We have to decide how to put individual students into pairs and groups. There are a number of factors we might consider when doing this. According to Harmer (1999), we can base such a decision on any of the following principles:
Friendship
A key consideration when putting students in pairs or groups is to make sure that we put friends with friends rather than risking the possibility of people working with others whom they find difficult or unpleasant. However, our observation may not always accurate and friendship can change from time to time.
We can also ask students to get into pairs or groups with whom they like. But letting students choose their partner(s) in this way may exclude less popular students.
In addition, a sociogram can be used to group students. In this way, students are asked to write their name, the students they like best in the class on a piece of paper and the students they don’t like on the other side. The teacher can use this information to make sociograms. However, sociograms are time consuming and also fail to answer the problem of what to do with unpopular students.
Streaming: Students can be streamed according to their ability.
The first suggestion is that pairs and groups should have a mixture of weaker and stronger students. Therefore, the more able students can help their less able students.
The second one is that we can create groups in which all the student are at the same level. This may give us the opportunity to go to a group of weaker students and give them special help they need. However, some of the values of cooperative work may be lost.
Besides, we can stream students on the basis of participation. Students less participating in the lesson may be put together in a group. However, the teacher should observe and support them in order to make them concentrate more on the lesson.
Chance: Students can be put in pairs and groups by chance. This is the easiest way since it demands little pre-planning. We can have students sitting next to or near each other work in pairs or groups. Also, students can be put in pairs or groups
at random based on the order of their birthday, or some similar features such as wearing glasses, wearing black, or green, having the same occupation, etc.
Changing groups: The group may change while an activity continues.
Students can first work in pairs then in groups of four, then groups of eight, or even sixteen.
Additionally, teachers can group students based on some following criteria given by Honeyfield (1991).
Free- grouping: students make their own decision about who to work with.
Same proficiency level grouping: students of the same proficiency level are grouped together.
Mixed proficiency level grouping: students are grouped so that each group has a mix of proficiency levels.
Random grouping: students are located to group in some random way on the basic of who is sitting next to whom in the class.
Grouping based on other differences: in a mixed class, students are grouped so that each group has a mix of some other characteristics, e.g. sex, age, nationality, mother tongue or ethnic origin.
In short, our grouping decision is made based on a variety of factors. We can put students in pairs or in groups differently according to our own purpose or the class’s atmosphere or characteristic.
2.3.3.4 Procedures for pair work and group work
Harmer (1999) suggests three stages in carrying out pair work and group work as follows:
Before: we need to give instructions to let students understand what they are going to do, give them ideas of when they will have finished the task they are going to get involved in. Sometimes, we may ask them to repeat the instructions or to translate them into their first language so as to check that they do understand. In some cases, our instructions may involve a demonstration.
During: while students are working in pairs or groups we have a number of options. We could, for instance, stand at the front or the side of the class or anywhere else in the classroom, and keep an eye on what is happening. Therefore, we can “tune in” to a particular pair or group from some distance away. We then decide whether to go over or to help that pair or group.
Instead, we can also go round the class watching and listening to specific pairs and groups. Then we may stop and intervene if it is appropriate or necessary. We can give them support and suggestions but it is vital that we bear in mind the most appropriate way to do so.
According to Sun Grek Ngoh (1991), group work can be organized in a lesson as stages below
PLACE STAGE EXPLANATION
Before entering the classroom
Planning stage The teacher maps out the specific objectives she intends to achieve, and the tasks to realize the objectives set.
In the
classroom
Practice stage
Instruction stage
Organization stage Process stage
Presentation stage Post small group work stage
The teacher equips the students with the necessary structures or vocabulary to achieve the tasks set.
The teacher gives clear, detailed instructions for the required tasks.
The teacher arranges the students into groups, making sure there is control and order.
The students are engaged in oral interaction in groups in order to achieve the task assigned.
The group leaders present the product so that the other students can hear or read.
The teacher assigns a related task to reinforce learning, and self- evaluates what has been done, and makes amendments to future group work.
Table 2.1: Stages in implementing group work (Ngoh, 1991)
After: when pairs and groups stop working together we need to organize feedback. We may have a few pairs or groups quickly demonstrate the language they have been using. We can then correct it, if and when necessary and this procedure will give both those students and the rest of the class good information for future learning and action. Constructive feedback can greatly enhance students’
future motivation.