Assignment no: 1

Student Name: Zubaida

Student Id: 0000627104

Course:Citizenship Education & Community Engagement(8606) Semester: Autumn, 2023

Level: B.Ed. (2.5 year)

Q.1 Discuss forms of social interaction and categorize the interactions which create

positive impact on society.

Ans.

Social interaction is any form of communication that occurs between multiple parties. Every single
instance of communication between parties is considered a social interaction.

Examples of social interaction can be seen in all walks of life. A professor communicating information to
their students is an example of the exchange form of social interaction. Two friends arguing over a
restaurant is an example of the conflict form of social interaction.

What are the five types of social interaction?

The five types of social interaction are exchange, cooperation, conflict, coercion, and competition. Each
of these is used in specific instances.

A social interaction is an event that occurs between two or more individuals. They each use culturally
approved methods to communicate certain things or perform appropriate actions. Information is
exchanged as a result of social interaction. Social interactions occur every day, and they can even occur
without us knowing, such as when we or others use nonverbal communication to express ourselves to
others. There are several main elements of social interaction, including:

There are many examples of social interaction, in work, education, social, and religious settings. Every
single thing we do with another person counts as social interaction.

The two main types of social interaction are verbal social interaction and non-verbal social interaction.
The characteristics of verbal social interaction are:

Types of Social Interaction

There are many types of social interaction, and the frequency with which the different forms are used
can be determined by cultural norms or institutional rules.

What are the five most common forms of social interaction? They are exchange, competition,
cooperation, conflict, and coercion. Each of these is used in certain contexts and avoided in others. The
most common form of social interaction is the exchange, in which information is simply transferred
between the parties involved. Competition involves stakes, something that is the reward for the
completion of a goal. In the cooperation form of social interaction, the different parties involved are
both reaching toward a common goal. Conflict involves an issue of which both parties are on the
opposite side. Each party tries to convince the other that they are correct. Coercion occurs when one or
more parties involved in the interaction attempt to force the other to complete an action or accept the
truth of their arguments.

Exchange

Exchange is perhaps the most common type of social interaction. In this form, information is transferred
between the parties involved. In other words, it is a social process whereby social behavior is exchanged
for a reward that is of equal or greater value to the behavior. The main characteristics of this type of
social interaction include a sender, a receiver, information that is sent and received, and a reward that is
gained by each party.

The purpose of an exchange is the spread of information or the expression of approved social behaviors.
This is mostly used in a setting in which goals or arguments are not the main objectives of the
interaction.

An example of an exchange form of social interaction is a lecture at a university. A professor delivers an

address on the importance of currency in the Nabataean culture. They are not attempting to force
beliefs on students, or prove that they are better or more correct than other individuals. They are simply
attempting to accurately and precisely communicate the information that their students need to know.
The reward for the students is new knowledge. The reward for the professor is heightened respect
among university students as a reliable source of knowledge.

Lectures are great examples of the exchange form of social interaction.

Competition

Competition is one of the other prominent types of social interaction. In this form, one or more of the
parties are attempting to prove to the others, or to bystanders, that they are superior to other parties in
one or more aspects. The object of the competition is the completion of a goal that only one of the
candidates can attain. The main aspects of competition are a goal and multiple parties that are
attempting to accomplish it.

The purpose of the competition form of social interaction is to increase the resources and capabilities of
one party at the expense of the other parties. Competition is the cornerstone of the capitalist economic
system.

Social interactions occur every single day. They involve some form of the communication of information
or the expression of some culturally accepted idea. The two main methods of communication that are
used in social interactions are verbal interactions and non-verbal interactions.

Social Interaction

Erving Goffman was a sociologist who created a new field of study called microsociology, or social
interaction. Social interaction is the process by which we act and react to those around us. In a nutshell,
social interaction includes those acts people perform toward each other and the responses they give in
return. Having a quick conversation with a friend seems relatively trivial.

Goffman argued that these seemingly insignificant forms of social interaction are of major importance in
sociology and should not be overlooked. Social interactions include a large number of behaviors, so
many that in sociology, interaction is usually divided into five categories. These are: exchange,
competition, cooperation, conflict and coercion. Let's examine these five types with a bit more detail.

Exchange

Exchange is the most basic type of social interaction. Whenever people interact in an effort to receive a
reward or a return for their actions, an exchange has taken place. Exchange is a social process whereby
social behavior is exchanged for some type of reward for equal or greater value. The reward can be
material (a paycheck at a job) or nonmaterial (a 'thank you' from your coworker). Exchange theorists
argue that behavior that is rewarded tends to be repeated; however, when the costs of an interaction
outweigh the rewards, individuals are likely to end the relationship.

Competition

Competition is a process by which two or more people attempt to achieve a goal that only one can
attain. Competition is a common feature of Western societies and the cornerstone of the capitalist
economic system and the democratic form of government. Most sociologists view competition as a
positive thing - one that can motivate people to achieve goals. However, competition can also lead to
psychological stress, a lack of cooperation in social relationships, inequality and even conflict.

Cooperation

Cooperation is the process in which people work together to achieve shared goals. Cooperation is a
social process that gets things done; no group can complete its tasks or achieve its goals without
cooperation from its members. Oftentimes, cooperation works together with other forms of interaction,
such as competition. In a baseball game, for example, a team will work together (cooperation) while
attempting to achieve a victory (a goal that only one team can attain).

Q.2 Explain the concept of Group dynamic and highlight its importance
in a society.

Group dynamics refers to the study of forces within a group. Since human beings always had an innate
desire for belonging to a group, group dynamism is bound to occur.

The greater the loyalty of a group towards the group, the greater is the motivation among the members
to achieve the goals of the group and the greater is the probability that the group will achieve its goal-
Rensis Likert

Group dynamics as a term can be used as a means for solving any sort of problem, influencing
teamwork, and to become more innovative and productive as an organization. This concept of group
dynamics will provide you with the strengths, success factors and measures of it, along with other
professional tools.
It is also the social process by which people can interact with one another in small groups. Every group
has certain common objectives & goals, because due to which members are bound together with certain
values and culture.

What are the four elements of Group Dynamics?

While developing a team, it is of utmost importance to have some basic sense of the stages that how a
typical team moves through while evolving into a high-performing team. When leaders are aware of
each stage it helps the leaders to understand the reasons for each members’ behavior during that stage
of the member and thus guiding the members to evolve the team into the next stages.

1. Forming

The first get together of the members is set during this stage. Initially, all of them are, are considering
questions like, “What am I here for?”, “Who else is here?” and “Who am I comfortable with?” which is
very common in every single case. Thus it is important for members to get involved with each other,
starting with introducing themselves to each other. The team leader here must have a clear and strong
leadership to ensure that the group members feel the clarity and comfort required to evolve for the
next stage.

