—asking for opinions.
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5.
opinion giving
—stating own opinion, belief, judgement.
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6.
elaborating
—developing an idea previously expressed.
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7.
coordinating
—describing relationships among facts.
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8.
energizing
—prodding the group to greater activity.
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9.
recording
—keeping a written record on paper or chalkboard.
B.
Group Building Functions
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These functions establish and maintain cooperative interpersonal relationships.
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1.
supporting
—agreeing, praising, showing warmth.
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2.
harmonizing
—mediating differences between others.
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3.
tension relieving
—joking and pointing out humor in a situation.
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4.
gate keeping
—encouraging others to speak.
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5.
norming
—suggesting standards of behavior, challenging unproductive ways of behavior in group.
C.
Self Centered Functions
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These functions list behaviors which satisfy individual needs at the expense of the group or other individuals.
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1.
blocking
—preventing progress toward group goals by constantly raising objections.
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2.
attacking
—name calling, attempting to put down others.
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3.
horseplaying
—behavior that takes away from the serious work of the group.
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4.
dominating—
giving orders, interrupting and cutting off.
Through time students and teachers will begin to feel less mechanical and more comfortable in the use of organized group discussion and group problem solving. Students and teachers will become more sensitive to their own skills and ideas, as well as their fellow classmates.
Exercises:
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1. Have individual students observe introductory class discussions. Using the list of class functions as a guide, list the functions each member performs. Have the students describe the overall role taken by each group member. Share these observations with the class.
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2. Write out a hypothetical situation having to do with conflict/ aggression or write out an actual situation that has happened within your class or school. Give a copy of this situation to each student. Next divide the class into groups of four-five members each. Each group must then reach a consensus (best choice agreed upon) about how the situation could be dealt with most effectively and/or how this situation could be avoided in the future. If students have trouble agreeing, be sure to discuss the value or criteria on which the choices are based. Then have the entire class meet and share their choices, arriving at an overall consensus if possible. The teacher may act as a guide, pointing out possible direction of discussion, clarifying situations, and generally providing stability.
