Sample Education Essays on Cooperative Groups

A cooperative group, also referred to as cooperative learning, is a study group whereby students work in small groups for learning purposes. It reduces independent working and fosters cooperation among students exposing them to different cultures and ethnicities so as to enhance cohesiveness as they grow in the society.

Pros of Cooperative Groups

Cooperative groups help to improve the level of participation among students, which opens up an opportunity for every student to make an input considering the time frame for each lesson. Providing an opportunity for cooperative groups ensures that everyone participates without time constraints. Secondly, group work helps boost self-esteem for students. Since students have varying strengths and weaknesses, there is a need to provide a platform to address each student to maximize on their performance. Thus, cooperative groups provide equality that some students may not have in a classroom setting. Additionally, group cooperation fosters individual responsibility. Different from individual work, groups are awarded marks according to the collective idea presented and each person in the group obtains the same mark. Thus, students have to give their best for better results.

Cons of Cooperative Groups

The grading system used in cooperative groups may be considered unfair, given that in every group there may be students who are regarded as brighter than the rest. For instance, a poor performance of a group represents the failure of all students who are within it, which may at times be unfair to some students. In some instances, students who suffer traumatic brain injuries are part of the class. Brain injuries differ in terms of the effect it has on a person. But given that such students require special needs, there is a need for thorough supervision, especially in cooperative groups (Brainline 6). To overcome the cons to make cooperative groups a better situation for such students, educators need to recognize individuals’ efforts with verbal praise and encouragement to boost their self-esteem. However, the treatment should be monitored so as not to be too lenient or harsh, so that such students do not feel excluded from the rest.



Work Cited

Brainline. Classroom Interventions for Students with Traumatic Brain Injuries. 2018. 13 04 2018