The Practice of English Language Teachingby Jeremy Harmer

Chapter 10: Grouping Students

Student: Dirk Cornelis Lourens

TEFL 569

Chapter 10: Grouping StudentsA. Different groups

A1 Whole –class teaching A2 Seating whole-group classes A3 Students on their own A4 Pairwork A5 Groupwork A6 Ringing the changes

B. Organising pairwork and groupwork B1 Making it work B2 Creating pairs and groups B3 Procedures for pairwork and groupwork B4 Troubleshooting (Harmer, 2007, p. 5)

A. Different Groups There are limitless ways of grouping students in order to

work together These include whole-class grouping, in pairs, in groups, or

on their own All of these have advantages and disadvantages The objectives or the aims of the lesson will influence the

decision as to which type of grouping will be chosen

A1 Whole-Class Teaching The practice of students sitting in rows is still very common in

many cultures Advantages and disadvantages

A sense of belonging Suitable for teacher-controlled activities

A general understanding of student progress Provides

Advantages

It favours the group; not much opportunity for individual speaking

Students may fear public failure

Teacher- to- student inclined; not much student self discovery

Not optimum for communicative language teaching

Disadvantages

A2 Seating Whole-Group Classes

Orderly rows: the most common.Big classes. Clear view and eye contact.

Good for grammar/PP presentations.

Circle: very common.For >20 students. Creates feeling of

equality. More intimate. Individual sharing optimum.

teacher

teacher

Horseshoe: teacher at open end for access to materials. Less

feeling of equality. Less dominating.

Separate tables: Optimum for groupwork/mixed ability classes.

Rotate students for diversity.

teacher

Teacher in front/whiteboard

*Choose one that fits the students and the lesson or task.

A3 Students on Their Own Promotes a pattern of individualised learning Students work by themselves, in self-access centres,1-by-1

with a teacher, or out-of-class environments

Teachers can respond to individual differences

Less stressful for students

Optimum for developing learner autonomy

It may avoid noisy and undisciplined classrooms

Advantages

Not optimum for a sense of belonging

Cooperation is not encouraged by this pattern

Involves much more preparation than whole-class teaching

It takes a lot more time than a whole-class grouping

Disadvantages

A4 Pairwork Optimum for practising, studying a text, information-gap,

dialogue, and predicting activities.

Greatly increases speaking time; can be organised quickly and easily

It develops learner independence

“Two heads are better than one.”Teachers able to give more attention to individual pairs

Advantages

Sometimes noisy with possibility of loss of teacher control

Misbehaviour opportunities greater than with whole-class arrangement

Not so popular with students who look up to teacher as the instructor

Partner choice may be problematic due to personality clashes

Disadvantages

A5 Groupwork Students are able to do many tasks not optimum for pairwork

arrangements. Groups may be large or small. Examples are writing stories, role-play, presentations,

discussions and decisions, or reassembling of information.

Promotes more talking time and learner autonomy

More varied opinions and contributions than pairwork

Students can choose levels of participation

More private than whole-class; more cooperation than pairwork

Advantages

Might be noisy Some students might not like it

Domination by some group members while others become

passiveGroups may take longer to organise

Disadvantages

A6 Ringing the Changes How do we decide whether to use pairs, groups, whole-

class, or individual patterns? It depends on various factors: The task will determine the pattern Variety in sequence to sustain motivation The mood can be changed by changing patterns

B. Organising Pair- and Groupwork Plan ahead for possible conflicts and problem solving Be ready to persuade reluctant students Make it work! Formulate clear ideas

B1 Making it Work Teacher needs to discuss routines with students and come to

mutual agreements as to conduct Practice an example and let students assess it

B2 Creating Pairs/Groups Teachers then decide whom to put together Look at friendship, streaming according to ability, chance, the

task, changing groups, and gender and status

B3 Procedures