15 slide PowerPointI will do voice over myself once receiving other completed sections. See file for assessment details

Running Head: SCENARIO 2: UNCOOPERATIVE STUDENTS                1
SCENARIO 2: UNCOOPERATIVE STUDENTS     2
SCENARIO 2: UNCOOPERATIVE STUDENTS
Table of Contents
Reasons for Group Work Not Being Successful    3
Agreeing If Direct Form of Teaching would be Preferable for this Group    4
Ways to Increase Effectiveness of Cooperative Group Work    5
Risk for Sally's Motivation and Response    6
Other Reasons that Might be Affecting Sally    7
References    9
Reasons for Group Work Not Being Successful
· The students divided themselves into groups based on their preferences.
· The group of high achievers formed their own group, "cool" students made their own group and the leftovers had formed their own group, which had adversely affected the quality of the assignments.
· The group is sometimes counterproductive. As mentioned by Shelton (2018), in this situation, students preferred peers based on their social behaviour.
· The more intellectual students did not prefer below-average students.
· The below-average students failed to learn something new, which showed poor social learning in the class.
· Social learning theory explains that a child learns and emits the new behaviour by observing the social behaviour of the surrounding.
· The group work did not work because there was no social learning.
· Other factors, which influenced the working of the group, are their own internal behaviour or practices.
· According to Bronfenbrenner (2018), his theory suggests that the smallest environment called "microsystem" affects child development.
· Microsystem, according to Bronfenbrenner (2018), comprises family members, school, peer group and surrounding community.
· Interactions and building relationships in the microsystem shape child development (Trevethan, 2017).
· Supportive and nurturing relationships will allow the child to understand the meaning of caring for others and become more active when it comes to teamwork.
· This is essential for the development of the child. Some students were lazy, some were being bossy and some were fighting over the topics.
· This reveals the personal trait of every student.
· Another factor, which Bronfenbrenner (2018) explained, which adversely affects the behaviour of children is the “Chronosystem”.
· The environmental change around the child influences the child's behaviour.
· This system comprises apparent divorce, parents’ employment status, personal trauma and so on (Hayes, O'Toole & Halpenny, 2017).
· The group that students formed was based on their preferences.
Agreeing If Direct Form of Teaching would be Preferable for this Group
· According to Bronfenbrenner (2018), the social environment is essential for a child's development.
· They quickly observe the social behaviour from the surrounding and try to emit it.
· A teacher needs to provide the students with a good direct form of teaching, which will influence them to learn new good things (Christensen, 2016).
· The direct form of teaching has many advantages, such as it improves social learning.
· If the students are awarded something for every good thing, then the students are bound to show more good behaviour.
· It is essential to teach students and improve the individual learning process directly.
· Another advantage of Direct Form teaching is it gives a direct command of language and improves the...