SUITABLE LEVELS OF COOPERATION

IRIS CHRISTINE L. RODRIGUEZ

Cooperation is characterized by a concern for the needs and opinions of others. Although not the contrast of dominance, cooperation certainly occupies a different realm.

Whereas dominance focuses on the teacher as the driving force in the classroom, cooperation focuses on the students and teacher functioning as a team. The interaction of these two dynamics— dominance and cooperation— is a central force in effective teacher-student relationships. Several strategies can foster appropriate levels of cooperation.

Offer Bendable Learning Goals Just as teachers can communicate appropriate levels of dominance by providing clear learning goals, they can also convey appropriate levels of cooperation by providing flexible learning goals. Giving students the opportunity to set their own objectives at the beginning of a unit or asking students what they would like to learn conveys a sense of cooperation.

Assume, for example, that a teacher has identified the topic of fractions as the focus of a unit of instruction and has provided students with a rubric. The teacher could then ask students to identify some aspect of fractions or a related topic that they would particularly like to study.

Giving students this kind of choice, in addition to increasing their understanding of the topic, conveys the message that the teacher cares about and tries to accommodate students’interests.

Take a Personal Interest in Students Probably the most obvious way to communicate appropriate levels of cooperation is to take a personal interest in each student in the class.

As McCombs and Whisler (1997) note, all students appreciate personal attention from the teacher. Although busy teachers— particularly those at the secondary level— do not have the time for extensive interaction with all students, some teacher actions can communicate personal interest and concern without taking up much time.

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The author is Teacher III at Magalang Elementary School, Division of Pampanga