Hi Daniel,
I left a critical word out in my response. The groups cannot be allowed to take over the class is what I meant to say. Sorry for any misunderstanding in leaving out the word "not". The reason for not allowing them to take over the class is exactly as you outlined it. I do not trust their organization and/or dynamics. I want to direct the group activities. I do use group activities and have great experiences from them. I am very careful about how I engage cohort groups in the learning process.
Gary
Dr. Meers,
Sorry, but I must disagree vehemently that "we need to ... let the group take over the class." This is very dangerous, especially, as you note, since these cohorts have already established their own internal hierarchies. While we can sometimes exploit the internal group dynamics to everyone's advantage, this has notably been the exception in my experience. Usually within the cohort's hierarchy roles have been pre-assigned among the students & this can be very detrimental to those students whose position in the cohort is tenuous or who don't belong to that cohort. Moreover, I have found that in cohorts, the students do not seem to pursue learning as their personal, individual reponsibilities, but instead engage in a division of labor which often results in their abrogating the effort to develop their own skills & knowledge.
Frankly, this is why I have had to avoid using "group-oriented" methodologies in my courses. The "free rider" effect, as economists call it, is always a risk when trying to use group assignments, but with cohorts, I have found it not merely a risk, but a certainty! This is unfortunate, because I teach at least a couple of courses where group interaction would otherwise be a desirable, supporting method.
Also, such cohorts often degenerate into cliques similar to those found among high school students. This can easily extend an adolescent style of behavior into the college years.
Daniel+
I find that as the term begins, I am better off leaving sub-groups together, both for their comfort level and to evaluate who hangs with whom, and who has issues with whom. Then, by about week 5 I begin to mix up the group projects - sometimes even pairing them up by and to foster the respect and cooperation required in the real field.
Seeing cohort groups as an asset is a new concept for me....
Hi Harry,
Cohort groups can be exciting to work with since the group has already worked through the dynamics of how they are going to function. The down side is that they have already created the hierarchies that will determine the flow of the group. They have history and it does not include the instructor of the class they are currently enrolled in. As instructors we need to watch these dynamics very closely and let the group take over the class. If I have other students I reform the groups often to keep the cohort groups mixed up. I have found that this works very well because the "new" group has a specific assignment and it does not include the history of the cohort group since the members are spread throughout other groups.
Gary
Similar for my situation. In certain groups, after the students have been together for several months, there are hierarchies within the class and class attitudes often sway with whichever cohort has a member speaking.
Hi Karen,
Thank you for sharing your experience with a difficult situation. I am glad to hear that by sticking with a professional instructional style an developing the respect of your students you have been successful. The key is as you mentioned to hold your ground. Let the students know your expectations and how you are going to help them achieve those expectations and success will come.
Gary
I cam into a situation where the well-loved Buddy Instructor had left the college, due to a conflict with a new instructor who got the job he wanted. Ouch. My students had all been his students since the beginning of their program and were very loyal to him, to the point of making life very difficult for the other instructor who took his place.
The way I have been dealing with this, is to hold my ground and teach in my own more formal style, and I have also been very careful not to engage in any discussion or allow any discussions where the class compares their Buddy Instructor to the new instructor, or allow any disrespectful commments in my classes. I think it's working. Based on student evaluations, I do have the respect of my students and they ar all learning the materal well, I am proud of them.
It is true that instructing after an instructor, who has a different style can be a challenge. I find when you build that rapport with your students, they will feed off your passion of teaching and your subject matter. Also, hopefully they request to have you as their next instructor!
Stephen, you and I are kindred spirits as I constantly struggle with this issue...I appreciate your feedback as I have often wondered if I was the only one frustrated by the "buddy instructor"!!! It is a hassle to have to keep towing the line when other instructors take the path of least resistance, but I feel that my integrity and the performance of my students is at stake. Thank you for your comments and keep up the good work!!!
Hi Stephen,
This is a great example of how a professional educator can overcome a difficult situation and turn it around to his/her favor. Your willingness to impose professional standards while being fair and consistent with the students is to be commended. At the end your approach in my opinion is much more professional as well as beneficial to and for the students. As you say by keeping everything student centered and focused on outcomes you will turn things around. Well done!
Gary
