Transcript Document

Class Building
What does class building look like?
When pupils are doing class building activities they are up
out of their seats working with classmates beyond their
teams. Class building is the process by which a room full of
individuals with different backgrounds and experiences,
become a caring community of active learners. Class
building creates a lively and fun environment where
students are cared about by others. Class building creates
an ‘our class’ feeling where students feel they belong
together and enjoy learning together.
What is the point?
Class building lowers anxiety levels in class,
elevates students’ esteem level, and boosts
motivation. Students feel safe asking for help,
sharing how much they really know, presenting
different perspectives on contentious issues, and
testing out fledgling knowledge and language
skills. Class building works to eliminate classroom
fears: the fear of being ridiculed; the fear of not
fitting in; the fear of failure.
Is class building time off academics?
Think of class building as an investment. We invest some class time to create a
positive learning environment so that learning time is more productive. But not all
class building time is necessarily off the academic curriculum. All of the class
building structures can be used to have students interact with classmates in positive
ways while still focusing on the learning objectives. For example we can use quiz quiz trade as a class-builder where students get to interact with their classmates,
but the structure also promotes academic learning since the classmates quiz each
other on academic content. The twin goals of interacting with classmates and
mastering academic curriculum are accomplished simultaneously.
Teambuilding
Understanding teambuilding
In the cooperative classroom, teamwork is the norm.
It is at the team level where the rubber meets the
road. The majority of cooperative interactions are
with teammates. If students don’t like their
teammates or don’t want to work with them, we can
expect management problems or poor achievement.
How willing is a student to ask for help or offer
tutoring to a student they don’t like? If teammates
know, like and trust their teammates, they will not
only work together well, they will go the extra mile
to ensure that their teammates understand the
content and how to solve problems. Team building
creates a genuine liking, trust, and caring among
students on the same team.
We want teams where students can argue their
point, politely disagree, and reach consensus.
Teambuilding is a catalyst that speeds the interaction
process and discovery of shared goals and interests,
strengthening the bonds between teammates.
5 aims of teambuilding:
Getting acquainted: When teammates are well
acquainted, there is a friendly, positive team
atmosphere, an atmosphere in which students feel
comfortable being together and working together.
Team Identity: Creating team identity gives students a
sense of ownership, affiliation, and solidarity. Teammates
feel their team is special and unique.
Mutual Support: Teammates need to feel mutually
supported by one another. When students feel they
share common goals, they are positively interdependent.
Teammates are willing to help when help is requested
and request help when needed. Teammates
congratulate each member’s success.
Valuing differences: Teammates from diverse
backgrounds with differing values, learning styles, and
skills not only need to learn to tolerate diversity, but
actually learn to celebrate each member’s uniqueness.
Richer interaction, more creative products, and more
cognitive flexibility result from teammates who value
homogeneity.
Developing synergy: Working cooperatively unleashes
a synergistic force, enabling students to learn and do
more than they ever could independently. We are all
smarter together than any one of us.
Positive
Interdependence
Positive
If two students have a positive correlation of
outcomes, the success of one student is linked to the
success of the other. Picture two mountain climbers
tethered together. If one gets a good grip, he/she can
better pull up the other. When student outcomes are
positively correlated, students see themselves on the
same side and encourage and help each other. If, for
example I know that your doing well will help me, I
want you to do well, so I will encourage and help you.
When all students in a team or class know their
outcomes are linked, a powerful force for
achievement is released. Peer norms shift in favour of
achievement, and students become a helpful
community of learners, supporting each other’s
learning. A positive correlation among outcomes
creates a cooperative classroom.
Interdependence
Picture two boys who want to build a skateboard. One
has a board and the other has wheels. Only if they
work together can they achieve their goal.
Interdependence means students are dependent on one
another. They have to rely on their teammates. If it is
impossible to achieve a goal or be successful at a task
without the help of others, then there is strong
interdependence. The strongest form of
interdependence occurs when a contribution by every
teammate is necessary for the success of the team –
everyone has to do his or her part. When students are
interdependent, they are motivated to encourage and
help each other; they know their success depends on the
success of their teammates. Perceived interdependence
creates bonding within teams and within a class. Each
student knows, I cannot do it alone, but we can do it
together. Thus, interdependence creates cooperation
and strong peer norms.
Both components of positive interdependence create cooperation and boost achievement. If there is a positive
correlation between my outcome and yours , I will tutor and encourage you to do well – Your gain is my gain. If
we are interdependent, neither of us can do the task alone, but we can do it if we work together, then we will
work together. By putting positive interdependence in place, we create a caring, cooperative community and
increase achievement in the process.