This week in education 394 we were fortunate to join the UVIC edcamp professional development day via zoom. It was really nice to discuss, brainstorm and collaborate with other teacher candidates from the UVIC teacher education program. We are all feeling relatively overwhelmed at this point with what we have learned about B.C’s education system thus far; however, we are all excited and up to the challenges we will eventually face in our own classrooms. It is comforting to know none of us are alone along this journey and that doubting one’s ability to become a ‘good’ educator is normal. I had always heard good things about the education program at UVIC and could not wait to hear what everyone had to share. The most informative and engaging discussion room I popped into was talking about how to use group work in the classroom in an effective way.

I had not initially started in this zoom room, so I did not catch the beginning of the conversation. When I arrived, my peers were discussing the importance of learning to work together with other people. When presenting group projects to students for the first time, it is essential they understand why they need to learn how to cooperate and function as a team. Many future career opportunities will involve, at some point, working with coworkers to present, create or solve problems and ideas. Even as a future educator, I am certain I will encounter forms of ‘group work’ with other staff members as well as other school districts. A school functions best as a unit with common goals in mind for their students and this is largely executed through the teamwork of staff. Team skills apply to everyday life and are important skills to have in order to function and contribute to our society.

The next thing we discussed was how we felt about students choosing their own groups or teacher assigned work groups. A great deal of teacher candidates sided with teacher chosen groups because they had previous experience being left out during their elementary and secondary years. It is very important that all students feel valued and included. It is pretty easy for a teacher to pick out the ‘clicks’ or groups of friends within the classroom who will always choose one another. Having a teacher assign groups combats students feeling left out or anxious that no one will choose them. However, I also brought up the point that I was the type of student who preferred choosing my own group because I did not want to be paired with individuals who would not put in as much effort as me. I honestly detested group work because I usually ended up doing most of the work myself.

It is important to strike a balance between students choosing their own groups as well as teachers putting groups together. Allowing students to have a choice can increase autonomy and independence; whereas, choosing the groups as a teacher encourages students to collaborate with other classmates and creating new friendships. When a teacher creates groups, they can also place strong academic students with those who are struggling. During this group discussion, we came up with two really good solutions. A teacher can make pre-assigned groups for students and switch them up throughout the year so that on occasion, friends are together. Another idea was having students choose one partner, and then adding two and two together to create a group. This way, two friends who are comfortable with one another can collaborate with two other students. It is important to decide for the project or lesson what the intention of the group work is. Is the group work meant to foster teamwork, or simply have multiple minds tackling a large subject? In the end, it is important to provide opportunity for choice, as well as outlining the intentions of group work.

Lastly, we discussed what students should do when there is a member within the group who is not participating or contributing. I suggested that before the school year begin, and group work is underway that the teacher outline this scenario with students. The teacher needs to decide how they want their students to approach him or her on this subject. Does the teacher simply suggest they figure it out themselves, or ask students in that group to let them know what is going on so they can step in. I personally believe that I would tell my students they needed to let me know sooner rather than later if one individual student was not contributing to the group work. The group members who informed me would not be penalized and could remain anonymous. I would then discuss with said student in private why they were not contributing to the work or project in case something bigger was going on. Of course, these discussions come with time and the development of strong relationships with my students.

Brainstorming with my peers was extremely helpful, and I now have allot to think about when I introduce group work to my future students. I will keep what my peers have shared in mind as well as apply it to my practice in this program. I have had to do a great deal of group work within my education journey and recognize how it has benefitted me as a young adult. I will instill these values in my future classroom and cater to both the introverts and extroverts within my student body.