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By Wendy Jolliffe

This advisor presents a step by step procedure for enforcing cooperative studying, covers the major components that make this technique paintings, and offers directions for measuring the program's effectiveness.

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Qxd 11/28/2006 5:24 PM Page 21 2■ USING DIVERSITY AS A STRENGTH is around them? Often this is through interesting and stimulating tasks, pitched at the right level. Sometimes it is by modelling being absorbed, for example, in nowadays infrequent silent reading time. How often do teachers sit absorbed in a book at the same time as the children are reading? Children learn from such examples. Some time ago a clerk in an office I was working in, recited to me her experience commuting to work on the train.

Over 180 studies have been conducted since the 1940s, which have shown that cooperative learning experiences promote greater interpersonal skills. 3. Psychological health and social competence. Working co-operatively with peers and valuing co-operation, results in greater psychological health, higher self-esteem and greater social competencies than competing with peers or working independently. Research in the UK One recent major research project, completed in 2005,4 aimed to address the gap between the potential of group work to influence learning, motivation and relationships, and the limited use of group work in schools in the UK.

Applying emotional intelligence in the classroom Since the publication of Daniel Goleman’s book on emotional intelligence, teachers have become increasingly fascinated by its implications. Some feel that he has overstated the case of its importance. Nevertheless, teachers generally recognise the impact of an inability to understand ourselves and others and control our emotions, on academic progress. So how can teachers support emotional intelligence and can it be taught? My experience of teaching in a primary classroom is that it needs a specific programme, timetabled every week, given key importance and to be part of a whole school ethos.

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