Anonymous wrote:TJ always does lots of group projects. My kids didn’t have a problem with other students pulling their weight but they attended before the admissions changes.

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.

Anonymous wrote:

Anonymous wrote: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.

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.

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 wrote:

pettifogger wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Welcome to the real world. You have to be able to work with other people, and in some cases drag up stragglers, and you’re evaluated on the basis of whether or not your team gets the job done.

If that’s uncomfortable for you or your child, gainful employment may not be their (or your) best option.

a school environment of peers of entirely different than a work environment. And if it's standard then yes she'll have to suck up doing most of the work when she gets dud partners and get used to it I guess. But it felt like way more of these (or maybe just more bad luck on partners) this year vs last which is why i asked.
- OP

PP. Sure, it's different, but it's a decent analog for what they'll experience later in life. When you get right down to it, most of life (including work, parenting, being part of a family) is graded group work. Life isn't fair, and one of the best things you can do for your kid is to help them understand this and help them move beyond the anxiety that unfairness creates if it's out of their control. This is coming from decades of TJ experience, btw.

I’m not aiming to reinforce anxiety and sure you have to work together as adults but the school dynamics are really different from how team projects operate at work. There is much more accountability and recourse in the latter if someone isn’t doing the part they were assigned.

It’s been 3 major projects now in just the last few months where DC has ended up doing an outsized amount of the work.

Useful reality check that this amount of group projects is normal. It still strikes me as a really high amount but if it is what’s been going on for years and just is the norm then yes they’ll just need to suck it up.

But I’m biased because I hated group projects too as a kid.

- OP

Isn't the simple solution here for her to chat with her teacher about it? A good teacher would normally ask each individual in the group to write out which portions of the projects they were responsible for/worked on. As long as she shows that she did the bulk of the work, the teacher should then find a solution for her for the next project (either via extra credit, or assigning her partners who do pull their weight).

but that would expose the current lottery admissions cover that let in mediocre students for equity purposes.

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 wrote: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.

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.

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 wrote:

Anonymous wrote: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.

This is far too kind for the AAP forum.

The TJ stress is on every student. When one slacks off, the entire team suffers and the grades plummet.

Anonymous wrote: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.

This is far too kind for the AAP forum.

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 wrote:My DC (new admissions system) consistently has to do their partners work. Project/presentations supposed to be 50/50 but DC’s partner had not done their share as of midnight the day before presentation. My DC had to get up early and basically finish the prep. Partner kept making excuses all along that they’d get it done. Day of presentation said sorry had two big tests to study for. Still didn’t do their part. It’s extremely frustrating. Has encountered this every year across variety of classes.

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.

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 wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Good lord. I have two kids at TJ. Under new admissions. The procrastinators have actually bee East & South Asian kids. Not that race is the issue. Those kids were just procrastinators who didn’t give a hoot about non science classes.

Same liar! Antiasian racist!

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)

Shame on you for picking on Asian students. Racist!

Ok you've got to be a troll.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Good lord. I have two kids at TJ. Under new admissions. The procrastinators have actually bee East & South Asian kids. Not that race is the issue. Those kids were just procrastinators who didn’t give a hoot about non science classes.

Same liar! Antiasian racist!

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)

Shame on you for picking on Asian students. Racist!

Anonymous wrote:

Anonymous wrote:Good lord. I have two kids at TJ. Under new admissions. The procrastinators have actually bee East & South Asian kids. Not that race is the issue. Those kids were just procrastinators who didn’t give a hoot about non science classes.

Same liar! Antiasian racist!

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 wrote:

Anonymous wrote:Who are these PPs saying DEI admits are the slackers? I would put big money on the coddled, prepped, elitist majorities being the most likely offenders in shirking work to less assertive teammates.

In our experience with two kids at TJ who were admitted under different systems. There's a remarkable improvement in the school's atmosphere. It'smuch less toxic now. I suspect this has to do with eliminating the do anything to win mentality that came with the test buyers.

+100

Anonymous wrote:Good lord. I have two kids at TJ. Under new admissions. The procrastinators have actually bee East & South Asian kids. Not that race is the issue. Those kids were just procrastinators who didn’t give a hoot about non science classes.

Same liar! Antiasian racist!