The Geoscience Classroom as a Group

Applying Theory and Research from

Group and Social Psychology

Application ofTheory and Clinical Research

• Understanding – the individual student, group dynamics, yourself

• Transitions – starting & ending course/class

• Interactions – student and professor

• Instruction – working with the class

Photo by Dave TewksburyNational Institute on Drug Abuse

Understanding – the Student, the Group and Yourself

• First-day questionnaire

Understanding – the Student, the Group and Yourself

• First-day questionnaire

• Daily feedback

Understanding – the Student, the Group and Yourself

• First-day questionnaire

• Daily feedback • Student journals

Understanding – the Student, the Group and Yourself

• First-day questionnaire

• Daily feedback • Student journals• Study behavior and

interactions

Understanding – the Student, the Group and Yourself

• First-day questionnaire

• Daily feedback • Student journals• Study behavior and

interactions• Your own:

– journal

Understanding – the Student, the Group and Yourself

• First-day questionnaire

• Daily feedback • Student journals• Study behavior and

interactions• Your own:

– journal– “observing ego”

Understanding – the Student, the Group and Yourself

• First-day questionnaire

• Daily feedback • Student journals• Study behavior and

interactions• Your own:

– journal– “observing ego”

Understanding – the Student, the Group and Yourself

• First-day questionnaire

• Daily feedback • Student journals• Study behavior and

interactions• Your own:

– journal– “observing ego”

Transitions – starting/endinga course and class

• Explicit and implicit “group agreement”

Transitions – starting/endinga course and class

• Explicit and implicit “group agreement”

• Observe how/when students arrive/leave

Transitions – starting/endinga course and class

• Explicit and implicit “group agreement”

• Observe how/when students arrive/leave

• Meet the class where they are – pay attention to their transitions

Transitions – starting/endinga course and class

• Explicit and implicit “group agreement”

• Observe how/when students arrive/leave

• Meet the class where they are – pay attention to their transitions

• Engage with the “contact function”

Transitions – starting/endinga course and class

• Explicit and implicit “group agreement”

• Observe how/when students arrive/leave

• Meet the class where they are – pay attention to their transitions

• Engage with the “contact function”

• Outside distractions can interfere

with learning

Interactions – the student’s part

• Resistance – attitudes and behaviors which interfere with cooperation and learning

Photo by Joi Ito

Interactions – the student’s part

• Resistance – attitudes and behaviors which interfere with cooperation and learning

• Projection – attribution of one’s own feelings to another person

Photo by Joi Ito

Interactions – your part

• Your need to– be liked– be right– have a “happy” and controlled class

Interactions – your part

• Your need to– be liked– be right– have a “happy” and controlled class

• Your reactions– to competition and aggression– of shame and embarrassment

Photo by Alex Proimos

Instruction - working with the class

1. Apply group techniques

2. Respond to student behavior

Photo by Bial Kamoon

Instruction - working with the class

• Apply group techniques– Join the resistance

Instruction - working with the class

• Apply group techniques– Join the resistance– Enlist the group for help

Instruction - working with the class

• Apply group techniques– Join the resistance– Enlist the group for help– Redirect questions back to questioner or

bridge to classmate or entire class

Instruction - working with the class

• Apply group techniques– Join the resistance– Enlist the group for help– Redirect questions back to questioner or

bridge to classmate or entire class– Engage non-participants

Instruction - working with the class

• Apply group techniques– Join the resistance– Enlist the group for help– Redirect questions back to questioner or

bridge to classmate or entire class– Engage non-participants– Probe for and engage curiosity

Instruction - working with the class

• Apply group techniques

• Respond to student behavior– Aggressive questioning

Instruction - working with the class

• Apply group techniques

• Respond to student behavior– Aggressive questioning– Attention seeking

Instruction - working with the class

• Apply group techniques

• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do

assignments

Instruction - working with the class

• Apply group techniques

• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do

assignments– Criticism of policies, course materials/content

Instruction - working with the class

• Apply group techniques

• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do

assignments– Criticism of policies, course materials/content– Acting out (e.g. tardiness, disruptions)

Instruction - working with the class

• Apply group techniques

• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do

assignments– Criticism of policies, course materials/content– Acting out (e.g. tardiness, disruptions)– Obsessive/compulsive texting or web surfing

Summary

• Be an observer Photo by K. Allison Lenkeit Meezan

Summary

• Be an observer • Be alert for projection

Photo by K. Allison Lenkeit Meezan

Summary

• Be an observer • Be alert for projection• Engage with the contact function – respond in

kind• Pay attention to transitions

Photo by K. Allison Lenkeit Meezan

Summary

• Be an observer • Be alert for projection• Engage with the contact function – respond in

kind • Pay attention to transitions • Join the resistance and enlist the group

Photo by K. Allison Lenkeit Meezan

Summary

• Be an observer • Be alert for projection• Engage with the contact function – respond in

kind • Pay attention to transitions• Join the resistance and enlist the group• Challenge negative behavior

Photo by K. Allison Lenkeit Meezan