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Many interactions in the classroom all
 learning environment
 Instructional Program.
 Teacher-student relationship
Lecture 18
Another benefit of maintaining consistency is better
 Maintaining consistency also has a positive impact
educational practice.
on teachers’ commitment.
When consistency is emphasized, greater effort is
 This could be the most convincing reason to
given to clarifying principles and applying them
support the application of educational philosophy
appropriately.
to the development of curricular.
 When teachers are committed, they are more
likely to create good educational programs.
takes place at once. When teachers are
engaged in instruction, they also have to
keep track of time, monitor and react to
students in a variety of contexts, and make
last minute changes in instructional formats
and presentations, simultaneously pacing
their lessons appropriately and managing
student behaviour.
 In competitive learning students usually work
independently and then take competitive
examinations for their grades.
 Generally few students achieve outstanding
results.
 This scarcity encourages students to look out for
their own interests and to avoid helping their
peers.
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 In few instances, students sabotage the efforts of one
another for the sake of grades.
Some must fail and is acceptable
Comparison of results/grades.
 But in sport, competition should promote better
performance levels. The pursuit of victory reduces
the level of performance in sport.
 Competition provides the best way to enjoy (a myth
at face value). Winners may experience enjoyment,
but losers seldom do. Humans are more likely to
gain enjoyment out of play than competition.
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 Competition is an unavoidable fact of life.  The majority of human activity in all societies is not
competitive but cooperative. Survival demands that
individuals work with each other rather than
 Competition motivates us to do our best. We would
against one another
cease being productive if we didn’t compete.
 Competition is not much of a motivator.
 Contests provide the best, if not the only, way to
Cooperation is a better motivator.
have good time.
 Competition builds character and promotes self-
confidence.
 Some activities have cooperative and competitive  Competition builds character and self-
components.
confidence.
 Some kinds of cooperative learning models (like
team games and tournaments) have both elements.
 In these team activities, participants are led to  Cooperation-pleasing/Competition - ?
accept the value and naturalness of having
adversarial relationships.
 Competition may lead to cheating.
 They conclude that cooperation is used only as a
means to achieve victory.
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 Cooperative learning makes the success of each
student dependent on the achievement of group
members. Group members are encouraged to
cooperate rather than compete. All cooperative
learning encourages group interdependence. In
many instances, the learning program is regulated
so that students can learn what they need to know
only from one of their peers.
 Interpersonal development. Students learn to relate
to their peers and other learners as they work
together in group enterprises.
 This can be especially helpful for students who have
difficulty with social skills. They can benefit from
structured interactions with others.
 Celebration of diversity. Students learn to work
with all types of people. During small-group
interactions, they find many opportunities to
reflect upon and reply to the diverse responses
fellow learners bring to the questions raised.
 Small groups also allow students to add their
perspectives to an issue based on their cultural
differences. This exchange inevitably helps
students to better understand other cultures and
points of view.
 Actively involving students in learning. Each member
has opportunities to contribute in small groups.
Students are apt to take more ownership of their
material and to think critically about related issues
when they work as a team.
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 Acknowledgment of individual differences. When
questions are raised, different students will have a
variety of responses.
 Each of these can help the group create a product
that reflects a wide range of perspectives and is thus
more complete and comprehensive.
 More opportunities for personal feedback. Because
there are more exchanges among students in small
groups, your students receive more personal
feedback about their ideas and responses. This
feedback is often not possible in large-group
instruction, in which one or two students exchange
ideas and the rest of the class listens.
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 Cooperative learning promote self-determination
so that students get more opportunities to learn
how to be responsibly autonomous. When students
are controlled, they are more likely to be
rebellious.
 In the controlling environment of school most
children learn to depend more on their teachers
about what and how.
 When students have learned to reconcile the
perspectives of others with their own, they reach the
final stage –the integrative stage. At this stage
learners have a sense of balance between themselves
and others and between a working group or
individual tasks and maintaining interpersonal
relationships with others.
 At first, when students are given autonomy, they
may feel threatened; which include novelty,
uncertainty, or lack of familiarity.
 As students experience more autonomy, they
develop a greater sense of themselves as
individuals who are capable of acting
independently in environments at first regarded as
unreliable and unsupportive. This is called the
reactive stage.
 Required Readings : Edwards, pp. 311-337
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 When students start to feel confident about
themselves and when they are gradually accepted by
others, they move to the next stage – the proactive
stage.
 Learners in the proactive stage see themselves as
involved in activities that lead to mutuality,
cooperation and negotiation with others.