2. Storming

During the storming stage, members are initiating to voice their individual differences, join them with
others who share the same beliefs, and thus jockey for position in the group. Here, it is highly required
for members to be highly involved with each other, this might include voicing their concerns in order to
feel represented and understood. The team leader should help members to voice their views, and to
achieve validity about their purpose and priorities.

3. Norming

This is the stage, where the members are beginning to share a common commitment to the purpose of
the group, including to the organization's overall goals and how each of the goals can be achieved. Here,
the team leader must focus on continuing to clarify the roles of each and every member, and a clear and
workable structure and process for the group member to achieve their goals.

4. Performing

This is the stage, where the team is working effectively and efficiently toward achieving organizations
and individual goals. Here the style of leadership becomes more indirect as team members take on
stronger participation and involvement in the group process.

What are the functions of group dynamics?

Task functions, maintenance functions, and self-interest functions are three functions that determine
group effectiveness and productivity.
1. Task functions

This is the most important reason for forming a group. They'll need members who can play one or more
of the following roles to complete the task:

a) Initiating: by proposing tasks or goals, defining problems and suggesting procedures for a solution

b) Information seeking: by demanding facts, pursuing relevant information, and requesting for
suggestions or ideas;

c) Information giving: by presenting the facts, giving information, stating beliefs, and giving suggestions
or ideas;

d) Clarifying ideas: by analysing and clarifying input, implying alternatives, and giving examples;

e) Bringing closure: by summarising, restating, and providing solutions;

f) Consensus testing: by verifying for agreements and sending up 'trial balloons'

2. Maintenance Behaviour

To be effective, each group requires social-emotional support.

Some members of the organisation will take the lead in delivering this assistance, which will include:

a) Motivating: by showing regard for other members and providing positive response to their
contributions

b) Increasing group cohesion: by expressing group feelings, sensing moods and relationships, and
sharing feelings
c) Harmonizing: by reconciling differences and reducing group tension

d) Compromise: by admitting errors and looking for alternatives;

e) Gate-keeping: by attempting to keep communications flowing, facilitating the participation of others,

and suggesting procedures for sharing discussion

f) Standard-setting:by reminding members of group norms, rules, and roles.

3. Self-interest Behaviour

This third function displayed by some individuals, members generally takes away from group
performance and affects task achievement at the expense of the group. Activities that identify self-
interest behaviour are as follows:

a) Dominating and controlling: by displaying lack of respect for others, cutting them off,

not listening, and restating other members’ suggestions with a different meaning;

b) Blocking: by stifling a line of thought, and changing the topic either away from the point of view or
back to his or her own interest;

c) Manipulating: by providing self-serving information, or a single point of view designed to achieve a

decision that is consistent with their position;

d) Belittling: through put-downs, sneering at other’s point of view, or making jokes about another
member’s contribution;
e) Splitting hairs: by nit-picking, searching for insignificant details that delay a solution.

What is the importance of Group dynamics?

Group dynamics first comes into picture when a group of people can get influenced by the way the
members think. Group members are always influenced by the interactions of other members in the
group. If to be considered a group with a good leader always performs better as compared to a group
with a weak leader.

Every group can give the effect of synergy, meaning, if the group has members of a positive attitude
then its output is more than double every time. Thus, group dynamism results in furthermore to give
members job satisfaction.

The group can also infuse the team spirit among the members. The attitude, insights & ideas of
members in a group also depends on group dynamics. For example, negative thinkers tend to convert
positive thinkers with the help of the facilitator.

Also, if the group works as a cohesive group, the cooperation and convergence can result in maximiza-
tion of productivity. Furthermore, group dynamics can also reduce labor unrest. Lastly, it reduces labor
turnover due to emotional attachment among the group members.

What are the types of group dynamics?

There are many types of teams you can include in your workplace. The type you choose totally must
depend on the results that the team has to accomplish.

1. Formal and informal teams

These teams are usually a group of small employees who come together to address some specific goal or
need. Organizations appoint these formal teams, intentionally for an organized and resourced purpose
to be addressed let it be a specific and important goal or need. Whereas, informal teams are usually
loosely organized groups of members who come together to address a not so critical, short-term
purpose.
2. Committees

Committees are basically organized to address, some major ongoing functions or tasks in an
organization, also the membership of the committees might often be based on the official position of
each of the members of a particular committee, for example, committees in Boards of Directors.

3. Problem-solving teams

When a certain critical issue is to be addressed these teams are formed by the organization. Here, their
overall goal is to provide the organization with a written report that might include recommendations for
solving any problem. Here it is often comprised of people who perceive and/or experience the problem,
as well as those who can do something about it

4. Self-directed and self-managed teams

These types of teams come into picture extensively when:

1) Group dynamics in a team is working on a really complex challenge in a rapidly changing environment

2) The thing of utmost importance here is the strong ownership and participation of members which is
extremely important.

These types of teams provide great grip on how members achieve the overall results to be achieved by
the teams. Here, the role of leader in a team might change during the team activities depending on
where the team is in its stage of progress of tasks.

1. Meaning of Group Dynamics

Groups are important for organisational life. Managers spend substantial time in managing groups and
teams so that groups contribute to organisational and group goals. How effectively a manager plans,
organises, staffs, leads and controls depends upon how effectively he manages the groups. A group
means “two or more people who interact with one another, are psychologically aware of one another,
perceive themselves to be members of the group, and work towards a common goal.”
Group dynamics studies the nature, formation and reasons for forming the groups. It studies how
groups affect the behaviour and attitude of members and the organisation. It is a process by which
people interact with each other. If groups are effectively managed, they contribute a lot to
organisational goals.

2. Features of Group

Group has the following features :

1. It consists of two or more persons who interact with each other.

2. Group members have reciprocal influence on each other. Each member influences and is influenced
by others in the group.

3. People develop mutual perceptions and emotions. They perceive and recognise each other as
members of the group.

4. Every group has

formal leader elected by group members, and

informal leader “who engages in leadership activities but whose right to do so has not been formally
recognised by the organisation or group.”

5. Each individual performs specific role which influences expectations of group members from each
other. Role structure is “the set of defined roles and inter-relationships among those roles that the
group or team members define and accept.”

6. Every group has group norms. “Norm is a standard of behaviour that the group accepts and expects of
its members. It represents standards of work to promote group activity.”
7. It maintains stability through group cohesiveness. Members

develop liking for each other,

develop sense of identification with each other, and

remain attached to each other.

8. Members work for common interests and goals.

3. Group and Collection of People

Group is a collection of people to achieve a common goal. Can a collection of people, therefore, sitting in
the library or cinema hall or bus stop be called a group? No. This is mere aggregation of people.
Interaction, power to influence and dependence on each other makes aggregation be called a group.

