The principal of a school does not agree with having students work in groups to do all their school work. Think about the reasons why students should work in groups to do all their school work. Now write to convince that principal whether students should work in groups to do all their school work.
Disruptive chatting students working in groups has caused principals to not appreciate group work, but it is the unseen benefits of those conversations that has been identified by some educators, this has changed the way some teach. School administrations have for years experimented with styles of learning that create unity and creativity within student study groups, but it may be at the detriment of learning according to some principals who have been diametrically opposed to this teaching rubric. New methods are availing themselves to educators who have experienced the benefits of "group work", and are now distancing themselves from previously held positions that do not support results of previous group study methods.
Principals of schools are not only responsible for the student body, but the business elements that converge with education, all culminating in a review of their performance. Any area, in which a principal is found to be deficient, is to be corrected, while new process is designed to insure positive results in the future. Class disruptions due to group work have been, in the past identified as problem areas for educators, students and parents. Additionally, cheating, perceived unfair work assignments and the inability for a child to "shine" have made it more difficult for progressive principals to implement such a plan.
However, students from across all demographic alignments agree that if a process for internal group management is established by the teacher, then communication, collaboration and production flourish. It has also been extrapolated that some of the most challenged students have seen benefits from group participation for they are able to discuss challenges without the fear of open class reprisal.
As the Chief Executive of the school, the principal must not only follow structured policy, but should also be flexible enough to test, adopt and implement new teaching strategies such as group study or other systems that support production. Benefits are not only to the student but to the administration in reduced individual instruction, a unified teaching method with proper controls, and significant advantages to resource management. Lastly, statistics speak to greater participation, higher test scores and happier parents due to the new found confidence of these somewhat self governing students.
When groups are tasked with defined goals, working metrics and a risk reward system, even the staunchest supporters of single source teaching would adopt a group study program. Previous challenges experienced by teachers, students or parents relative to group study initiatives have now come full circle, for it is the process for group management that is the solution, affording collaboration, ownership. With this in mind a principal will do more, with less, for more students...
Disruptive chatting students working in groups has caused principals to not appreciate group work, but it is the unseen benefits of those conversations that has been identified by some educators, this has changed the way some teach. School administrations have for years experimented with styles of learning that create unity and creativity within student study groups, but it may be at the detriment of learning according to some principals who have been diametrically opposed to this teaching rubric. New methods are availing themselves to educators who have experienced the benefits of "group work", and are now distancing themselves from previously held positions that do not support results of previous group study methods.
Principals of schools are not only responsible for the student body, but the business elements that converge with education, all culminating in a review of their performance. Any area, in which a principal is found to be deficient, is to be corrected, while new process is designed to insure positive results in the future. Class disruptions due to group work have been, in the past identified as problem areas for educators, students and parents. Additionally, cheating, perceived unfair work assignments and the inability for a child to "shine" have made it more difficult for progressive principals to implement such a plan.
However, students from across all demographic alignments agree that if a process for internal group management is established by the teacher, then communication, collaboration and production flourish. It has also been extrapolated that some of the most challenged students have seen benefits from group participation for they are able to discuss challenges without the fear of open class reprisal.
As the Chief Executive of the school, the principal must not only follow structured policy, but should also be flexible enough to test, adopt and implement new teaching strategies such as group study or other systems that support production. Benefits are not only to the student but to the administration in reduced individual instruction, a unified teaching method with proper controls, and significant advantages to resource management. Lastly, statistics speak to greater participation, higher test scores and happier parents due to the new found confidence of these somewhat self governing students.
When groups are tasked with defined goals, working metrics and a risk reward system, even the staunchest supporters of single source teaching would adopt a group study program. Previous challenges experienced by teachers, students or parents relative to group study initiatives have now come full circle, for it is the process for group management that is the solution, affording collaboration, ownership. With this in mind a principal will do more, with less, for more students...