Group Dynamics and Individual Roles: A Differentiated Approach to Social-Emotional Learning

Autor/in	Dugas, Daryl
Titel	Group Dynamics and Individual Roles: A Differentiated Approach to Social-Emotional Learning
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90 (2017) 2, S.41-47 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2016.1256156
Schlagwörter	Group Dynamics; Classroom Environment; Classroom Techniques; Individualized Instruction; Socialization; Emotional Development; Role + Suchen Sie Ihr Suchwort? Gruppendynamik; Klassenklima; Unterrichtsklima; Klassenführung; Individualisierender Unterricht; Socialisation; Sozialisation; Gefühlsbildung; Rollen
Abstract	Differentiated instruction is a set of strategies to help teachers meet each child where he or she is in order to improve students' engagement, lead them to do their best work, and maximize their success. This article describes a differentiated classroom management approach based in group dynamics which focuses on the development of group norms and roles. By teaching students about task and social-emotional roles, and about positive and negative roles, this approach provides venues for talking about student misbehaviors in a constructive way, helps students understand roles as something they "choose" rather than something they "are", and gives every student new ways to shine in class by helping them discover their own unique roles that can contribute positively to the whole classroom group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01