Aggregation of people is called a group when people;

Interact with each other.

Influence the behaviour of each other.

Are mutually dependant on each other.

People share views on the common subject, interact with one another, get influenced by others and
arrive at consensus of opinion. Thus, group is an aggregation of people who interact with one another
and influence interdependence of individuals. Study of groups and group behaviour is known as ‘Group
Dynamics’. It is an important aspect of organising.

4. Types of Groups

Groups can be of the following types :

I. Formal and informal groups

II. Primary and secondary groups

III. Small and large groups

I. Formal and informal groups

Formal groups

Formal groups are deliberately created to carry out specific tasks. They have clearly defined authority-
responsibility relationships, communication channels, rules and regulations that govern the behaviour of
members. Committees, task forces and work teams are the formal groups.

Formal Groups can be :

(i) Permanent Formal Groups [Command groups and permanent committees]

(ii) Temporary Formal Groups [Task forces and project groups]

(i) Permanent formal groups are formally represented on the organisation chart. They are also known as
command groups and have both managers and subordinates. functional or product departments are the
command groups.

(ii) Temporary formal groups deal with specific problems. They dissolve once the problem is solved. Task
groups, project groups or ad hoc committees are temporary formal groups. They are created to respond
to the changing environment and include people from different command groups.
These stages are explained below:

1. Forming Stage (Orientation)

The first stage of group development is the forming stage. At this stage,the group just starts to come
together and is described with anxiety and uncertainty.

A person’s behaviour is driven by his desire to be accepted by other members of the group. Conflict,
controversy, misunderstanding and personal opinions are avoided even though members have just
begun to form impressions of each other and understand what the group will do together.

At the forming stage, members understand group purpose, determine how the team is going to be
organised and who will be responsible for what. They discuss major phases of group goal that include
rough project schedule, outlining general group rules regarding when they will meet and discover what
resources will be available for the group to use.

At this stage, group members learn what to do, how the group will operate, what is expected, and what
is acceptable.

2. Storming Stage (Power Struggle)

The second stage of group development is the storming stage. At this stage, disputes and competition
are high because members have understand the work and a general feel of belongingness towards the
group prevails.

The dominating group members emerge, while less confrontational members stay in their comfort zone.

Issues like leadership, authority, rules, policies, norms, responsibilities, structure, evaluation criteria and
reward systems arise during this stage. They help the group move to the next stage.
3. Norming Stage (Cooperation and Integration)

At this stage, it becomes enjoyable for the members to work together. Group interaction becomes
easier, cooperative and productive. There is mutual give and take, open communication, bonding, and
mutual respect.

Disputes or conflicts are comparatively easy to be resolved and the group gets back on track.

Though group leadership is important, the facilitator usually steps back a little and lets the group
members take initiative to move forward together.

4. Performing Stage (Synergy)

Now the group is clear about its needs. It moves forward to work for the goals for which it is formed.
The group becomes really united to perform.

At this stage, the morale of group members is high as they actively acknowledge the talent, skills and
experience that each member brings to the group. A sense of belongingness prevails and group remains
focused on its purpose and goal.

Members are flexible, interdependent, and trust each other. Leadership is distributive and members
willingly adapt to needs of the group.

5. Adjourning Stage (Closure)

This stage of group is usually reached when the task has been successfully completed. The project is
close to end and team members look forward to move in different directions.
This stage looks at the well-being of the team rather than handling the team through the original four
stages of team growth.

13. Group Cohesiveness

Group cohesiveness is the attraction, loyalty and commitment of members to group goals. It is “the
degree to which members are attracted to a group, are motivated to remain in the group, and are
mutually influenced by one another.”

Determinants of Group Cohesiveness

The following factors affect group cohesiveness :

I. Factors that Increase Cohesiveness

II. Factors that Decrease Cohesiveness

I. Factors that Increase Cohesiveness

Members of a cohesive group share common goals, remain attached to one another, conform to group
standards and unitedly work to achieve the goals. The following factors increase group cohesiveness :

1. Similar attitudes, values, beliefs and interests increase group cohesiveness, facilitate communication
and develop understanding amongst group members.

2. Inter-group competition increases cohesiveness of each group as the goal is same. A basketball
championship, for example, increases cohesiveness of each team to win the match.

3. Liking and attraction for each other increases group cohesiveness.

4. Success in group goals promotes group cohesiveness.

5. Size of the group also determines its cohesiveness. Small groups are generally more cohesive than big
groups.

6. Consensus on group goals increases cohesiveness.

7. Dependence of members on each other to achieve group goals increases group cohesiveness.

II. Factors that Decrease Cohesiveness

When members are not strongly bonded to work, it declines group cohesiveness. The following factors
decrease group cohesiveness :

1. Increase in size of the group decreases cohesiveness.

2. When members have conflicting opinions, group cohesiveness declines.

3. While inter-group competition increases cohesiveness, intra-group competition decreases

cohesiveness. Intra-group competition (competition amongst members of the same group) promotes
individual goals at the cost of group goals.

4. If less dominant members surrender to the views of dominant members, this declines group
cohesiveness.

5. Unpleasant group interaction, dissimilarity amongst attitudes, beliefs and values decrease
cohesiveness.
6. Involvement in activities outside the group and competition amongst members for resources within
the group reduces group cohesiveness.

7. Heterogeneous groups with members from different age groups, job responsibilities, qualification and
status decease cohesiveness.

Q.3 Explicate the stages of socialization. Discuss how these stages

interlink with an

educational setting.
Ans.

Every day, new children are born in every society. It is the responsibility of that society to ensure that its
children are responsible and reliable members. The kids are taught that the projections of that
community are based on their behavior. The child is expected to learn and understand the norms and
cultures of that society. In learning the norms and cultures, the child is socialized.

Socialization, therefore, is a process of making and preparing a person to live and fit into their society.
The socialization process starts from the time a child is born, throughout life until death. The
socialization process is an imperative stage in child development as it helps the child acquire the
necessary skills needed for that society to function and coexist.

The primary stage of socialization is very critical in a child's development as it sets the success or failure
of a child.

A young girl playing table tennis with her guardian.

Family members teach children basic skills and values in primary socialization

Socialization
Sally is a sophomore in high school. Her family just moved to town, so she's at a new school. She's trying
to make new friends and fit in, but this school is very different from her old one. Sally is experiencing
'socialization.'

Socialization refers to the process of learning and using one's culture. Socialization prepares a person to
live within human society. It means the person acquires and adjusts to the customs and norms of the
society. Note that socialization is a lifelong process. It doesn't happen all at once. Though it starts in
infancy, people are continuously gaining the practices and skills necessary to participate in society. They
adapt to new roles and expectations.

