1) Assertive, interactive, and engaged

Without any formal training in education they knew how to run a class. They created a joyful and energetic classroom, functioned as a team – assertive, interactive, and engaged. The leaders stood in front of their peers unwavering in confidence, encouraging everyone to be in the mix, complimenting them on their offerings.

This would not surprise professors David and Roger Johnson from the University of Minnesota, who did a meta-analysis of three hundred seventy-five studies spanning ninety years. They found students in cooperating classrooms performed at about two-thirds of a standard deviation above those that were in competitive classrooms. What impressed me, too, about their finding was that cooperative learning resulted in frequent use of higher-level reasoning, generation of new ideas and solutions, and greater transfer of knowledge. Having students performing these cognitive functions was a career goal when I became a teacher.

Johnson, D. & Johnson, R., (1989).  Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company 

photo: Ashs-students-laughing     wikipedia