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Peer pressure academic and social clubs that enhance the socialization of the students

Introduction In socialization, the quality of social groups will determine the course of socialization and its ultimate outcome. Social groups will differ in sizes, composition, cohesion, etc.

Understanding the dynamics of different groups is vital for optimizing socialization trajectory. Socialization is a natural process that should not be subject to interference, however, up to a certain age, parents and educators can influence the type of social groups that a child is exposed to. Those are vital choices with a monumental impact on the life of an individual.

It should be obvious that socialization takes different forms in an art club, in a boot camp, or in prison. In peer groups, kids tend to converge in behavior. There is an interesting problem of the effects of peer group composition on educational outcomes. Do the good ones lift the weaker ones up? Or do bad apples have a bigger power in dragging the whole class down?

Teacher's dilemma For a teacher, there is a clear communication problem. Should she lift the class up and speak to the gifted ones?

Or address the troubled kids to make sure no child is left behind? Or should she maximize the effect by addressing the most numerous group in the middle of the distribution? In a mass of talent that follows a normal distribution, psychology drives the teacher to focus on the middle of the group.

Focusing on a class genius would keep the rest bored, frustrated, or envious. Focusing on the laggers or troublemakers usually yields little return on investment. It is then natural for teacher to match the average and try to push it just a bit up. Practice shows that teachers tend to average and perform to the class in proportion to the feedback. They will inevitably drift in the direction of communicating more with more active students.

Those communications set the baseline average and determine the push zone the teacher uses. This is not the optimum push zone, but the zone of maximum tolerated push. This means that an involved and active teacher will try to execute the curriculum and apply as much pressure as possible below the level of immediately observable regress. Naturally, not all teachers call for or acknowledge feedback.

Some speak high to the wall as if treating the class as an exercise in self-improvement or self-aggrandizement. Others will just pull out a newspaper and let the class to pasture. A good teacher may want to differentiate between students and assign tasks with difficulty proportional to ability.

The problem of mixed ability is hard to crack. In essence, a teacher with many students will always be systemically handicapped. She might wish to employ low-investment homeschooling tricks: However, this requires intimate knowledge of each kid.

  1. Indeed, in larger peer groups, esp.
  2. In peer groups, kids tend to converge in behavior. Problems arise when communication channels break down or there is an information bias e.
  3. She might wish to employ low-investment homeschooling tricks. Images, realities, and policies 4th ed.
  4. He is smart enough to learn things on his own.

In such interactions, parents always have an advantage. At the primary level, teaching geography to a particular kid requires more knowledge of the kid than knowledge of geography. To tell a kid that Chile has access to the Pacific, the teacher needs to know if the kid know what the Pacific is.

It is irrelevant if the Pacific was there or was not mentioned in the curriculum. Otherwise, each time the Pacific is mentioned, it needs to be explained again.

Drug epidemic The issue of mixing peers intrigued me particularly in the context of drug use. Drug use statistics vary wildly from country to country, from state to state, from city to city, and even from school to school. This is far more than official numbers for the same area.

It is very difficult to get any information from the kids. For obvious reasons, they are reluctant to reveal the truth to an adult. Some might be evasive, others will swear cleanliness, yet others will just giggle and ignore a stranger. Luckily, I know a lot of teens from the football field. We have had fun playing there as they had grown up from kindergarten to adulthood.

These days, some of those kids move on to colleges around the country and beyond.

Social groups in socialization

Official figures might be too optimistic. A research program conducted recently in the same schools gathered kids in a classroom and made them fill out an anonymous questionnaire. Kids were not too eager to volunteer the truth! What if everyone checked the box "I am taking it?

That would burst anonymity. Perhaps the kids like to boast and this results in those strangely round numbers? At my time, in communist Poland, the drug use seemed to have been close to zero. I lived my school years in total ignorance of the problem. I did not hear of drugs despite of my growing up in varied neighborhoods, from impoverished and crime-ridden to relatively well-to-do.