Socialization occurs throughout childhood, adolescence, adulthood and old age. These categories are
generally known as life course stages. A life course is the sequence of events, roles and age categories
that people experience from birth until death. Life course stages are culturally defined, meaning we
recognize which stage a person is in and have certain expectations based on that stage.

The life course approach studies the impact that sociological and cultural situations have on a person's
development, from birth until death. The approach was developed in the 1960s as a way of analyzing
socialization in each life course stage.

The life course approach examines and analyzes a person's life history to determine how certain events
and situations influence that person's development. For example, sociologists use this approach to see
how early events influence a person's future decisions and events. Using the life course approach, they
study the connection between people and the historical, economic and cultural settings in which they
lived.

There are five stages of socialization, a process that’s defined as ‘interacting with others in a socially
acceptable way.‘ Socialization is a crucial part of the human lifecycle, and we start learning how to
socialize the moment we are born. Each of the five socialization stages sees us practice the lessons we’re
continuously learning about interacting with people. The five key stages of socialization are as follows.
 1. Primate stage
2. Secondary stage
3. Adult stage
4. Anticipatory stage
5. Resocialization

1. Primary stage of socialization

The primary stage of socialization, also called the family stage, encompasses our early developmental
years. Primary socialization begins at birth and revolves around our family and home environment. The
primary stage of socialization spans the first five years of a child’s life. During the primary stage of
socialization, we, as children, lay the foundations for future socialization developments. Children learn
the fundamentals of interaction, early cognitive skills, family values, and socially acceptable behaviors.
The primary socialization stage sees the development of language and cultural beliefs, which direct
future growth patterns. Negative influences during the primary stage create an equal negative
development trajectory, which becomes harder to correct in later stages.

The primary stage of socialization is relevant to a person’s social development because it sets the base
from which future growth spawns.

2. Secondary stage of socialization

The secondary stage of socialization begins when the child experiences external, non-family influences
and starts to understand the world beyond the home. The secondary stage of socialization continues the
trajectory established during the primary phase. Cultural appreciation and a positive understanding of
diversity set during the early years continue to develop in the secondary stage. The first peer groups
form at this point, thus adding a new dimension to our social growth. As we progress through the
secondary stage of socialization, we are introduced to counter perspectives and often find our ideals
challenged, sometimes a little and sometimes significantly. Such challenges are vital to healthy social
development, and the core values instilled in the early years grow in either healthy or unhealthy ways.

The secondary socialization stage sees a person’s language and non-verbal interactions proliferate, and
we begin establishing a social hierarchy. During this period, our positions in social interactions begin to
form. We learn to understand the different roles and how to play them and start to develop our own
ideas and concepts.
The secondary stage of socialization is crucial to continued growth and the move into adulthood, where
the primary and secondary stage skills are tested further.

3. Adult stage of socialization

The adult stage of socialization sees the concept of sociability split down into individual interactions.
During the adult stage of socialization, our lives evolve through different roles: student, friend, lover,
employee, and employer. Each of these roles bring a unique set of socialization rules and skills. The
ability to branch out and interact with various groups in different ways largely depends on successful
development in the primary and secondary stages of socialization.

Early socialization stages instil the values that allow us to change our adult behaviors to suit a situation.
When early socialization growth is stunted or negatively influenced, adults struggle to adapt to different
conditions and find themselves limited in their growth potential.

The adult stage of socialization is more relevant to socializing within the culture in which we live rather
than internal growth. However, the earlier socialization stages lay the foundations and provide the core
period of social development.

4. Anticipatory socialization

Anticipatory socialization is a broader stage that runs concurrently throughout all socialization phases,
but mostly the adult stage. Anticipatory socialization sees the growth of a pre-emptive understanding of
expected behaviors. This phase of socialization facilitates our understanding of the accepted and
expected social conventions.

Anticipatory socialization encompasses the act of social mimicking. For example, when people spend
time with a certain personality type, they begin to mimic their socializing styles and mannerisms. This
aspect of socialization is what sees the formation of social stereotypes. For example, people from areas
with a high crime rate are more inclined to turn to crime themselves in an act of social mimicking.

The anticipatory stage is relevant to our development because associating ourselves with those holding
a particular set of social values makes us more likely to adopt those values.
5. Resocialization

Resocialization is a stage of socialization that entails learning and adjusting to new social structures, and
can occur at any stage of life. Resocialization happens when a person alters their social skills or social
knowledge radically. Often, the behavioral changes associated with resocialization manifest following a
change of location of environment. For example, emigrating to a different country will require a
significant degree of resocialization. However, minor adjustments such as moving into a more or less
affluent neighborhood can also trigger the resocialization stage.

Resocialization is relevant to social development because it allows people to adjust their learned
behavior to interact with new surroundings.

What is socialization?

Socialization is the process of learning the rules of social behavior. However, there is no one single rule
set for society to follow, so the stages of socialization will not be the same for everyone. Every country,
area, family, and social class have different rules within which acceptable behavior falls. Someone born
into an upper-class British family will have different base socialization skills compared to someone who
lives in a deprived area of Los Angeles. However, both persons can learn and adapt to different
environments because of anticipatory socialization and resocialization skills.

Socialization is an integral but multifaceted component in our development, and is a constantly evolving
process. We move through the different stages of socialization as we age, yet the foundations we learn
at the start are what pave the way for continued growth through adulthood.

How does socialization affect personality?

Socialization affects personality directly, providing an experiential framework for taking in social stimuli
and making decisions thereupon. However, socialization is only a facet of personality (albeit an
important one). People can practice socialization, building agency over the “nurture” aspect which
counterbalances and shapes an individual’s intrinsic “nature”. With time and persistence, people with
well-honed socialization skills will develop a profound ability to check the natural impulses of their
personality against their learned experience of social norms.

How does isolation impact socialization?

Isolation impacts socialization negatively. Socialization is the practice of interacting with others, so
isolating yourself from social interactions effectively ends socialization. The results of prolonged
abstinence from socialization can see the skills learned throughout various stages of socialization
forgotten, resulting in social awkwardness. In turn, social ineptitude can promote further withdrawal
from society, creating a negative loop of isolation.

Social isolation impacts every stage of life. In their paper Loneliness and Cortisol (2014), Lacey, Kumari &
Bartley stated that prolonged social isolation in children had serious effects throughout life. These
effects include impaired educational performance, a reduction in attained social class in adulthood, and
increased psychological distress.

Which personality types are likely to socialize?

The personality types most likely to socialize are those that have a dominant Extrovert function.
Extroverted personality types draw energy from social interaction, while introverted types find this
draining and therefore look to minimize socializing as much as possible.

The ENFJ personality type is highly likely to socialize as they not only feel energized by being around
people, but the act of socialization brings them great joy and happiness. Similarly, an ESFP personality
type finds great pleasure in socializing with family members. Spending time with other people drives the
ESFP personality onwards.

