Work groups with a negative individual
I am a big proponent of workgroups. They offer great problem solving skills, practice with active listening and dialogue, and prepare students for real-life situations in which they will have to work closely with different individuals. I sometimes struggle with the fact that there is occasionally that "downer", or extremely negative individual that can tend to drag any group down with their complaining or negative attitude. Does anyone have advice for how to deal with this situation?
Thanks!
Alyssa
Hi April!
You know - I find that very negative individuals are lacking self-confidence in their own abilities. It definitely takes a very patient/strong individual, but kind, to work with someone who is extremely negative. I really like your approach.
Keep up the good work!
Jane Davis
ED106 Facilitator
I agree totally. Currently, my students are dealing with a particularly toxic, manipulative individual. In this instance, the best course of action has been pairing them up with strong, positive individuals. It's been my observation that the negative person realizes they can't 'get away with it' with strong people.
If there was a negative energy in our group, I would want that negative person to participate even more. Let them know that their opinion is necessary to the movement in class. Something makes them negative, and maybe as a group we can work through it.
I will sometimes put that individual as the lead person in the group. It has helped me with those who have a negative attitude and it lets them know that they can be a lead person.
I've found that just listening to the problem student can have a profound effect on their work. They finally have someone who cares enough to pay attention and that can be all they need. Sometimes you have to be more proactive; a student who was mad about taking statistics and blamed the numbers for not making sense buckled down once I told her to take the problem up with God--I didn't make the universe work like it mathematically does! She realized that she couldn't get anywhere just complaining and trying get me to change the course since I had passed the problem on to a higher authority.
I, too, appreciate the scenario of students engaging in problem-solving, active listening and dialogue.
When a student is negative or complains, I will ask that person to be the scribe for the group. This allows for them to participate in a less than vocal role; however, their input is necessitated as with the others.
When there is negativity and an individual taking the lead, this sometimes sets the stage for a student to close-up; they are unsure how to deal with the situation and, therefore, chooses to be nonparticipatory.
Hi Paul!
Turning the negative into positive - GREAT idea!
The group is successful and the student has gained a great deal from the experience.
Keep up the good work!
Jane Davis
ED106 Facilitator
I agree as well. I have run into this concern before. I try to explain how this person is one of the gorups best helpers because he or she has the negativity and the others do not. This may be able to help them with thier decision making, (pro's and con's)as well as grow as a group and strive for the best outcome. This usually brings this person back and engages the group.
Thanks.
I've run into the same problem. In one of the advanced software classes, I always use workgroups. I never had a problem until last term when a few of the students flipped out about having to work in groups. One young lady simply refused to work with the group and complained daily. I finally gave up - her attitude just couldn't be adjusted - and allowed her group to work without her and her to work on her own. I made it very clear to her that it was her choice, and once she made the decision to leave the group she would be unable to join a group at a later time. While it may not have been the best decision, both she and the group she left were successful in the class. Possibly more successful than if I had forced her to remain in the group. The tension she created in her group made everyone uncomfortable. Allowing her to leave the group relaxed everyone involved.
This information was very helpful, especially since I have run across this issue on certain occassions. Thanks!
Hi Jeanne!
It's about positive reenfocement and empowering student's who may have had very few successes in their lives. I find that negative students usually have low self-esteem - it's a defense mechanism.
Great suggestions from other posts.
Keep up the good work!
Jane Davis
ED106 Facilitator
I've found the the dynamics of a group can really be impacted by one person. I try to keep it very positive and assist in anyway possible.
What great advice ! I am new to education and reading these replies have helped me to anticipate and be prepared for a possible "downer" in the group. Having a confident and calm reaction to such an individual should keep their defensiveness to a minimum making it easier for them to shift into a more positve response without losing face. Thank you !
An excellant idea. I find that joining with the problem student is succesful if that student feels he/she is important.Giving them permission to express themselves in their own terms diminishes their need to act out.
Just organized a work group in two teams and played a math game, the negative student started to feel more positive about herself when other students made wrong guesses on some of the math problems. Math is a great way to level the playing field and for encourging negative students.
Hi Alyssa! I know that this can be frustrating because this happens to me a lot. I have come up with a little trick that may help you. I was becoming frustrated with this type of student so what I started doing was while I was walking around the classroom as the students were engaging in their groups, I would pay special attention to those students by listening to whatever the groups ideas were and then asking the "Debbie Downer" student what they thought and if they said I don't know, this is stupid! I would relate it to a real life work scenario and then help them brainstorm ideas that would apply and focus on why this is important working in a team. When I related this to their potential employment they seemed to take it more seriously and it helped them to understand the importance of working together. I hope that this helps you!
