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  Case: Cannot Cooperate
Aisha is known as a responsible and smart student. I have known her for the last two years, but this year is the first time she is taking one of my classes. She is in my 10th grade US History class. Recently, I started using small group projects in my class. I simply want my students to learn to cooperate, exchange ideas, and produce the project together. Although Aisha is willing to take part in these small group projects, she does not want to be in groups with male students because of her religious beliefs. When she told me about this, I told her that she was in the United States and that she had to work with whoever she is in a group with. In the first group project, Aisha was in a group with three males and one female students. She simply did not participate in any of the group activities. I wonder if should reconsider my original position on this issue and accommodate Aisha by having her work only with girls. Would I be doing her a disservice? What should I do?
Solution: (Rates are posted for this solution!)
In consideration of the original purpose for working in groups, that being for students to learn to cooperate, exchange ideas, and produce the project together, I would advise the teacher to reconsider their original position on the issue. I would even argue that choosing to not accommodating Aisha's religious beliefs about working with male students directly hinders the teacher's purpose for group work. While I do agree that Aisha will need to find a way to work with male students, albeit in due time, in order to be properly prepared for the work force, Aisha's starting point for group work should be an all girls group. The teacher has already seen the negative impact on performance that results from placing Aisha in a group with mostly male students, so it would be foolish not to adjust the groupings. Furthermore, I suggest that the teacher do two things: research and learn more about Aisha's religion and then set up a parent-teacher conference with Aisha and her parents. By learning about Aisha's religion, the teacher's awareness and ultimately their sensitivity to Aisha and her religion will increase. Setting up the parent-teacher conference to include Aisha opens up a line of communication and also begins to build a relationship with Aisha's parents. This relationship and its resulting communication will provide some much needed insight into the specifics of Aisha's reservations. In such sensitive matters as the situation faced here, I believe that abundant and clear communication is essential.