There are advantages and disadvantages to working in a group. 

Advantages: There are six advantages to working in a group: 

1. Groups have more information than a single individual. Groups have a greater well of resources to tap and more information available because of the variety of backgrounds and experiences. 

2. Groups stimulate creativity. In regard to problem solving, the old adage can be applied that “two heads are better than one.” 

3. People remember group discussions better. Group learning fosters learning and comprehension. Students working in small groups have a tendency to learn more of what is taught and retain it longer than when the same material is presented in other instructional formats.

4. Decisions that students help make yield greater satisfaction. Research suggests that students who are engaged in group problem solving are more committed to the solution and are better satisfied with their participation in the group than those who were not involved. 

5. Students gain a better understanding of themselves. Group work allows people to gain a more accurate picture of how others see them. The feedback that they receive may help them better evaluate their interpersonal behavior. 

6. Team work is highly valued by employers. Well developed interpersonal skills were listed by employers among the top 10 skills sought after in university graduates. 

Disadvantages: Although working in groups has its advantages, there are also times when problems arise. 

1. There may be pressure from the group to conform to the majority opinion. Most people do not like conflict and attempt to avoid it when possible. By readily acquiescing to the majority opinion, the individual may agree to a bad solution just to avoid conflict. 

2. An individual may dominate the discussion. This leads to members not gaining satisfaction from the group because they feel too alienated in the decision making process. 

3. Some members may rely too heavily on others to do the work. This is one of the most salient problems that face groups. Some members do not pitch in and help and do not adequately contribute to the group . One solution to this problem is to make every group member aware of the goals and objectives of the group and assign specific tasks or responsibilities to each member. 

4. It takes more time to work in a group than to work alone. It takes longer to accomplish tasks when working with others. However, the time spent taking and analyzing problems usually results in better solutions. 

According to researches in the book Beebe and Masterson (2003)  (Barkley, Cross & Major, 2005; Davis, 1993). Beebe and Masterson (2003) list four disadvantages.(Freeman & Greenacre, 2011)

Recorder and manager:

• • Note-taking: The recorder takes detailed notes during group discussions, meetings, and activities, capturing important information, ideas, and decisions.

  • Annotation: In addition to note-taking, the recorder annotates materials and resources, adding explanations, observations, and insights to enhance understanding and retention.

  • Diagrams and sketches: The recorder creates diagrams, charts, and other visual aids to illustrate key concepts, processes, and relationships, making complex information more accessible and engaging for group members.

  • Documentation: The recorder maintains organized document's poject of the group's work, research findings, ensuring that important information is easily accessible and well-documented.

  • Leadership: The manager takes on a leadership role within the group, providing direction, guidance, and support to ensure the successful completion of the project.

  • Organization: The manager organizes materials, resources, and tasks, creating a structured plan of action to streamline workflow and maximize efficiency. 

  • Delegation: The manager distributes the tasks to the group.delegates responsibilities and tasks to group members based on their strengths, interests, and expertise, fostering a sense of ownership and accountability among team members.

Overall, the recorder and manager play crucial roles in facilitating organization, communication, and collaboration within the group. By recording information, creating visual aids, and maintaining documentation, the recorder supports knowledge retention and sharing, while the manager provides leadership, direction, and coordination to ensure the successful execution of the project.

Reporter and checker:

• • Spokesperson: The reporter serves as the voice of the group, communicating progress, findings, and any relevant information to the teacher or other stakeholders.

  • Questioning: The reporter asks clarifying questions to ensure a thorough understanding of the project goals, tasks, and expectations among group members and to the teacher.

  • Collaboration: The reporter collaborates closely with other group members to gather input, address concerns, and represent the collective efforts and achievements of the group effectively. creating opportunities for sharing ideas, perspectives, and insights.

  • Asking Questions: The checker asks probing questions to assess comprehension, prompt critical thinking, and identify any gaps in understanding among group members.

  • Feedback: The checker provides constructive feedback to group members, offering guidance, support, and suggestions for improvement to enhance the quality of their work and understanding.

