Moving forward with co-operation

(This section has been taken from Gender dimensions, by Andrea Allard and Jeni Wilson.)

Putting co-operative learning into practice requires patience, and attention to interactions in your classroom. This section offers a few key points to look for as you are observing children learning and playing.

For introductory information, visit:

- Teaching styles for active learning
- Learning from each other
- Interpersonal skills for learning

What is the problem?

Some children are acting aggressively on submissively.

Girls do all the work and boys take the credit.

Children are unwilling to take risks.

Some children's ideas are being devalued or ignored.

Children are doing the same roles time and time again. For example, many girls are always the recorders and the ones who collect the materials, while some boys are often the speakers and seem to control what happens in the groups.

Some children dominate group work while others rarely say anything or appear disinterested.

Girls often appear passive. They give in if differences of opinions arise.

Boys take over the resources.

Some children play up or refuse to participate in group tasks.

Children put others down. This usually happens to quiet boys and girls.

What are the implications?

Children do not speak up regularly in groups, therefore they do not receive positive feedback about their ideas or stimulation to rethink.

Many children do not develop confidence to have a go.

If behaviour continues and is unchallenged, children learn to think that this is what is expected of them. We can be reinforcing inappropriate group behaviour.

Co-operative group work is not a positive or worthwhile experience for all children.

Co-operative group work can disempower girls.

Find out what can be done about this situation.