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ERIC Number: EJ1126298
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0009-8655
Group Dynamics and Individual Roles: A Differentiated Approach to Social-Emotional Learning
Dugas, Daryl
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v90 n2 p41-47 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A