In my classroom, students work in a variety of different group settings in each class period. Students are given individual think-time, students work in pairs, groups of four, and participate in whole-class discussions. After reading Thomas Friedman’s article on “How to Get a Job at Google” I do feel that I am preparing my students to get a job at Google. By this I mean that I am helping my students to build the kind of skills that Google is looking for. According to Laszlo Bock, senior vice president of people operations for Google, they are looking to hire individuals who have the ability to process on the fly, problem-solve as part of a team, and who have “a big ego and a small ego…at the same time.” I especially liked what Bock had to say about group work. He explains that Google wants employees that understand when it is time to step in and take the lead when working in a group, but also know when to take a step back and allow others to take charge. This is a skill that I am currently working on with my students. When working in groups, we commonly give students one of four roles: Facilitator, Accountability Manager, Skeptic, and Team Captain. Each role has specific responsibilities. The intent of providing group roles is to ensure that each member of the team understand that they are valued and their participation is necessary for the success of their group. In addition, group expectations come with the roles. In my classroom, we discuss equal air-time, respectful responses, body language, and other positive characteristics of group work. I feel that by allowing students to gain experience working in groups and by discussing desirable group behavior, I am preparing my students to work in highly collaborative environments, such as Google.
Link to: How to Get a Job at Google
Link to: How to Get a Job at Google