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【導(dǎo)讀】將它們整合在一起。本章將集中論述在小組討論中組長(zhǎng)的影響和功能。
【正文】 nd trying to make the best of it. Student 4: But aren’t some of the examples revealing? What about the student who at first does poorly on the achievement test and then greatly improves with a little coaching from Rose? Student 5: I think Rose knows about underachieving students because he was there himself. Student 6: But he also became a scholarship student at UCLA. He may have lost touch with those roots. I don’t think he knows what it’s like to struggle with poor preparation, limited skills, and especially racial discrimination. Student 7: Is he still teaching writing to students at UCLA, or is he doing something else now? Teacher: He’s still teaching writing, but now he has an appointment in the School of Education. But I want to get back to the other point. Can Rose teach us some valuable things about educational reform, or is his stance too idealistic, too removed from the realities of real classrooms? Student 5: I still think his background as a student who was mistakenly put in the vocational track gives him a valuable perspective on injustice and on the failure to realize the promise of educational opportunity. Student 6: You know, I fot about that incident. It probably still has an important impact on his thinking and practice. Student 3: I just don’t trust the story format. He makes it all e out so neatly in the end. Student 1: Does he? I think he’s quite realistic about how much can he acplish with students who have been neglected and oppressed. All those years of bad education are a great burden, but progress can be made, especially when we retain hope. Student 3: But his determination to create a narrative of hope frees him of the obligation to recount all the failures, all the partial successes. Student 2: And why be so hopeful? What’s the reason for keeping the faith? Teacher: I think there may be at least two reasons for doing so, both of which are in Rose. Student 5: May I? Teacher: Please, go ahead. Student 5: Rose is hopeful because there is no other choice. Despair is not a good basis for change. Student 2: What about revolution? Student 5: Perhaps, but while we wait for the revolution. Rose shows that if you’re patient and try hard to cross boundaries, if you keep looking for abilityswheresothers have only seen deficiency, great strides can be : Rose is like Dewey in a way. He can’t imagine being anything but faithful, but it is not a blind faith. It emerges from experience. Student 2: Well, could we talk about some of those experiences specifically? What are the concrete bases for his educational faith? Teacher: Let’s do that. Perhaps the thing that most clearly distinguishes this scenario from the others is that here the discussion builds. At first students aren’t really conversing, but with a little prompting from the leader, they begin talking and responding to each other. There is clear disagreement, which is tolerated and even encouraged, but with assistance from the teacher, there is also some basis for agreement. The teacher makes six brief ments in this dialogue, but all but two (first and second to last) are intended to foster increased interaction and continuity. The scenario ends with the promise of much more discussion based on close attention to the text. This probably wouldn’t have happened without the teacher’s contributions. Of course, this scenario may e across as a bit too idealistic。 good discussions don’t materialize as effortlessly as this one seems to. But it is surprising what a difference a few wellplaced questions and ments can make. This scenario shows thatsgroupsleaders don’t have to intervene constantly or absent themselves entirely to make discussion work. Summary 總結(jié) A designated leader is expected to perform a variety of administrative, structuring, and developmental activities on behalf of the group. A democratic designated leader encourages members to enact a variety of leadership functions while serving as a pleter for functions not being supplied by other members. A leader has great influences on the discussion process and also has many responsibilities to take.
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