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2.Methodology 2.

1 Method Adopted for the study It is not easy to find out the reason why some kids are not actively participati ng in group works. one method is to Tell Students about the benefits of study teams. (Study teams meet regularly outside of class to study together, read and review course material, complete course assignments, comment on each other's written work, prepare for tests and exams, and help each other with difficulties that are encountered in class. Study teams are guided by the notions that students can often do as a group wha t they cannot do by themselves and that students can benefit from peer teaching-explanations, comments, and in struction from their coursemates.) Then divide the class members into each group and assign some simple work to e ach of them .Also Give some attractive offers to the winners and then monitor their participation in the work. The result of group work will be a grand success if all the students are activel y participating in it or it will be a failure.

2.2 Tool and Techniques used One of the tool used is the grading chart: Grading chart means after monitoring each students participation in the group wo rk , each one will be graded according to their participation. (Here Grade 'A' is for Good , Grade 'B' is for Averge and Grade 'C' is for Below Average) Individual evaluation of students(Case Study): Individual evaluation of students is one of the technique to understand the beha viour,interest in studies etc of a student easily and it will help to find out each students level in the class.

2.3 Sample of the study "Do it by urself..... with students names in ur class"

3.Analysis of the data

4. Finding and Suggestions

4.1 Major Findings based on the objectives Findings: Lack of interest ------------------should be very thoughtful while giving the topic for group activity. it should be interesting and meaningful as well So that , the students will part icipate with great enthusiasum. there should be an option for each student to contribute towards the activity. Poor communication ------------------Some students are not good at communication, especially in a group.Teacher should monitor how the students are communication in a group and give proper suggestion and initiation for them to talk in a group.

psycological and physical disorder ---------------------------------Teacher should find out if there is any psycological or physical disorder to any of the students in the group,which is preventing them from participating in group activities and adopt scientific approach to help them. Irrelevant Topic ------------------------------A teacher should be very thoughtfull when giving the topic for group activity. It should be interesting and meaningful as well. There should be an option for each students to contribute towards the activity. so that, the students will participate with great interest. Teacher's Approach ---------------------Teacher should motivate the students by appreciating their contributions and by giving proper suggestioins whenever necessary. etc ..............

4.2 Suggestions Some Reasons and solutions: a."Students won't want to work in groups." Some students may object, in part because most of their education has been base d on individual effort, and they may feel uncomfortable helping others or seeking help. The best advice is to explain your rationale, design well-structured meaningful tasks, give students clear directions, set ex pectations for how team members are to contribute and interact, and invite students to try it. (Source: Cooper and Associates, 1990)

b."Students won't work well in groups." Most students can work well in groups if you set strong expectations at the begi nning of the term, informally check in with groups to see how things are going, offer assistance as needed, and provide time for groups to assess their own effectiveness. Some groups may i ndeed have problems, but usually these can be resolved. See "Encouraging Student Participation in Di scussion" for suggestions on how to minimize monopolizers, draw out quiet students, and generally engage all students in active participati on. Provide mechanisms for groups to deal with uncooperative members: Walvoord (1986) recommends telling the class that after the group task is comple ted, each student will submit to the instructor an anonymous assessment of the partic ipation of the other group members: who did extra work and who shirked work. If several people indicate that an indi vidual did less than a fair share, that person could receive a lower grade than the rest of the group. This system works, says Walvoord, if groups have a chance in the middle of the project to discuss whether any memb ers are not doing their share. Members who are perceived as shirkers then have an opportunity to make amends. H ere are some other options for dealing with shirkers: * Keep the groups at three students: it is hard to be a shirker in a small group . * Make it clear that each group must find its own way to handle unproductive gro up behavior. * Allow the groups, by majority vote, to dismiss a member who is not carrying a fair share. Students who are dropped from a group must persuade the group to reconsider, fi nd acceptance in another group, or take a failing grade for the project. Perhaps the best way to assure comparable effort among all group members is to d esign activities in which there is a clear division of labor and each student must contribute if the group is to reach its goal. (Sources: Connery, 1988; Wal voord, 1986)

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