Promoting Effective Group Work in the Primary Classroom

Ed Baines is Senior Lecturer in Psychology of Education at the UCL Institute of Education, UK.Peter Blatchford is Professor of Psychology and Education at the UCL Institute of Education, UK.Peter Kutnick is Emeritus Professor (Psychology of Education) in the Department of Education and Professional Studies at King’s College London, UK, as well as Honorary and Visiting Professor at the University of Hong Kong, and Visiting Fellow at Beijing Normal University, China.

• Series preface Acknowledgements ContributorsChapter 1 Background to the handbook Part IDeveloping group work in your classroom Chapter 2 Introduction: the case for group work Chapter 3 How is your classroom organised? Chapter 4 Preparing the classroom for successful group work Chapter 5 Developing pupils’ group-work skills Chapter 6 Creating effective group-work activities and tasks Chapter 7 The role of the teacher and other adults in supportinggroup work Chapter 8 Evaluating group work Chapter 9 Using group work in the curriculum Chapter 10 Developing a whole-school approach to group work Chapter 11 TroubleshootingPart IIGroup-work and training activities for your class Introduction Unit 1 Group work and group-work rules Unit 2 Sensitivity and awareness Unit 3 Developing trust Unit 4 Sensitivity, respect and sharing views Unit 5 Becoming a good listener Unit 6 Listening, asking questions and giving instructions Unit 7 Helping skills Unit 8 Group discussion: giving reasons and weighing up ideas Unit 9 Group discussion: making suggestions and speculating Unit 10 Group decisions: reaching a consensus Unit 11 More decision-making: consensus and compromise Unit 12 Roles within group workUnit 13 Planning group work

"With ideas to help resolve problems that might arise and suggested training activities to support pupils, this text is a one-stop resource to ensure effective group work in the classroom. The book shows the value of group work in helping children to develop skills for life, and also emphasises the importance of a whole-school approach. It is an essential guide for both trainee and practising teachers, as well as TAs and support staff, and a valuable basis for school action - a book to be read by leaders as well as classroom teachers." - Sarah Brew, Parents in Touch