What can be done?

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

Here you can find a whole range of strategies that will help you address harmful and non-co-operative interactions among learners.

Model risk-taking. Tell children explicitly when you are doing so, your reasons and how you feel.

When possible, work in a team yourself. Show children that co-operative group learning works for you and that it is important for all people to be able to work in groups. Always demonstrate active listening and assertive speaking.

Make a list of encouraging things to do and say to other class members.

Discuss how it feels to give and receive constructive and positive feedback.

Ask children to write encouraging letters to others praising them on certain aspects of co-operative group behaviour.

Do not allow dominating, harassing and aggressive behaviour to continue unchallenged. Approach this in a consistent way, which models peaceful conflict resolution strategies.

Ensure that the tasks are appropriate for co-operative group work. For example, they are open ended, value different ideas and can be divided into smaller tasks or roles.

Generate a list of roles for each student. The teacher or children can distribute these. Make sure children have a clear understanding of their role and the task. (Ensure that children have experienced a range of roles such as reporter, recorder, noise monitor, time-keeper, and encourager.)

Role cards may need to be given to younger or inexperienced children to ensure that everyone knows what their job is.

Carefully choose group members.

Assess and give feedback to the whole team (not individuals). Note: There are times when it is appropriate to give feedback to individuals about their work in groups.

Ask children to reflect regularly on co-operative group work. What do they think is working well and what would they like to improve? Some of these reflections may be shared with the class.

Indications of changed behaviour

Roles are being shared more fairly in co-operative group work.

Role-taking will develop new skills in both girls and boys.

Children are taking turns at listening and speaking.

Differences of opinion are seen as important to learning rather than something to be put down.

More children are enjoying co-operative group work.

Children will be more willing to take a risk and others will congratulate and encourage this behaviour.

Children see the purpose and value in co-operative group work.

Girls and/or other previously quiet members of the group will gain confidence.

Both girls and boys will share the power of owning materials and products.

Harassment, aggressive and dominant behaviour will diminish in the long term.

Where do you go from here?

Allow children to decide which roles are appropriate for certain tasks.

Regularly review behaviours that contribute to and hamper co-operation. Make class charts of these so that they are always on display.

Introduce more challenging group tasks. These could be extended investigations (some examples are given in the next section).

As well as self and group assessment, peer assessment could be used to monitor group interactions.

For information about what to look for in children's behaviour, visit Co-operation: Moving forward and Interpersonal skills for learning.