By Neville Bennett, Elizabeth Dunne
First released in 1990. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional info for Talking and Learning in Groups (Leverhulme Primary Project Classroom Skills)
Sample text
Thus, in this group, four different methods of showing the pupils’ findings were being used. As the lesson progressed, the role of peer tutor, which Thomas had taken upon himself, became more marked as the following conversation between him and Carley illustrates: Thomas: (to Carley) How many colours have you got? You’ve got 1, 2, 3…9, 10. So if you write the colours along the bottom, and the numbers like 1, 1, 1. No, no, like 0, 5, 10, 15, 20 like that up the side. No, maybe less. Carley: Do we have to do it in 2’s then?
Initially, children displayed a defensive attitude towards one another, ie. who was going to be dominant, who knew the answers, who was going to do the writing, who was going to let others do the finding out, etc. This led to talk such as: ‘No! …’ After a short time, observations made by the field worker and myself led us to believe that the children, on the whole, set aside preconceived ideas about who they thought should occupy certain status positions within the group. In subsequent sessions children were much more relaxed.
We’ll do the prediction after the summary. ’ GIRLS AND BOYS There is a clear, and interesting, developmental trend in the relationships between girls and boys in primary schools. At the infant level girls and boys tend to relate happily together, but as they progress through the junior years there is an increasing tendency to mix and to talk with members of their own sex. Some studies have found that boys complain because girls just sit and say nothing, whereas girls argue that boys are so competitive and domineering that they are not encouraged to become involved.