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Findings and Suggestions

Researcher's Observations

7. When the learners are first introduced to group work they make a lot of noise, which might disturb the other classes in the school.  In the present experiment it was found that the noise level increased suddenly after the first few moments of absolute silence.  This was so because for the first few minutes nobody knew how to begin the activiy.  Then all of them started talking at the same time.  After a few minutes of confusion all of them stopped talking and the class became silent once again. 

Then the learners were familiarized with patterns of interaction in group work activities.  The bright learners were taught things like listening patiently when somebody is talking and waiting for their turn, expressing difference of opinion without raising their voice and giving others a chance to speak by keeping their own comments brief.  The weaker learners had to be encouraged to talk without worrying about the errors they might commit in the process. 

As the learners obtained, more and more practices in asking questions, supplying and colleting information, and participating in discussion, the noise level decreased.  Futher they were given specific instructions to talk in soft tones at the beginning of each group activity.  In some classes the instruction was put up on the blackboard and whenever the noise level seemed to rise, the learners attention was drawn to what was written on the blackboard.  As this was done a number of times, learners on their own began to look at the blackboard whenever the noise level increased. 

Gradually learners learned to carry on the work with minimum noise possible.  In addition to the diffulcties that a teacher might have to overcome in class, a researcher trying out new techniques and materials in a class where he is not a regular teacher has to face a number of other problems.  Some of them are listed below.