Intercultural Education in the Post-Primary School - National Council ...

CLASSROOM PLANNING 4Care should be taken to ensure thatstudents are given an opportunity toidentify and learn the understandings andcapacities that will enable them to workconstructively as part of a group. Theseinclude• specific co-operative behaviours such asasking questions, listening, speakingclearly and concisely, explaining reasons,etc.• the social norms for group work, suchas taking turns to contribute, engagingin planning, evaluation, and working indifferent roles such as chair or recorder• the understandings and skills specific toconflict resolution, such as recognisingthe value of different views, depersonalisingconflicts of opinion,identifying common interests andinventing opportunities for mutual gain.When organising groups and tasks it isimportant to ensure that there areopportunities in the assigned tasks forpeople to positively contribute to thegroup, and that no-one should becharacterised as needing to be ‘carried’ bythe group. The group work process mayneed to be supported by the teacher inorder to maximise co-operation andinclusiveness. In the context of promotingan inclusive classroom environment it isbetter that classroom duties andresponsibilities are shared by all ratherthan by a small select group of students.All students can take turns in such tasks ascollecting homework, checking attendance,distributing materials and equipment,room set-up, welcoming visitors, etc.Intercultural Education in the Post-Primary School 43