TJ & group projects
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Anonymous
Same liar! Antiasian racist! |
Anonymous
+100 |
Anonymous
I am not who posted this but the odds are in favor of this being accurate just because south and East Asians make up such a large majority at the school. That doesn’t mean all Asians at TJ are slackers (nor that all slackers are Asian there) |
Anonymous
Shame on you for picking on Asian students. Racist! |
Anonymous
Ok you've got to be a troll. |
Anonymous
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It's quite normal for students, especially in their sophomore year, to encounter numerous group projects. This phase of education often focuses on collaborative skills and learning how to work effectively in a team. It's true that group work rarely divides evenly, with a 50/50 effort split. Different members bring various strengths and levels of commitment, which can lead to uneven work distribution.
A good suggestion for DC would be to proactively communicate within the group. Setting clear expectations and roles at the start of a project can help. Encourage DC to initiate regular check-ins or meetings to assess progress and redistribute tasks if necessary. This approach not only ensures that everyone is contributing but also helps in developing leadership and management skills, which are valuable beyond academic settings. |
Anonymous
It sounds like your DC is facing a common but challenging aspect of group work: relying on peers who may not always meet their commitments. This situation is frustrating and can add undue stress, especially when it occurs repeatedly. Here are a few steps DC can take to manage such situations more effectively: 1. **Early Communication:** At the start of the project, encourage DC to have a frank conversation with their partner about expectations and deadlines. This sets a clear understanding from the beginning. 2. **Documented Planning:** Encourage them to create a shared document outlining each person's tasks and deadlines. This not only organizes the work but also serves as a record of who is responsible for what. 3. **Regular Check-Ins:** Suggest that they schedule regular meetings or check-ins to monitor progress. This can help in identifying issues early on. 4. **Speak to the Teacher:** If the partner consistently fails to contribute, it's appropriate for DC to speak to the teacher. They should explain the situation factually and respectfully, focusing on the impact of the partner's inaction on the project. 5. **Contingency Plan:** It's wise for DC to have a backup plan in case the partner doesn't fulfill their responsibilities. This might mean being prepared to take on extra work if needed, though it's not ideal. 6. **Reflection and Feedback:** After the project, DC could reflect on what went well and what didn't, and provide constructive feedback to their partner and teacher. This can be a learning experience for everyone involved. It's important to remember that while group projects aim to teach collaboration and teamwork, they also sometimes provide lessons in handling challenging dynamics and developing resilience. Encouraging your DC to approach these situations proactively can turn them into valuable learning experiences. |
Anonymous
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It's important to approach situations where a group member isn't contributing their fair share with understanding and compassion. There could be various reasons why a student might struggle to fulfill their part in a group project. For instance, they could be dealing with personal challenges such as family issues, mental health struggles, or overwhelming academic pressure from other courses. These factors can significantly impact a student's ability to engage fully with group work, even if they have the best intentions.
While it's frustrating when someone doesn't contribute equally, it's also an opportunity for the other group members to demonstrate empathy and teamwork. In real-world scenarios, teams often encounter situations where the workload becomes uneven due to unforeseen circumstances. In such cases, it's not just about completing the task at hand, but also about supporting each other through difficulties. This moral responsibility to help out and ensure the group's success, even if it means temporarily taking on a bit more work, is a valuable aspect of teamwork and leadership. |
Anonymous
This is far too kind for the AAP forum. |
Anonymous
The TJ stress is on every student. When one slacks off, the entire team suffers and the grades plummet. |
Anonymous
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Yes, in my experience TJ had many more group projects than my other child at base HS.
It all works out. Some groups work well, others don't but the kids generally worked hard and wanted to do well. Frankly, I thought the biggest challenge was that TJ kids lived all over the place, not centralized like a base HS. I found myself, and later my son, driving out to Loudon fairly often to meet up for group projects. |
Anonymous
Nice try equity warrior. Admit under-qualified middle school students and create group composition where merit students are compelled to compensate for the work of others. Merit students at TJ are exceptionally kind and more than willing to shoulder the group's workload, so that other members can allocate more time towards their normal course work. Despite this peer support, non-merit students struggle in basic math, science, and english courses and end up with a C. |
Anonymous
When I was in college most professors required this for all group projects. Yes, it will expose those not pulling their weight, mediocre or not. It will also teach your kid to self-advocate if they think things aren't going well. And I know I'm going to catch flack for this, and I was even called out for it once when I was younger, make sure your kid isn't being a control freak due to grade anxiety. Swooping in to do everything to ensure a good grade can happen and the other group members will just withdrawal and let the anxious person do it because they don't feel like it's worth the hassle. |
Anonymous
You have no idea which students are "merit" students and which ones are "others". You're betraying your complete ignorance with regard to TJ if you think that struggles with group project imbalance are a new problem that has only recently come about because of the admissions process. I went to TJ many years ago and I found myself on both ends of this issue. During one of my earlier years I was dealing with some personal issues and absolutely dragged my groups down, and during my later years I had the opposite problem with some of my group mates. Having the experience of dealing with actual adversity made me a better leader and that's part of the TJ education. |
Anonymous
My child attended before the admissions changes and frequently had this problem. She’d be the only girl in a group of four and it was not unusual for her to all the organizing for the project and typically a lot of the actual work also. A lot of the boys were used to their moms doing a lot of planning for them- for example, my child would get phone calls from the moms of the boys to schedule meetings for the group. So, yes, this has always been an issue at TJ. I do think that high school is a great time for kids to learn to work this way with others. I imagine that the boys my child worked with probably had an easier time in college because of their experiences with group projects at TJ. |