Revision+Lit Review

Abstract

Classroom management in cooperative learning activities is a difficult task according to most ESL teachers . This research is to identify effective techniques to improve cooperative learning activities in the classroom . Both , qualitative and quantitative studies were used to show the managerial techniques used by an ESL teacher when doing cooperative working in her classes . Participants are an ESL teacher and 28 students in secondary school , grade 5 , enriched program . Enriched programs offer more classes than core ESL programs . Therefore , students are more advanced . Data was gathered through an interview and

observations First , the teacher was questioned about the classroom techniques used along with cooperative activities in her classroom . Then , observations were conducted during two periods of 75 minute while students were engaged in doing cooperative working . The interview indicated that the ESL teacher had a favourable opinion about cooperative learning . This study illustrated how to establish appropriate classroom managements in team working activities . The results could be useful for teachers willing to implement or improve already existing cooperative learning in their syllabus

Classroom management

Introduction

Classroom management while doing cooperative learning is considered by many teachers , new teachers or experienced ones , as the most difficult aspect of teaching . Whilst it is considered by some teachers as a constructive method , others think that cooperative learning is time consuming and a source of classroom management problems . Cooperative learning is a major part of the Educational Reform in this province of Canada . Nevertheless , many teachers still have problems and present a certain reluctance to use this teaching method because they claim that it creates classroom management problems . Most often , students are not used to group working and they tend to assume that this activity is a break in their routine or , even worse , they presume that the teacher is the one who wants to have a break . This study was designed to answer to many teachers speculations about the subject as to know if teachers can control discipline over students while doing cooperative working activities . Can effective classroom management lead to successful cooperative learning ? This study observed and analysed particular classroom management techniques employed by an English second language teacher (ESL teacher ) to refrain troublesome behaviour and direct cooperative learning activities with groups . The purpose of this study was to ascertain what specific classroom techniques could be used by an ESL teacher in to improve and to manage cooperative working activities

Learning theories

One problem with taking on any type of large-scale cooperative project is avoiding moments of disruptions . Much of this disruption can be avoided through careful planning of the project at the onset . The first area in which the importance of planning in this project is noted is in the creation of the groups . According to Johnson , Johnson Holubec (1994 , assigning students to groups involves several important issues - size of the groups , the method of assigning the students , how long the group will work together , and the types of group work that will be undertaken . The students were assigned...