Why is socialization important in early childhood?

Socialization is important in early childhood as the lessons kids learn during the primary and secondary
socialization stages set the foundation for all future social development and growth. Children raised in a
family that prioritizes communication will be typically more social int he future than those raised in
homes where interactions are limited.

The benefits of socialization in early childhood extend beyond learning how to behave in different
situations. These benefits also include learned empathy and language skills, early concepts of
teamwork , increased confidence levels, and a healthy respect for people from different social and
cultural backgrounds.

How do social factors affect child development?

Social factors affect child development in the following three ways. Firstly, the family environment
significantly impacts a child’s development. The rules and boundaries set within a family unit form the
basis of learned socially acceptable behaviors. Secondly, peer groups dramatically affect child
development. The people children associate themselves with can have a long-lasting impact on their
social development. This is due to the power of anticipatory socialization, which sees us pick up and
mimic the social graces of those we surround ourselves with. The final social factor that impacts child
development is the media. Teaching children about the media they consume makes it possible to
restrict the damaging influences while still benefiting from the positive aspects.

What is the relation between Socialization and Antisocial Behavior?

The relation between socialization and antisocial behavior is that antisocial behavior commonly stems
from inadequate socialization skills taught during the primary and secondary socialization stages. It is
generally accepted that those who suffer from reduced social learning at a young age demonstrate
increased antisocial behavior and social phobia as they age.

Q.4 Describe the broad category of social institutions.

Ans.

Social institutions have shared features. These features include defined objectives, procedures, customs,
rules to shape their citizens and provide for basic needs.

What is an example of a social institution?

An example of a social institution is an educational institution. There is an objective to teach skills and
knowledge, including behavior norms, to its citizens to function in society.

What are the social institutions and why are they important?

Social institutions are interrelated systems of social norms and social roles. They are organized and
provide patterns of behavior that contribute to meeting the basic social needs of society.

What are the five major social institutions?

Most societies' five major social institutions are the family, the state or government, economy,
education, and religion. Each of these institutions has responsibilities that differ based on society.

Modern societies include the people who live together and the social institutions that shape their lives.
Think about life without a government or state, schools, or even economic institutions like banks and
the stock market. These social institutions are necessary to keep society organized and operating to
ensure the survival of all the members of society. Society is a social world collage of activities, social
interactions, and processes that change over time. Social institutions create stable patterns of
interactions based on mutual expectations and contribute to overall stability.

Main Social Institutions

What is social institution and the social institution definition? Social institutions in modern society aim to
create a structure, although each society may differ in the structure of these social institutions. For
example, in a socialist country like China, there is government control over other social institutions.
There is less government control over certain social institutions in capitalist countries like America, or
the control is different.

Most societies have the five (5) leading social institutions:

● Family

● Economy

● Religion

● Education

● Government or State

Each social institution has different objectives and prescribes different social roles. Institutions have
their own cultural symbols that have endured over time. For example, educational institutions like
universities or schools have their own flag, mascot, and identity. Government institutions have their
own flags, customs, and procedures that citizens follow and adhere to as part of their alliance.
Societies worldwide may have a different hierarchy of social institutions that influence their culture and
daily life. In certain parts of the United States, there is evidence that religious institutions influence their
educational institutions. The influence is seen in curriculum choices (what can and can not be taught),
social expectations, and even available schooling options.

Students in the United States will have different educational experiences based on where they live due
to:

local government institution control

the economics of the area they live in

the educational institutions that exist (private, charter, or religious schools)

Below are the 5 basic social institutions examples and their functions:

The Family

The family institution is generally regarded as the primary social institution, and the family is the basic
unit in society. There are multiple functions performed, and it is necessary for survival and well-being.

The main goals of the family institutions include:

● Protecting children

● Nurture children with love

● Socialize children with social skills

● Teaching life skills and how to function in society

From a very young age, children learn socialization and skills from their families. These families may
include traditional nuclear families such as two heterosexual parents and children, multi-generational
families that include grandparents, blended families that have step-parents/step-siblings, and same-sex
couples. Families can consist of biological members or adopted children and extended family members.
The diversity of families have grown due to changes in society, customs, and expectations from other
social institutions.
Consider religious institutions or government/state institutions that do not all recognize same-sex
couples as families or approve legally of their marriages. Changes in government/state institutions and
laws have changed how citizens in the United States view families. That is not necessarily the same
around the world.

In particular more collective versus individualist cultures, such as in the United States, the family has
significant influence, and individuals avoid disgracing the family or breaking the family norms.
Regardless of collective or individualist societies, survival and supporting a family are essential, so
economic institutions are necessary for society.

Economic Institutions

Economic institutions have two things it refers to in their role in society. The first is that in modern
societies, specific agencies, both governmental/state and private, are charged with keeping track of data
and studying the economic health of nations. The second is the structures that are part of society, for
example, banks, competitive markets, and property rights.

Economic institutions work in modern society to ensure the production, distribution, and consumption
of goods and services. Government/state institutions also influence economic systems.

Capitalists rely on a free-market or laissez-faire approach with little government intervention.

Production of goods and services are based on supply and demand, including the cost for goods and
services. Socialist economic models could be either partially or fully regulated and controlled by the
government/state institution. The government/state plans the economic production of goods and
services and may have strict regulations and limitations, known as the planned economy.

There are economic institutions such as in the United States; the IRS (Internal Revenue Service) is
charged with collecting taxes, and the government/state then uses those taxes to fund the country.
Along with local nation-specific economic institutions, worldwide economic institutions such as the WTO
(World Trade Organization) and the IMF (International Monetary Fund). The WTO was formed as a
global international organization dealing with international trade rules among countries, mainly to avoid
trade disputes interrupting international trade.
Countries and societies are evaluated on their countries' wealth and overall economics, but social
institutions support the individuals in society, not just supporting financially. One of those social
institutions is religion.

Religious Institutions

From early human history, religious beliefs have provided answers for unanswerable questions and the
meaning of life and death. As societies have changed and moved into modern societies, religious
institutions have changed but maintained a vital purpose for many communities and individuals.

Influence of Social Institutions

Social institutions are sociologically significant because they set limits and provide guidelines for human
behavior.

Social institutions are interconnected systems of social norms and social roles that are organized and
provide patterns of behaviors that contribute to meeting the basic social needs of society. These are five
main social institutions, each with its own norms and beliefs but all interrelated. Some social institutions
like the state/government have far-reaching power and influence over other social institutions like
family, education, religious, and even the economic institutions. Individuals welcome social institutions
to enforce and have predictable norms and regulations for citizens in society.

