The grouping method of teaching and learning can be the most effective one the teacher can

implement. It is a method of teaching which encourages involvement and independence. It also

creates the state of cohesion among the pupils when working together. In addition to that, pupils

may want to work upon the absence of the teacher to produce informed decisions. However,

without careful preparation and facilities, it will be of no reason to group the pupils as it may

frustrate the pupils and seem to be the wastage of time.

According to Trecker and Herleigh [2000], group work is a form of an association of members

who are benefiting from cooperative learning that enhances the total output of the activity than

when done individually. Group work involves learners formerly working together on a project

or assignment through it may sometimes take place in a classroom setting.

http://en.m.wikipedia. Therefore group work is working in collaboration for a common goal.

Pupils can work best in groups thereby encouraging involvement, independence and fair

division of task given. According to Davis, [1993], all group members feel a sense of personal

responsibility for the successful of their team work. Each member of the pupils in group feels

being involved. Now all the members of the group will realise that their individual effort leads

to the group’s success. Even the slow learners felt that their contribution is appreciated, then

this is the reason why group work tend to be effective.

In addition to that, grouping of pupils is implied in teaching and learning since it can allow the

pupils to work independently. According to Race,[ 2000], the instructor’s duty is to give

instructions and the pupils struggles within reason to accomplish the group work. The teacher

needs not to interfere with the pupil’s discussions but to allow them by giving time to solve

their own problems and come out with resolutions. www.http//nsse.iub.edu/nsse-2006-

Annual.Report/. According to Jaques (2000), pupils may show the unwillingness to share their
uncertainties and disagreements in the presence of their teacher. Therefore by giving time for

pupils to work in an open mind may leads to a better results altogether.

According to Caruso and Woolley, (2008) group projects can help pupils to develop the host

of skills that are increasingly important in the professional world. Thus the positive group

experiences may have shown to contribute to student’s learning retention and overall

educational success. Properly structured groups by the teacher can reinforce skills to both group

members and individuals through refined understanding from discussion and explanation.

Feedback is done which will deal with challenging assumptions. Hence, looking at this view,

group work is of great importance.

According to Hasting and Wood (2002), the pupils are grouped in small groups n the teaching

and learning to increase the pupils engagement in the learning scenario. The high levels of

pupils on task time occur in small groups. In particular, slow learners spent less time of task in

co-operative small group situations than in total classroom instruction. This is largely because

they spend less time waiting for instruction and feedback. When the learners are grouped, they

are more likely t understand the individual differences and allows each other in the group to

participate according to his or hers own ability. Thereby doing so, the slow learners also take

part in the learning rather than in class instruction where they will not take part and get engaged

in the lesson. Looking at this above view, grouping pupils is of paramount importance.

Adding to the above view, the grouping of pupils tells them when to perform the work on their

own and where to seek the assistance. The pupils learn to cooperate with others when assigned

to the group task which may require each pupil to compete a subpart of the task. Galton and

Patrick (1990) argues that individual learning efforts increases when pupils perceptions of other

pupils as helpful and co-operative rather than competitive. This cooperation s enhanced when

the pupils are grouped in small groups. Those pupils may show self initiative and assume the
greater individual responsibility for the completion of the given assigned task. Therefore

grouping of pupils in the teaching and learning benefits them more.

Be that as it may, the successful group work may need a lot of careful preparation and

facilitation with regular reflection and reassessment afterward. It is not all that group works are

effective especially large groups. According to Davis (1997), the less skilful the group

members, the smaller the groups should be. Now, the whole process of grouping pupils into

equal proportions maybe time consuming. It takes a lot of time to plan for the facilities which

are proportionally equal to the group members. Therefore, time lost may not be compensated.

Group work may fail due to wastage of time through debating of pupils thereby delaying the

completion of the task. One cannot simply give the first instinct and be agreed to, but mainly

conflict may arise so that they may come to consensus after a long period of time.

Conclusively, group work is done to let pupils work, express their views and solve problems

on their own. Through the discussion and explanation of the group members, some pupils may

understand more better than from the teacher’s explanation. The pupils may also share the

views as elaborated above and these are some of the reasons in which the group work method

is used. Though the group work method is effective as shown above, it may be wasting of time

and non beneficial if not properly planned.

REFERENCE

Astin, A. [1993]. What matters in College? For critical year visited. Jossey Bass: San

Francisco.

Brookfield. SD and Preskil l, S. [1991] Discussion as a way of teaching: Tools and Technique

for democratic classrooms. Jossey - Brass Publisher. San Francisco.

promote the diverse team collaboration. Diverse Groups . //245-266.

Gross Davis,B. [1993]. Tools for teaching. Brass Publishers. San Francisco Jossey.

Hasting, N. and Wood, K.C. 2002. Re-organising Primary Classroom Learning. Buckiham:

Open University Press.

Kutnick, P. And Manson ,(2002). Enabling Children To Learn In Groupes. The psychology of

Teaching and learning in Primary School, London : Routledge farmer

Race.P. [2000], 5000 Tips on Group Learning. 101. Strategies of Teaching. Josse y-Brass

Publishers. London.

www.http://en.m.wikipedia

www.http://nssr=-2006cmu.edu/teaching/eberty:412

www.http//nsse.iub’edulNSSE-2006Annual-Report/