Overall, the reporter and checker roles are instrumental in facilitating communication, collaboration, and understanding within the group. By serving as the spokesperson and ensuring comprehension among group members, they contribute to the effective execution and success of the classroom project. The person who has direct communication with the teacher 

Time keeper

The time-keeper keeps track of the time and ensures all the group members are on task.

• Time management: The timekeeper is responsible for keeping track of the time allocated for the project. This involves monitoring the progress of tasks and ensuring that the group stays on schedule to complete the project within the designated time frame.

• Task allocation: This may involve breaking down the project into smaller tasks and estimating the time needed to complete each one, ensuring that time is distributed efficiently among group members.

• Time reminders: During the project, the timekeeper provides timely reminders to the group about the remaining time for each task or activity. This helps keep everyone focused and aware of the time constraints, allowing them to manage their time effectively and prioritize tasks accordingly.

• Timekeeping tools: The timekeeper may use various tools such as timers, clocks, or scheduling apps to help track time accurately and efficiently. These tools can also be shared with other group members to keep everyone informed about the project timeline.

• Problem-solving: If the group encounters delays or difficulties in completing tasks within the allotted time, the timekeeper collaborates with other group members to identify solutions and adjust the schedule as needed. This may involve reallocating time, reorganizing tasks, or seeking assistance from the teacher or other resources.

• Encouragement and motivation: The timekeeper helps maintain a positive and productive atmosphere within the group by offering encouragement and motivation to keep everyone focused and engaged. This may include praising progress, providing constructive feedback, and fostering a sense of teamwork and accountability.

Overall, the timekeeper plays a vital role in managing time effectively and ensuring that the group stays on track to complete their classroom project successfully. By monitoring progress, providing reminders, and facilitating problem-solving, the timekeeper helps maximize productivity and efficiency while fostering a collaborative and supportive environment within the group.

Tidiness and security coordinator 

• Safety planning: The coordinator collaborates with the teacher and other group leaders to develop a detailed plan that includes safety measures. This involves identifying potential risks.

•  Cleanliness planning: determining how cleaning will be conducted before, during, and after the project and cleaning procedures of all the members of the group.

• Implementation of safety measures: the coordinator ensures that established safety measures are followed. This may include instructing children on the proper use of tools and materials, supervising the safe handling of equipment, and ensuring that safety rules are respected at all times.

• Supervision of cleanliness: This may involve assigning specific cleaning tasks to children, ensuring that cleaning products are used properly, and verifying that the classroom has been cleaned and tidied up correctly at the end of the project.

• Management of materials and waste: The coordinator ensures that materials used during the project, as well as any generated waste, are properly handled. This may include providing suitable containers for the separation of recyclable materials, ensuring that cleaning products are available, and ensuring that waste is disposed of properly according to local regulations.

• Collaboration with the teacher: The coordinator works closely with the teacher to ensure that a safe and orderly environment is maintained in the classroom. This may involve regular communication about any safety or cleanliness issues that arise, as well as coordination of efforts to address these issues effectively.

In summary, the safety and cleanliness coordinator plays a crucial role in ensuring the safe and orderly completion of classroom projects for 12-year-old children, maintaining high standards of safety and cleanliness at all times.

Noise Controller

• Monitor noise levels: The silence controller would be responsible for paying attention to the noise level in the group workspace. This involves actively listening and observing the children's behavior to ensure they are working quietly and focused.

• Remind of silence rules: They should remind group members of the established rules for maintaining silence when necessary, such as during instructor explanations or when others are speaking. 

• Create a silence signal: This signal only is understood by the memebers of the group asking for silence.

• Intervene when necessary: If the noise level rises and affects the group's concentration, the silence controller should intervene kindly but firmly. This may include reminding of the rules, asking group members to calm down, or even informing the group facilitator if the situation warrants it.

• Promote a respectful environment: the silence controller can also promote an environment of mutual respect. This involves reminding group members of the importance of listening attentively when others are speaking and respecting each other's workspace.

• Serve as an example: The silence controller should lead by example for other group members. This means following the established silence rules and demonstrating calm and focused behavior during group activities.

In summary, the silence controller plays a crucial role in ensuring that the work environment is conducive to learning and collaboration, helping maintain order and focus in the children's technology work group.