Social skilling through cooperative learning

Summary

The lack of social skills on the part of some school students has been identified as one contributory factor in student misbehaviour. Experience and theoretical studies indicate that corrective models of behaviour management are not, in themselves, sufficient. Research suggests that cooperative learning contributes to the fostering of social skills in students of all ages. The first author implemented a 10‐week programme of cooperative learning in a class of 10‐12‐year‐olds, to develop their social skills alongside their academic skills. Classroom activities provided specific training in, and required pupils to use and monitor the use of, identified social skills. Task‐oriented skills included sharing, persuading and managing time; and person‐oriented skills covered being positive, valuing others and conflict resolution. Pupils worked in pairs, and later in larger groups, with each pupil responsible for a specific academic or social task. Although the period of the study (10 weeks) was too short to make any generalized claims, there was evidence of social growth. Social interactions became noticeably more varied and students agreed to work in assigned groups, even when they did not like some members of the group. This willingness to engage with those outside the immediate friendship groups was observed to carry over into playground activities. The interpersonal relationships of previously isolated students improved, both with their peers and with the teacher. There were also benefits in terms of student behaviour. The responsibility associated with a group role made students focus on their task more consistently and, in some cases, the group had a positive influence on the behaviour of ‘difficult’ students.

Keywords:

• Australia
• behaviour management
• cooperative learning
• primary education
• social skills