1. BCU MAGC 206 (G88) – GROUP PROCESS AND PROGRAM DEVELOPMENT Page 1
NAME Bayangan Joan G. DATE: 17 December 2022
(Last Name) (First Name) (MI)
FINAL EXAMINATION
I. FILL-IN THE BLANKS (2 points each =60 points)
Write your answers on the spaces provided in the answer sheet.
(1) Decentralized communication network Communication and access to information are more
equally distributed.
Rumor (2) Not necessarily based on facts/no facts to
support the claim
(3) Personal conflict It occurs when individual members do not like one
another.
(4) Self -awareness People who have a high degree of this component
of emotional intelligence recognize how their
feelings affect them, other people, and their job
performance.
(5) Betweenness This takes the role of go between.
Heuristics (6) Relevance on things that have been
proven/tested or already in place
Competitive or Defensive Climate (7) Aggressive people
(8) Upward communication Messages that flow from the lower to the higher
levels in the organizations.
Intercultural Exploration (9) Is a process in which we identify the major
cultural assumptions and values that guide our
perception and behavior
(10) Para Language It includes voice pitch, rate, quality, and tone as well
as nonword communication such as “tsking” and
sighing.
(11) Motivation A component of emotional intelligence wherein
effective leaders are driven to achieve beyond
expectations --- their own and everyone else’s.
Power Struggles (12) Common in groups as members vie for control
over leadership status and position
(13) Public Goods Dilemma The higher the number of group members, the
lower the productivity due to social loafers.
Avoiders (14) Are willing to let conflicts go unresolved or let
others take care of them
2. (15) Negotiation It occurs when two or more disputants use the
exchange of offers and ideas to resettlement.
Implementation Stage (16) The group carries out the decision and
assesses its impact
(17) Assertive Behavior It contributes to a cooperative, open
communication climate in which members can
express their ideas responsibly.
(18) Self Regulation People with this trait are able to control their
impulses or even channel them for good purposes.
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Social Skill (19) The ability to build rapport with others, to get
them to cooperate, to move them in a direction
you desire
(20) Intelligence Organizations too often implicitly discourage that
these be developed in their people.
Nominal Group Technique (21) Brainstorm individually, then come together
to pool ideas
(22) Autocratic II The leader obtains necessary information from
members then come up with decisions; consults but
members are not aware of the problematic
situation.
Egocentric Constraints (23) Evident when some group members suppress
the input of others and push their own agenda
(24) Group Think One tends to believe more what the group would
believe in as a group than as an individual.
Delphi Technique (25) A way to collect/ synthesize the ideas of the
group/ experts through written communication
(26) Aggressive People They prevent others from participating as equals in
the group and contribute to defensive and
competitive group climates.
(27) Conceptual Style Likes to consider new and unusual ideas and focus
on the “big picture.”
(28) Empathy A component of emotional intelligence that takes
into account the feelings of others when making
decisions --- as opposed to taking on everyone’s
troubles.
Persuasive Arguments Explanation (29) Suggest that in the course of discussion, our
pre-existing opinions strengthened as we hear
additional arguments offered by others.
3. (30) Group II There is discussion of problem; they devise
alternatives; leader does not influence members’
decision.
II. ESSAY (30 points)
1. The following situation illustrates what may hinder academic learning. If you are in the
position of the teacher, how will you collaborate with the learners and how much
leadership will you share with them to attain transfer of learning. (15 points)
According to a teacher, “The group of learners I met in September are beyond anything I
could ever have imagined. They are too many; but more than that, they have too many
problems. Some have withdrawn tendencies, but most are very aggressive, keeping the
classroom in almost constant turmoil with their disruptive behavior. They are hostile, noisy,
explosive, and excitable. They seem unable to listen or to follow directions. They fight, kick,
bicker, shout, stick pins and pencil points into each other. Their habit of tattling must be the
worst on record. There are cliques, loners, outcasts, liars, and extortionists. They seem to
hate each other, themselves and me. They’re full of headaches, toothaches, and
stomachaches. Many are underfed, under clothed, and under loved. There are not nearly
enough corners in the room to accommodate all the problem children, nor enough children
who make good buffers to separate the rest. Our room looks like a disaster area: more than
half the desks have big shirt-tails of messy papers hanging out; pencils and crayons cannot be
found because they are rolling down the aisles; the children cannot hit the waste can. It is
rather like living in the city dump.”
In teaching students, classroom management is key to keeping students focused and on
task. With unruly students, I first talked to the student privately to find out the problem.
Maybe they didn't understand course material, and setting up a private signal for "I don't
get it" would help. Sometimes, depending on the age of the students, parental contact
would help. In addition, I talked to other teachers of the same student to find out what
worked for them or was it only happening in my class and why. If the behavior was
happening often, I checked in with the school counselor, nurse or police liason officer
looking for other reasons which would help me figure out a course of action.
Sometimes it might assist to rearrange my room or change the seating assignments. If
none of the aforementioned methods were successful, I simply kept referral forms signed
and waiting for the office. When misbehavior started, I moved the person to the hallway
and gave them the option to either behave again or leave right away for the office. Above
all, don't take the conduct personally or show them your annoyance; remain calm and let
them make the decision. Avoid giving unruly students excessive attention or showing that
they are upsetting you, for that will re-inforce the bad behaviour.
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2. Using the concepts from our lesson, how will you handle the conflict that arose
between
you and the learners if you are the teacher in the situation cited below? (15 points)
4. In a third-grade classroom, the learners line up each day at the door before being dismissed
for recess. One day, they are more fidgety and noisy than usual. The teacher’s patience is
tried; he requires the whole group to return to their seats because of the unruly behavior.
The learners resent the intrusion into their recess time; some of them think that the teacher
is unfair for punishing all when only a few of the learners are moving around and making
noise. Now learners and teacher alike are angry. From the teacher’s point of view, the rule is
clear. If the learners don’t behave themselves when lining up for recess, they won’t have the
privilege of getting a full recess. The learners aren’t all that clear in their minds about this
rule.
A crucial component of social-emotional learning is learning conflict resolution skills
Emotional growth and conflict resolution depend on social abilities like cooperation,
empathy, and self-control.
In this scenario, I will ask First, before problem-solving can begin, to let students
to calm down. After which I will explain to them that depriving them of their recess is the
consequence of not following instruction, like reward and punishment, but of course before
doing this the rules should have been discussed to them first so as to avoid confusion.
Consistency to the rule is important as well, in my experience, so long as the rule is clear to
the students and they didn’t follow, they knew already the consequence and they don’t
insist anymore.
GOOD LUCK!
"Recipe for success: Study while others are sleeping; work while others are loafing;
prepare while others are playing; and dream while others are wishing."
-William A. Ward
Prepared by:
Ofelia B. Padlan
Registered Guidance Counselor
