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ERIC Number: ED191549
Record Type: Non-Journal
Publication Date: 1975
Pages: 10
Abstractor: N/A
Reference Count: N/A
Group Skills and Reality Therapy: A Pragmatic Process for Humanizing Education.
Supple, Robert V.
While elementary school teachers are concerned for and involved in the affective world of children, some elementary educators fear or distrust group affective approaches. It may be the case that they lack understanding and skills in the use of affective curricula. William Glasser's guides for classroom meetings, designed to increase and promote children's affective involvement with school, their teachers, other children and curriculum-related problem solving activities, require teachers skilled at moderating and facilitating group interaction. Experience at the University of Maine indicates that while educators readily endorse the open-ended, diagnostic and social problem-solving classroom meetings advocated by Glasser, they encounter difficulty in effectively leading groups of 30 or more individuals in free-flowing, face-to-face interaction. Certain basic leadership skills are essential for a teacher to function as an effective group leader. The following few basic techniques will be useful in most classroom discussions. Teachers can moderate and facilitate large group interaction through Tone Setting (teacher models participation), Structuring (teacher defines limits and promotes willingness to contribute), Blocking (teacher impedes individuals or group), Linking (teacher points out similarities and differences), Supporting (teacher provides non-manipulative support for participation). Reflecting (teacher provides feedback), and Questioning. (Author/RH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A