Towards More Cooperative Classrooms

Towards More Cooperative Classrooms



Aylin Köyalan

İzmir University, Department of English Language Teaching, İzmir, Turkey

akoyalan@email.com


Abstract

Action research is an effective way of exploring the problems, challenges and obstacles that prevent teachers from providing a classroom atmosphere conducive to solving these problems. This way of looking into what is happening in the classroom can enable a teacher to build a more sincere relationship with students who, as a result, feel valued and appreciate the teacher more. The focus of this study is a very common classroom management issue: the creation of positive classroom dynamics through the use of team building activities. The results of the qualitative and quantitative data show that the students enjoy such activities, and consider them very helpful in providing a more positive relationship with peers. The students report that such tasks are not only very informative, but also entertaining.

Keywords: Action research, classroom management, group work, team building activities, cooperative learning.



1. Introduction

Action research is defined as ‘the study of a social situation with a view to improving the quality of action within it’ (Elliott, 1991, 69). Improving the quality of teaching and learning is an essential goal of conducting action research. In this study, the overall aim is to improve the quality of the teaching-learning experience. For most teachers, ideal classrooms are those in which students are homogeneous (Richards & Renandya, 2002). However, instead of such classes, we often see less student centeredness and less cooperation. Research shows the value of learners’ working in groups as it improves the task quality in the classroom. It is a common belief that ‘cooperative learning can lead to a more dynamic classroom interaction that promotes more learning’ (Richards & Renandya, 2002, 49). Through cooperative learning, students develop self-esteem and motivation, and their level of anxiety is lowered. In order to provide ‘cognitive and affective learning, we need to enhance interaction among students and research made it clear that this can be achieved through group work and peer interaction’ (Christie, Tolmie, Thurston, Howe & Topping, 2009, 141). When working in pairs or groups, learners help each other and thus learn more effectively. In order to achieve goals, they have to work together as a successful team (Brown, 2002).

Furthermore, Jones and Jones (1990, 230) believe that students will be less egocentric and more social and ‘successful mastery, retention, and transfer of concepts, rules, and principles is higher in cooperatively structured learning than in competitive or 2014, Dil ve Edebiyat Eğitimi Dergisi, 9, 29-38. 2014, Journal of Language and Literature Education, 9, 29-38.



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individualistic learning.’ Johnson (1979) believes that in cooperative learning, students have more respect for teachers, perceiving them as more supportive and understanding. In the present study, the aim is to increase the level of positive group dynamics and provide an environment that better facilitates learning, both for the instructor and the learners.

2. Literature Review

The literature contains much research on the advantages of encouraging students to work cooperatively and the value of group work. The research conducted by Krečič and Grmek (2008) is a good example of the importance of collaborative learning and team culture in schools. With the help of the reforms in elementary school, teachers were able to develop professionally through projects and training. As a result, teachers seemed to value group work more and became aware of the importance of collaborative learning and team work. In another study, Christie et al. (2009) focus on the benefits of group work, which ‘was essentially an organized device (and) allowed appropriate differentiation of ability levels in classroom activities’ (143). While not denying the existence of group work, they argue that it is (often) not planned effectively and that by improving the quality of group work, it is possible to provide better learning environments and create students who are ‘effective contributors and responsible citizens’ (155). Dinc Artut’s (2009) study proved the benefits of cooperative learning at kindergarten level. One of the aims of her study was to investigate the effects of cooperative learning on the mathematics ability of kindergarten children. The results showed that cooperative learning has positive effects on the improvement of mathematics abilities. In a similar study, Candas Karababa (2009) looked at the correlation between cooperative learning and the achievement of 80 (40 in experimental, 40 in control group) Turkish elementary school prospective teachers’ learning of the Turkish language and the social interaction among the students. In terms of academic achievement, no correlation was found, however, positive and supportive relationships improved among the participants in the experimental group. Bölükbaş, Keskin and Polat (2011) also studied the effects of cooperative learning on the reading skills of students of Turkish as a second language at İstanbul University Language Center. 40 students (20 in each group) took part in this experimental study and the cooperative learning techniques were compared with the traditional ones. The results showed that the former improved the learners’ reading skills.

Some researchers highlight the difference between group work and cooperative learning. Gillies (2006, 271) mentions that ‘teachers who implement cooperative learning in their classrooms engage in more mediated-learning interactions and make fewer disciplinary comments than teachers who implement group work only. Furthermore, the students model many of these interactions in their groups.’ Cooperative learning has benefits for culturally-diverse groups as well. Baker and Clark (2010) examined experiences with cooperative learning in multilingual groups in New Zealand. The findings showed that cooperative learning was beneficial, and that lecturers and students were positive about its social benefits.
http://www.deedergisi.org/sayilar/9/4.pdf