| When developing classroom plans and | | | | different kinds of flowers in the |
| teaching methods, many teachers use | | | | garden. Then ask them to write about |
| collaborative learning techniques. This | | | | them. This provides for the leisure and |
| generally involves intergroup learning | | | | fun time activities. |
| and the use of verbal interaction. Where | | | | When passing out tests or worksheets or |
| the teacher is not just teaching, rather | | | | notices, write the names of absent |
| giving the students an opportunity to | | | | students on the papers left. When |
| learn through interpersonal interaction. | | | | students arrive to begin the day, have |
| Some use peer groups for classroom | | | | them remove everything that will be |
| management, thereby creating more time | | | | needed during the day. Have a rule: NO |
| for personal interaction with individual | | | | one may get into a backpack during the |
| students. Others use this teaching | | | | day. Write a red M in the top right |
| strategy to enhance students' motivation | | | | corner on all Master copies. This will |
| by making class work more "fun." Still | | | | distinguish the Master from a copy very |
| others believe that collaborative | | | | easily and prevent accidentally passing |
| learning can provide valuable | | | | out the master to a student. Always |
| opportunities for students to work | | | | spend the last few minutes of the day |
| together across ethnic and gender lines, | | | | and review: Hopefully, when parents ask |
| thereby facilitating friendships. All of | | | | about the day, students will have an |
| these reasons for the use of | | | | answer other than "Nothing!" |
| collaborative group work are worthy | | | | In addition in particular classroom |
| goals in classroom instruction. Seldom, | | | | activities can be assigned to different |
| however, is conceptual learning the | | | | students individually or in pairs. For |
| primary goal behind the use of | | | | instance someone can be made the |
| collaborative group techniques. | | | | monitor, to clean the blackboard, |
| Following is a classroom plan that | | | | someone can be the chair stacker, |
| enables effective classroom management | | | | someone can be the timekeeper etc. This |
| of time, and organization of activities | | | | way the small tasks that need to be |
| for children. | | | | completed through the class are managed |
| Prepare a schedule that allows time for | | | | by the students enabling them to take |
| learning as well fun and activities. | | | | responsibility. |
| Rearrange the daily schedule, go outside | | | | One key here that adheres to the |
| to read, give clipboards to students and | | | | theories on classroom management by |
| go outside to draw, have a theme day. | | | | Howard Glasser and Dreiker, is that of |
| For instance for every first Monday of | | | | collaborative and verbal interaction |
| the Month, students can come dressed in | | | | learning. Throughout the class time |
| the colors of the rainbow, or for older | | | | students should be involved with verbal |
| students, they come dressed creatively | | | | interaction with the teacher. The day |
| in some historical attire and bring | | | | should be planned such that it gives |
| along something that they have that | | | | time and opportunity for all different |
| relates to that attire. Discussing these | | | | students to have a special moment. Some |
| makes a good start for the day. These | | | | experts believe that every student can |
| are of course just ideas and leave room | | | | have a focus week, where he/she gets a |
| for the teachers' ingenuity. Begin the | | | | few minutes in the beginning of every |
| day with bell work, which is an | | | | class to share his life with the |
| introductory task or activity that | | | | students. It not only aids in |
| should get them into the learning mode. | | | | interpersonal learning, as well as |
| From then on the lesson plan can be | | | | linguistic learning, but it also makes |
| followed with regular fun intervals and | | | | the students feel special. |
| breaks. | | | | Bibliography |
| Ask the students to write once or twice | | | | Chizhik, Alexander W., Collaborative |
| a week: What did you learn today? for | | | | learning through high-level verbal |
| instance, and also take them outside on | | | | interaction: from theory to practice.. |
| the school grounds and ask them to study | | | | Vol. 72, The Clearing House, 09-19-1998, |
| something specific, be it the actions of | | | | pp 58(4). |
| a gardener, a butterfly or even the | | | | |