The+Redl+and+Wattenberg+Model

Group behavior differs from individual behavior Teachers can learn how to use influence techniques to deal with undesirable aspects of group behavior > > > Redl and Wattenberg view the group as an organism. 'A group creates conditions such as its members will behave in certain ways because they belong to it; at the same time the manner in which the parts function affects the whole'. In other words, group expectations strongly influence individual behavior, and individual behavior in turn affects the group.
 * The Redl & Wattenberg Model of Dealing with the Group **
 * Key Ideas **
 * 1) People in groups behave differently than they do individually. Group expectations influence individual behavior, and individual behavior affects the group. Teachers need to be aware of the characteristic traits of group behavior.
 * 2) Groups create their own psychological forces that influence individual behavior Teacher awareness of group dynamics is important to effective classroom control.
 * 3) Group behavior in the classroom is influenced by how students perceive the teacher. Students see teachers as filling many psychological roles.
 * 4) Dealing with classroom conflict requires diagnostic thinking by the teacher. This thinking involves:
 * forming a first hunch;
 * gathering facts;
 * applying hidden factors;
 * taking action; and
 * being flexible.
 * 1) Teachers maintain group control through various influence techniques. These techniques include:
 * supporting self control,
 * <span style="font-family: Arial,Helvetica,sans-serif;">offering situational assistance,
 * <span style="font-family: Arial,Helvetica,sans-serif;">appraising reality, and
 * <span style="font-family: Arial,Helvetica,sans-serif;">invoking pleasure and pain.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Supporting self-control techniques are low keyed. They address the problem before it becomes serious. They include eye contact, moving closer, humor, encouragement, and ignoring.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Situational assistance techniques are necessary when students cannot regain control without assistance from the teacher. Techniques to provide assistance include:
 * <span style="font-family: Arial,Helvetica,sans-serif;">helping students over a hurdle;
 * <span style="font-family: Arial,Helvetica,sans-serif;">restructuring the schedule;
 * <span style="font-family: Arial,Helvetica,sans-serif;">establishing routines;
 * <span style="font-family: Arial,Helvetica,sans-serif;">removing the student from a situation;
 * <span style="font-family: Arial,Helvetica,sans-serif;">removing seductive objects; and
 * <span style="font-family: Arial,Helvetica,sans-serif;">physical restraint.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Appraising reality techniques involve helping students understand underlying causes for misbehavior and foresee probable consequences. Teachers 'tell it like it is', offer encouragement, set limits, and clarify situations with post - situational follow-up.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Pleasure-pain techniques involve rewarding good behavior and punishing bad behavior Punishment should be used only as a last resort because it is too often counter productive.

<span style="font-family: Arial,Helvetica,sans-serif;">Redl and Wattenberg describe several roles that are available to individuals in groups. The following are some of the roles that can cause trouble in the classroom: <span style="font-family: Arial,Helvetica,sans-serif;">A leadership role is available in almost every group. The role varies according to the group's purpose, makeup, and activities. Within the same group, different people may act as leaders in different activities. For example, a student who is a leader in physical education may fulfill a different role in music. Group leaders tend to share certain qualities. They are above average in most respects(intellect, social skills, responsibility, and socio-economic status). They generally have a highly developed understanding of others, and they embody group ideals. Teachers must be aware that the leaders they appoint are not necessarily the group's natural leader. Such mismatches often lead to conflict within the group. <span style="font-family: Arial,Helvetica,sans-serif;">Clowns are individuals who take the position of entertainer of the group. Students sometimes take this role in order to mask feelings of inferiority, thinking it best to make fun of themselves before others have a chance. Clowns sometimes help the group and sometimes hinder it. Clowning can be beneficial to both teacher and the group, especially when students are anxious, frustrated, or in need of relief from tension. At times, however, group members may support the disruptive antics of the clown as a way of expressing hostility to the teacher. <span style="font-family: Arial,Helvetica,sans-serif;">A fall guy is an individual who takes blame and punishment in order to gain favor with the group. Members of the group feelfree to misbehave knowing that they can set up the fall guy to suffer the penalties. Teachers need to be aware of this kind of manipulation and be sure to focus their corrective actions on the instigator of misbehavior <span style="font-family: Arial,Helvetica,sans-serif;">Instigators are individuals who cause trouble, but appear not to be involved. They often solve their inner conflicts by getting others to act them out. They may even feel that they are benefiting the victim in some way. Teachers need to look into recurring conflicts carefully to see if there is an unnoticed instigator. It may be necessary to point out this role to the group, as it is often undetected by them. The group may need help in recognizing and discouraging this role. <span style="font-family: Arial,Helvetica,sans-serif;">All of the roles described here are p <span style="font-family: Verdana,Geneva,sans-serif; font-size: 9pt;">laye <span style="font-family: Verdana,Geneva,sans-serif; font-size: 9pt;">d by individuals in groups either because the role fills a strong personal need or because the group expects or enjoys it. By playing a role, an individual finds a place within the group one of the main desires of almost all students and becomes a functioning part of the organism. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 7.5pt;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">Roles of Individuals within the Classroom **<span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">Leader. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Clowns. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Fall Guys. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instigators. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Comment on Group Roles **