Days 5 and 6: Group Norms and Graduation Requirements

Time got away from me yesterday, so I'll write about two days at once....

On Day 5: Group Norms

Having completed the New Planet Activity and writing some reflections, today the students spent about 10 minutes discussing their individual reflections in the same six groups from the past two days. I then asked the students to take out some paper, and during a quiet five minutes, I had each student brainstorm some rules/guidelines for behavior while working in groups. After this, the groups discusses the results of the brainstorming, and each group had to distill the results to their favorite six rules/guidelines.

I led a share-out of the favorites. I asked each group, in turn, to share one rule and explain their thinking. After all groups shared one rule, I asked for any other rules that anyone would like to have on the board. Four more rules were shared.

The list...

• Everybody participates.
• Respect each other.
• Be quiet when someone is talking.
• Consideration of other's ideas.
• No arguing with each other.
• Don't be shy. Share your thoughts.
• Take it seriously.
• Be open-minded.
• Stay on task.
• Ask questions.

Not a bad list for group norms! I appreciate that most of the students treated this activity seriously. So far, I have a great class!

Day 6: Graduation Requirements

I set the students in groups of four (OK, I had one group of five. With 37 students, one must be flexible) and gave my first lecture of the year on graduation requirements. I had groups of six groups of 9th graders, and three groups of 10th through 12th graders. After explaining the requirements and answering questions, I handed out four case-study transcripts of actual students currently enrolled (made anonymous) and asked the groups of determine how many credits of which required classes the students were missing. They also had to determine if the students were on pace to graduate on time, and to offer some advice to the case-study students.

The students had some trouble with my expectations. I will have to rewrite the record sheet provided for their answers. Students were analyzing the transcripts, and a couple of students expressed sympathy for the case-study sophomore who has 25 credits after his freshman year. This student failed seven of the 12 semester classes he had.

I believe that the students have a good idea what is required to graduate. I pushed my mantra: Pass your classes!

The Plan for Tomorrow...

Tomorrow I will hand out the syllabus and discuss rules of the class. More importantly I will explain the philosophy for the use of the Harkness method in class. We'll see the procedures and expectations, and the students will get their first eight problems to tackle.