Social Institutions

Have you ever asked yourself what the purpose of an economy is? Or, why governments even matter?
Try to think of government and economy like parts of a bicycle. Each piece serves a different purpose to
the overall operation of the bike. In sociology, social institutions, such as economy and government, are
the 'bike parts' and the overall society is the 'bicycle.'
Social institutions are established sets of norms and subsystems that support each society's survival.
Each sector carries out certain tasks and has different responsibilities that contribute to the overall
functioning and stability of a society. This helps to decrease chaos and increase structure. While
societies may differ in how they establish these responsibilities, they all have economic, governmental,
family, educational and religious institutions.

Economy

You can think of the economic institution like the tires on the bicycle. Without them, the bike will not
move. In society, without an economic system, the transfer of materials would break down. The
economy is responsible for managing how a society produces and distributes its goods, services and
resources. There are two dominant economic systems in the world: capitalism and socialism. Both of
these have the same purpose but are structured differently. It's like having a pair of racing tires and a
pair of all-terrain tires. Both will roll, but do so differently.

For example, in China, a socialist society, the government controls the management of its goods and
resources, with little say from the citizens. In the United States of America, a capitalist society,
businesses and citizens control much of the materials, with some regulation from the government.

Government

The governmental institution develops and implements rules and decides how to manage relations with
other societies. Much like the handlebars on a bike, it helps decide what direction to go and how to get
there. The four main types of governments throughout the world are democracy, authoritarian,
monarchy and totalitarian. Each has differing views on who runs the government, as well as the amount
of freedom and opinions the citizens are allowed to have.

For example, in the United States of America (a democratic government), the citizens' opinions and
freedoms are respected and are essential to selecting who manages their government. In January 2013,
President Barack Obama was sworn into office for his second term, as a direct result of the citizens'
votes.

Q.5 Explain classroom management. Discuss the causes of difficulties faced during

class management.
Ans.

As an elementary teacher, you understand the importance of classroom management. It’s the difference
between a productive day of learning and your classroom devolving into fire drill after fire drill until the
final bell rings.

Effective management not only creates a positive learning environment but also encourages student
engagement and success. However, identifying and implementing a management style that works for
you and your students can be a daunting task. In this guide we’ll look at why classroom management is
so important, and help you pick the right management tactics for your teaching style. Let’s dive in!

What is Classroom Management?

Classroom management is the foundation of any successful learning environment. It involves creating a
positive atmosphere, setting clear expectations, and using a behavior management system. Classroom
management techniques can vary depending on the age and developmental level of your students, but
generally these guiding principles will help you get started with any K-5 classroom.

One important aspect of classroom management is establishing a positive classroom culture. This means
creating a welcoming and inclusive environment where all of your students feel valued and respected.
You can achieve this a number of different ways but a great way to get started is by getting to know your
students better. Knowing your students on a personal level, incorporating their interests into lessons,
and encouraging collaboration and teamwork can help foster a strong sense of trust between you and
your students which can go a long way in creating a positive learning environment.

If you're a new teacher, check out our guide on classroom management for new teachers to get a crash
course on the subject!

Why is Classroom Management Important?

Classroom management is important because when students feel safe and respected, they are more
likely to engage in the learning process, which leads to improved learning outcomes and increased
student success.
Effective classroom management allows you to focus on teaching, rather than constantly addressing
misbehavior. This means more learning time and less time trying to get everyone back on track. By
establishing clear expectations and consequences, you can help prevent disruptive behavior and
maintain a productive learning environment.

Creating a positive and structured learning environment allows you to support student success and
promote a love of learning in your classroom.

Identifying Your Teaching Style

Your teaching style is your unique approach and methodology to delivering instruction to your students.
It encompasses your techniques and strategies to engage students, facilitate learning, and create your
own positive learning environment.

No two teaching styles are exactly alike, just like no two teachers or classrooms are exactly alike.
However there are several common teaching methods that we will use to help you decide which style
you identify most with. The five different, and most popular, teaching styles are lecture, demonstrator,
facilitator, delegator, and hybrid style.

The four types of teaching styles are lecturer, demonstrator, facilitator, delegator, and a hybrid
approach of two or more styles.

The Lecturer

The lecture style, also known as the authority mode, is a teaching style based on one-way presentations
where students take notes or absorb information. In your elementary classroom this could look like you
showing students how to write different letters of the alphabet while students follow along at their
seats.

The Demonstrator

The demonstration style, also known as the coach style, is very similar to the lecture style but it typically
involves more activities and multimedia presentations. In your classroom this could look like you
showing students how to write different letters of the alphabet on the board while students use Play-
Doh to create letters.
The Facilitator

The facilitator, or activity style, teaching style focuses on more inquiry-based learning for your students.
This means creating learning opportunities, asking questions of your students, and supporting them in
getting to the answer. In your classroom this could look like student groups working together sharing
ideas on a project while you roam around the room providing support when needed.

The Delegator

The delegator, or group, teaching style is one of the most hands off teaching approaches where you
operate as an observer while groups or individual students do all the work. This style works best with
activities where peer support and peer reviews can help the majority of students accomplish the
learning objective. Kodable, for example, is an educational app that many teachers use in groups and
allow fellow students to help each other through levels and lessons while the teacher observes and
intervenes only when necessary.

The Hybrid

The hybrid, or blended, teaching style is (as you might expect) an integration of other teaching styles.
This flexible and adaptable approach might begin with you starting a lesson with a lecture style on how
to draw the different letters of the alphabet before handing out Play-Doh for students to try to create
letters in small groups while you observe.

Compared to other styles, the hybrid approach is the most beneficial to support differentiated
instruction strategies to ensure that you are meeting the needs of all of your students. However, be sure
to be aware that too much day to day classroom variation can cause students to not know what to
expect. Routines and consistency are key to any classroom management plan.

Choosing the right teaching style for you

After going through the list above, you may feel yourself identifying with one or more teaching styles
more than other choices. The good news is that your teaching style, just like your classroom, is not set in
stone and is constantly evolving. It’s important to be cognizant of your approach to teaching so that
when you reflect after a lesson or unit you can determine whether your style was best suited for your
students and the learning objectives. Going through this process on a regular basis can help fine tune
your teaching senses to be aware when you need to be flexible with your teaching style to help your
students succeed.
Assessing Your Classroom Management Needs

Now that you have a better understanding of different teaching styles, it's time to assess your classroom
management needs.

Evaluating Your Classroom Environment

Take a step back and evaluate your classroom environment. Your classroom setup should mirror and
support your teaching style and visa versa. For example, if you want to have a lot of group activities,
consider setting up your desks in groups to allow for easy flexible grouping. Or, if you are planning to
have a lot of hands-on activities and demonstrations, make sure your classroom is organized in a way
that setting up and taking down these activities won’t take up too much of your time or be too big of a
learning distraction. In this way you can start to see how your classroom is an extension of your teaching
style and needs to support what you plan to do.

