One theory holds that a variety of sociometric techniques will bring relations into view, structure, them, and use sociometrty to measure and diagnose the peer relations, friendships, and social status of individuals within the classroom. Once this data is recovered, using the proper template, an aggressive management of group dynamics may occur -- more powerfully in the younger years where authority and time are more conducive, but still powerful in the secondary classroom (Sherman, 2002; Harris, 1998).
In the primary grades, the instructor can often create and manage the group -- size, composition, stabliity, etc. For maximum effect on certain projects. This allows students to both learn and teach, but the instructor to manage the inner dynamics in a proactive manner (Baines, Kutnick and Blatchford, 2009). In fact, one of the great pedagogical challenges that, if done correctly, meets a number of classroom goals is the ability to create high performance groups within the classroom. Research indicates that cooperative learning takes place, various sociological constructs are emphasized (teamwork, empathy, politeness, etc.), and naturally bleeds off into a more shared leadership role and the hierarchical levels to which many individuals gravitate. However, it is the self-management and extreme prblem solving that seems the most popular in creating effective groups ((Brown, 2000).
Within group theory, however, we find there are a number of group types that may be more effective within the classroom -- aand of course, grade level, student achivement, an inner robustness of the curriculum....
Briefly, there are:
Permutation Groups -- An early theoretic construct in which groups and subgroups are continually fluid and dynamic.
Matrix Groups -- Linear groups related by form and construct.
Transformation groups -- All groups may start this way, certainly classrooms at the beginning of the year, and then over time, as comfortability increases, so do group expressions.
Abstract groups -- typically a stage-based group in which there are discrepancies, but the members have learned to adjust.
Topological and Algebraic Groups -- are based primarily on
structure and representational dynamics (Carter, 2008)
The modern teacher must take into account a number of issues when dealing with a classroom; put in perspective these are often considered "part of the job." If this is so, then a similar part of the job is helping to maximize group theory so that it becomes a positive and dynamic part of the teacher's toolbox. This will allow differentiation, flexibility, but above all, a way to mitigate and improve situations that may cause consternation or time away from learning (Partin, 2009, 356-8).
REFERENCES
Baines, Kutnick and Blatchford. (2009). Promoting Effective Group Work in the Primary Classroom. New York: Routledge.
Berry, D. (2007). Health Communication: Theory and Practice. Maidenhead, England: Open University Press.
Brown, N. (2000). Creating High Performance Classroom Groups. New York: Falmer Press.
Carter, N. (2008, July). Visual Group Theory. Retrieved October 2010, from Bentley University: http://web.bentley.edu/empl/c/ncarter/vgt/index.html
Characteristics of A Group - Group Composition. (2007, January). Retrieved October 2010, from Oxford Brooks University: http://www.brookes.ac.uk/services/ocsd/2_learntch/small-group/sgt104.html
Harris, J. (1998). The Nurture Assumption: Why Children Turn Out the Way they Do. New York: Free Press.
McClure, B. (2005). Putting a new Spin on Groups: The Science of Chaos. Mahwah, NJ: Erlbaum.
Partin, R. (2009). The Classroom Teacher's Survival Guide. New York: Wiley.
Resnick, J. (1951). Group Dynamics in the Classroom. Journal of Educational Sociology, 25(2), 112-16.
Schmuck, R. (1975). Group Processes in the Classroom. Dubuqye, IA: William C. Brown.
Sherman, L. (2002, August 20). Sociometry in the Classroom. Retrieved October 2010, from Muohio.edu: http://www.users.muohio.edu/shermalw/sociometryfiles/socio_introduction.htmlx
Witte and Davis. (1996). Understanding Groups. Mahweh, NJ: Erlbaum.