Today, I see many exuberant kids grow to become listless teens and then fade into the abyss of anonymous adulthood. I am horrified to see a change that can occur in the span of just a few years.

One of the schools attended by kids reporting on drug use was a middle school, which combined children from primary schools in 3 different areas of the city.

Apparently one of those areas was relatively clean with kids coming to school with little knowledge of drugs. The other two areas were covered with primary schools where drug use was allegedly rampant.

The clean kids quickly took on drug use from their "polluted" peers. As drugs have a direct access to the reward system in the brain, they are able to take away rational control from the hands of most teens.

Once they have tried, only the strongest can resist further temptation. It seems the best weapon against drugs is ignorance or ignorance of the pleasure of drugs.

  1. It seems the best weapon against drugs is ignorance or ignorance of the pleasure of drugs.
  2. The most extreme case of this approach would be a socializing room full of copies of yourself.
  3. We do want to grow efficient social players, however, we also want to be sure they do not develop a lesser love for the rest of humanity. Scholars continue to debate the effect of media violence on youth violence.
  4. There is something about his zombie looks that makes people believe he is a lost cause. Others will just pull out a newspaper and let the class to pasture.

Either kids do not get a chance to try drugs, or they come from home with strong convictions that prevent them from ever taking a risk. This is why the case for drugs is pretty clear: One bad contagious apple can spoil the whole group. Should we then mix kids or employ some form of tracking where better students are lifted to a higher track in a separate class?

  • With the advent of the Internet, television now has a partner in the role of visual stimulant of young minds;
  • Paradoxically, it is the problem kids that are often most vocal about the value of schooling;
  • When school is a place of peace compared with their home, it is a form of escape from family problems;
  • He is incredibly smart and harbors multiple talents that are not easy to spot;
  • Family, school, peers, mass media, and religion each play a role in the collective process we term education;
  • The most detrimental manifestations of this are drug and alcohol use, premature teen sexual activity, and other socially proscribed behaviors.

Tracking brings big gains for the gifted who, at the same time, do not need to undermine self-esteem of the remaining students. However, the mere assignment to a lower track is a form of stigmatization. On one hand, life itself is a form of tracking. Some of us become presidents, some of us end up in prison or dead. On the other, comparisons and classifications are one of the chief factors that destroy self-esteem in kids.

In the end, the mere fact that we try to lump together kids with a mix of quality is a problem on its own. Modelling the mix It is vital to determine peer pressure academic and social clubs that enhance the socialization of the students is affected more in a mixed-ability class: Who drags the average more in their direction?

I spoke to students, parents, and teachers to ask about their views of the averaging effect. Sadly, most of them believe that mixing up peers reduced the average performance of the entire group. However, teachers usually insist that this largely depends on student personality. There are some resilient individuals who would not bend down no matter the circumstances. Some students might even show leadership qualities and have a positive impact on the group. However, those are exceptions.

I also noted that the average would get dragged down further in schools and classes where it was already pretty low. The effect of good students lifting up weaker students would be more pronounced in good schools, and at the university level. Is there a universal prescription for ensuring a positive outcome in a mixed-ability class? If we tried to model social dynamics in a group of peers, the second law of thermodynamics would not be a happy hint. It is easy to destroy, it is hard to build quality.

When we mix bad soup with good soup, we do not arrive at a gourmet dish. This would easily apply to drug use. Similarly, one aggressive knucklehead can poison the lives of the entire class. Thermodynamics seems to suggest the bad lot has an upper hand. Then there is information theory. Truth increases the power of memes. Contradiction helps destroy memes. In that sense, good practises and healthy philosophies should win on the information level. However, we can also see that memes can survive on cognitive bias or the power of rewarding emotions.

The case of Brexit has shown that a pleasing lie can beat any cold rational judgement. July 22, 2016 referendum is a proof that we cannot rely on the wisdom of crowds where powerful emotions get involved. Individual personalities can upset all modelling. A student with leadership qualities may lift the whole class.