1. Muna Yahya (H00203311) Mouza Salem (H00235384)

2.  How did we collect our data  The results  Data analysis  Reflection

3.  Five questions.  Hand in the questions to the students.  Explain the questions.  Find the results (slide 6).  Make checklist & observe 2 students.

4.  Please answer the following questions honestly & seriously: Note: This survey should be done individually, don’t share your answers.  Which girl(s) do you prefer to work with? (best to least) 1-2-3-  Which girl(s) do you prefer to sit with? (best to least) 1-2-3-  Which girl(s) do you want to be her friend? (best to least) 1-2-3-  Which girl(s) do you find difficulties in communicating with her? 1-2-3-  Which girl(s) do you think is/are likeable by everyone? (Don’t choose yourself!) 1-2-3-

5.  Which girl(s) do you find difficulties in communicating with her? 1-2-3-  Which girls do you prefer to work with? (Best to least). 1-2-3-

6.  1 = 3 points  2 = 2 points  3 = 1 point  Example: Who is your favorite friend? Student 1: 1- Mary2- Juliet3- Darin Student 2: 1- Rose2- Mary3- Juliet Mary = 5Juliet= 3Darin=1Rose= 3

10. Note: 2 types : 1- Popular-prosocial 2- Popular-antisocial (Berk, 2009)  Well liked & Sociable.  Noticeable & accepted.  Solving problems. “They are good students who communicate with their peers in sensitive, friendly, and cooperative ways…” (Berk, 2009, p.616)  Medium involvement in tasks.  Good academic performance but not high.

11.  Whole class work rather than group work It motivates students and let them feel they belong to the class (Harmer, 2001)  Make eye contact and target your questions to re-involve them (Kyriacou, 2007)  Keep them busy

12.  Unsociable and less interaction  Shy  Unnoticeable by peers  Tend to work alone (not engaged in group work.)  High academic performance  Their low level in interaction (neglected students) doesn’t mean they are low skilled than average kids (Berk, 2009).  Being neglected can be impermanent (Berk, 2009).

13.  change the arrangement The big circle arrangement; more eye contact; less shyness (Scrivener, 2005).  encourage any interaction between students (Roffey, 2011).  Vary the activities.

14. What did we learn from doing this task?

15.  Berk, L. (2009). Child Development. (8 th ed.). Boston: Pearson  Harmer, J. (2001). The Practice of English Language Teaching. Harlow: P. Longman  Kyriacou, C. (2007). Essential Teaching Skills. (3 rd ed.). Cheltenham: Nelson Thornes  Roffey, S. (2011). The New Teachers Survival Guide To Behaviour. (2 th ed.). London: SAGE Publications  Scrivener, J. (2005). Learning Teaching. (2 th ed.). Oxford: Macmillan Education