Recognizing Student Behavior Patterns

Enough about you and your classroom, let’s talk about your students! Identifying common student
behavior patterns can help pinpoint areas that may require extra attention or support. This includes
student patterns of misbehavior, disengagement, and difficulty completing tasks. Take note of any
recurring behavioral issues and consider the root causes. Are students struggling with the material? Are
they bored or disengaged? Are there external factors contributing to their behavior?

It's important to approach student behavior with empathy and understanding. Your students may be
dealing with personal challenges that impact their behavior in the classroom. Recognizing patterns can
help you provide targeted support to help these students overcome these challenges and succeed
academically.

If behavior continues to be an issue, consider altering your behavior management system to help
address it and to get your class back on track.

Identifying Areas for Improvement

Based on your evaluation of the classroom environment and student behavior patterns, identify areas
for improvement. Do you need to establish clearer rules and consequences? Is there a need to focus on
building a positive classroom culture? Consider implementing strategies to address any identified issues.

For example, if you notice that students are struggling to stay on task, consider implementing a reward
system to incentivize good behavior. If you notice that students are disengaged, consider incorporating
more hands-on or interactive activities into your lessons.

Remember, effective classroom management is an ongoing process. It's important to regularly assess
your classroom environment and adjust your strategies as needed to ensure a positive and productive
learning experience for all students.

Choosing Your Classroom Management Style

Now that we’ve discussed your teaching style and your classroom needs, let’s put it altogether into a
classroom management style. The four different types of classroom management are authoritarian,
authoritative, permissive, and indulgent.

The four different types of classroom management are authoritarian, authoritative, permissive, and
indulgent.

Authoritarian

The authoritarian style of classroom management is characterized by strict rules and high expectations
for student behavior. This approach has you in complete control and authority over your classroom, and
discipline is enforced through a top-down approach. If you had an effective authoritarian teacher
growing up you likely still remember them.

Authoritative

The authoritative style combines structure and clear expectations with warmth and support. Teachers
using this style set clear boundaries and rules but also involve students in decision-making and problem-
solving. Discipline is focused on teaching self-discipline and responsibility rather than simply imposing
punishments. This style promotes a positive classroom climate and fosters student autonomy and
growth. If this style appeals to you, you may be interested in incorporating learning contracts into your
classroom as well.
Permissive

The permissive style of classroom management is characterized by a relaxed and lenient approach.
Teachers using this style have few rules or expectations and may give students a significant amount of
freedom and autonomy. Discipline is minimal, and there may be a lack of structure or clear
consequences for misbehavior.

Indulgent

The indulgent style is similar to the permissive style, where teachers have few rules and provide little
structure or discipline. They are highly tolerant of student behavior and may prioritize maintaining a
positive relationship with students over enforcing rules. This style can lead to a lack of accountability
and may result in disruptions or a loss of instructional time.

Just like with teaching styles, there is not one size fits all with your classroom management style.
Instead, you’ll likely need to wear different hats in different situations based on your class and your
students' needs. Take note of what style works best for different situations so you know when you need
to be more authoritative and when indulging your students is appropriate instead.

Review

Finding your classroom management style is a process that involves understanding your teaching style,
assessing your classroom needs, and implementing effective strategies to meet the needs of your
students. By creating a positive and engaging learning environment, you can support student success
and foster a love of learning in your classroom. Happy teaching!

No matter your teaching or classroom management style, having engaging activities for your students is
a surefire way to help motivate them and get them to buy into your teaching style. Kodable is a free
game for K-5 students to learn the basics of computer science with self-paced lessons and helpful hints
to keep students learning. Used by in more than 50% of US elementary schools, Kodable is great
addition for every classroom style.
Classroom management refers to actions that an instructor takes to create and maintain a learning
environment that is conducive to successful instruction. These actions include decisions about structure,
organization, and course activities that support students by managing their expectations and behaviors.
Effective classroom management can create a positive learning environment that:

The classroom is a learning environment with particular purposes, features, processes, and dimensions.
Classrooms are public places and yet each class can feel like a private sphere with shared stories, inside
jokes, and particular comforts and discomforts. Each classroom can also have its own dynamics that are
affected by the people in the room, the time of day, the physical space, and many other factors.

The instructor can have a big influence on the ecology of the classroom by attending to many of these
factors through course and lesson planning. What works:

Avoiding Classroom Conflict

Instructors are not only responsible for ensuring course learning outcomes are being met, but also for
creating a safe, comfortable environment where learning is most likely to occur. Classroom management
challenges can stem from physical limitations in the environment, but most often from teacher/student
attitudes. Students can be overtly hostile, challenging the teacher's authority or objecting to teaching
methods or policies. More often though, teachers struggle with students' inattentiveness or oscitancy.

Hostile attitudes toward faculty

How can faculty avoid overt student hostility in the classroom?

A warm, positive, caring attitude goes a long way. When a teacher models supportive and respectful
behavior, the students are less likely to cause disturbances and will even "police" themselves. Faculty
are well advised to take how students perceive them seriously. Building a positive, nurturing
environment from day one goes a long way to prevent problems.
Address minor misbehavior immediately and fairly. Small problems can snowball quickly. Whether it's
one student's phone buzzing every few seconds or the student in the back snoring. Address small
disturbances sensitively, respectfully, but directly. If the problem persists, pull the student aside
discreetly to express your concerns. Try not to reprimand, but rather focus on how the behavior is
negatively impacting the learning environment and your concern for the student.

Have students sign a Behavior Contract (also referred to as an Ethics Contract) at the beginning of the
semester. The contract can include expectations like, "I understand that my professor expects respect
from everyone in the classroom at all times. This includes rules about sleeping, rudeness, cell phone
activity, and chatting with classmates at inappropriate times."

If a student becomes hostile during class:

Remain calm and explain how the behavior is not supporting the learning environment. State how you
expect the student to change their behavior. If the situation warrants it, explain the consequences (i.e.
loss of points or removal from class).

If the behavior escalates (depending on the situation ... use your best judgment), tell the student to
leave. If the student refuses, use the room phone and dial 5777 for a campus safety officer to escort the
student from the classroom. Follow up with the student about what happened and the next steps.

After an incident - file a BERT alert for serious concerns or reach out to the student's Success Advisor
(SSA) for minor concerns. If a student is causing an unsafe learning environment or exhibiting disturbing
behavior, you need to get outside help. The Behavioral Evaluation Response Team will review BERT
alerts at its regularly scheduled Thursday afternoon meetings. Student Success Advisors will reach out to
the student, repeatedly if necessary, for a holistic discussion on factors affecting their goals.

