Beliefs about a constructive learning environment

(This section is taken from Gender Dimensions: Constructing interpersonal skills in the classroom, by Andrea Allard and Jeni Wilson.)

A co-operative, constructive learning environment is established by teachers and children who:

• take the time to develop team cohesion and communication skills

• are willing to investigate co-operative learning strategies

• value difference and collective expertise

• know how to use and value active listening and assertive speaking

• see conflict as opportunity to learn rather than something to be avoided (never accept put-downs or harassment)

• regularly assess group skills and set goals together

• use their power to ensure that others can use theirs

• reflect often on their own learning, group skills and understandings of gender

• monitor their own interactions with other people to ensure this is constructive

• make changes slowly, review regularly and recognise that mistakes are a part of learning

• acknowledge that change is difficult but worthwhile

• celebrate their own successes and support other teachers and children

For games that reinforce a constructive learning environment, go to Games about co-operation.

• Ten messages about children with disabilities
• Building knowledge, skills, attitudes and values
• The growth of the mind
• Different kinds of thinking, learning, and knowing