SOCIAL SKILLING THROUGH COOPERATIVE LEARNING

The lack of social skills on the part of some school students has been identified as one contributory factor in student misbehaviour. Experi ence and theoretical studies indicate that corrective models of behavi our management are not, in themselves, sufficient. Research suggests t hat cooperative learning contributes to the fostering of social skills in students of all ages. The first author implemented a 10-week progr amme of cooperative learning in a class of 10-12-year-olds, to develop their social skills alongside their academic skills. Classroom activi ties provided specific training in, and required pupils to use and mon itor the use of, identified social skills. Task-oriented skills includ ed sharing, persuading and managing time; and person-oriented skills c overed being positive, valuing others and conflict resolution. Pupils worked in pairs, and later in larger groups, with each pupil responsib le for a specific academic or social task. Although the period of the study (10 weeks) was too short to make any generalized claims, there w as evidence of social growth. Social interactions became noticeably mo re varied and students agreed to work in assigned groups, even when th ey did not like some members of the group. This willingness to engage with those outside the immediate friendship groups was observed to car ry 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 posi tive influence on the behaviour of 'difficult' students.