Engaging the Disengaged or Apathetic

Thankfully, hostile students are not the norm in higher education classrooms. However, every instructor
will face the challenge of disengaged learners. The ones who perpetually arrive late, don't participate in
discussions, and don't come to class prepared. Their behavior not only affects their likelihood to
succeed, but can also sour the atmosphere which can affect everyone's experience. So what can be
done?

Incorporate more active learning activities into the lesson plan. Create activities that force students to
engage. Think-Pair-Share and small group discussions go well with a variety of classroom sizes. Mixing
10-15 minute lectures with group activities helps prevent students from zoning out.

Tie required reading or other pre-class activity to small assessments. Students are more likely to come
prepared if there is an incentive. Earning points is a strong incentive to most students. Many teachers
create reading checks/quizzes on Brightspace so they're easily graded. Others have short in-class
assessments at the beginning, which also helps encourage students to be punctual.

Bring real world examples into the lesson. Often students get disengaged when the subject doesn't
seem relevant. Using current events or something the students can relate to can attract interest.

Ask your colleagues for ideas to break the ice. Have conversations with others that went through, or are
going through, the same challenges you are facing. Chances are they have a strategy you have never
thought of before and vice versa.

Dealing with Crowded Classrooms

Possible challenges with overcrowding:

Limited mobility. Physical limitations is a challenge with crowded classrooms. This is especially difficult
for students with special needs.

Discipline issues. In crowded classrooms, student disruptive behaviors can be more prevalent and
difficult to manage.

Limited enrichment for advanced learners. All students need one-on-one attention from time to time.
However, it is almost impossible for instructors to spend personal time with each student in
overcrowded classrooms. Thus, instructors prioritize the students who struggle with the course and do
not offer enough enrichment activities for the advanced students.

Decrease in the instructors' creative contributions to the class. Larger classes need more materials, have
limited physical space, and a higher risk of chaos for newly designed activities. Thus, instructors` main
focus is on controlling the classroom not trying the novel approaches. Many instructors prefer to stay in
the safe zone instead of thinking out of the box because of the unmanageable class size.

Fewer varieties of assessment tools. Good instructors believe in the importance of using different
assessment techniques for equity in the classroom. However, in overcrowded classrooms, instructors
mostly prefer to use easy-to-grade measurement tools, such as multiple-choice quizzes, rather than
writing assignments, student presentations or hands-on projects. In addition, grading takes longer in
overcrowded classes, so immediate feedback to every single student is almost impossible after the
assessment. Instructors often prefer summative assessment tools instead of formative ones.

Strategies for overcoming challenges of overcrowded classrooms

Clearly state your expectations of student behavior and consequences of disrupting class in the syllabus.
At the beginning of the semester, discuss the classroom rules, behavior expectations, and the
consequences of disruptive and disrespectful behaviors. In addition to verbally expressing the rules and
consequences, clearly state them in the course syllabus. Refer to the rules from time to time as a
reminder for all students.
Make course materials easily accessible. Online platforms, such as Brightspace, are a part of not only
online and hybrid classes but also face-to-face courses. Creating supplemental pages and actively using
them for announcements and sharing documents, makes things easy for both instructors and students.
In small classes, you may encourage the students to meet with you if they miss a class, but in larger
classes, individual communication with every single student after they miss a class may be really time-
consuming and hard-to-manage. However, if students know class materials are accessible on
Brightspace, they can find what they missed, and contact you when they need additional support.

Be available and visible. In a crowded classroom, every student does not have an equal opportunity to
communicate with the instructor. Especially for silent students, it is not easy to ask questions in front of
other students. Thus, it is important to become available for students not only during the class but also
out-of-class. Active and effective uses of office hours are critical in higher education. Clearly mention
your office hours and location in the syllabus. Encourage students to come to your office and become
visible during your office hours. If you are not in a meeting, keep your door open during office hours, so
students feel that they are welcome to visit you. You may also think about different strategies to meet
with students virtually such as Zoom meetings.

Make announcements in a timely manner and numerous ways. If you have an important announcement,
make it in advance, verbally repeat it several times in the class, also put a reminder in Brightspace.

Use small group activities. It is hard to encourage every single student to join class discussions and
activities in crowded classrooms. Students have more opportunity to talk and actively engage in small
groups. While students are working on a task in small groups, actively engage in their discussions and
communicate with students individually. Randomly assign students to groups to avoid cliques and build
camaraderie.

Encourage Quiet Students to Participate

Students have different personalities and preferences. Their class participation is influenced by those
traits and preferences. Extrovert students may prefer to actively join class discussions whereas introvert
students prefer to stay silent and follow the class discussions with their emotional and nonverbal
participation. Although being silent is not a big problem if students are mentally participating in the
class, some of those students are willing to verbally participate but need some further encouragement
or time to process their thoughts. Here are some strategies for encouraging silent students to join class
discussions.

Random Call. This is one of the most well-known strategies by instructors to increase class participation
of every student. It is simply calling the names of students randomly instead of taking volunteers.
Different instructors use different methods for this technique. Some pick the student names randomly
from the class list, and others assign numbers to students and randomly call the numbers. Perhaps the
biggest challenge with this technique is creating a positive, non-judgmental classroom environment
before starting to call students randomly. If students know that their classmates value different opinions
and brainstorming is always encouraged in the class, they feel more comfortable to mention their ideas
even if they are not sure about the answer.

Increase wait time. In most classrooms, there are the super engaged students who are always ready to
answer questions and join discussion. Instructors typically highly value these students and wish more
would take their lead. On the other hand, there is a possible risk that those students may suppress the
silent students. Students who prefer to process the information in their mind first, and join the class
discussions later may not have enough opportunity to do so. Give some extra time to students. Wait for
a while before asking for their ideas and this will encourage silent students to participate.

Think-Pair-Share. This is an excellent activity for supporting the active participation of all learners. It is
not only giving an opportunity to silent students for expressing their ideas but also create a mentoring
environment in the class. Students who are not comfortable with the subject may learn from more
advanced learners. In this activity, because students work in pairs, it is not possible to get lost in the
crowd. After pairs work on an activity together, they share their findings with the whole class.

Ask for written responses. Some students do not feel comfortable to express their ideas verbally but
they are completely fine in written language. If you know there are students in class who have a lot to
say but do not prefer to talk in front of others, asking for written responses may be an excellent
opportunity for them. Exit tickets are one of the several ways to gather student opinions in written form.
At the end of the class, share an index card with each student and ask them to write 3-5 sentences
about what they learned today. You can modify this activity by asking 2 things they learned in the class
and 1 more thing they want to learn about this subject in the future. You could also ask for the
"muddiest point" that they would like further clarification.

Use online tools. There are several instructional tools that encourage students` participation in a fun
way and give students the possibility to keep their names anonymous. You can enrich your class
activities by using those tools such as polleverywhere.com, Kahoot, Menti, etc.