Theme: Personality development of students
Subtheme: Cooperation and care of others
Topic: Developing cooperation and care for others through role playing among 8th grade students
1. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution. (10 marks) 8613 project
(Give the background and rationale of the study)
I choose this subtheme because why do we trust people more when they d god without considering in detail the cost of them? People who avoid looking at the cost of good acts can be trusted to cooperate and care in important situation, where those who look cannot. We find evolutionary dynamics can lead to cooperate and care without looking any cost.
I choose this topic because cooperative learning is an istructinal format in which students work together in small, structured to master group. The purpose of this study is to describe the teachers and students cooperative learning behavior among the class through role play technique at……. ( school).
Learning to cooperate means that a person can think about and balance their own needs and wants with another person’s needs and wants. Many people think that cooperation means the student does what the adult wants. That’s not the case. True cooperation is a give and take between people that ends up with something they both agree on.
Cooperation is a skill that must be learned. Here are some things you can do with the students in your care to help them learn the skill of cooperation.
Teach students the skills to learn how to cooperate.
Taking turns: Students as young as six to nine months can begin learning to take turns. Start by playing games with a baby where you do something, then ask her to do the same thing. You drop a block in a bucket, and then give her a block to put in the bucket. As the baby gets a little older, try rolling a ball to her and have her roll it back to you. For toddlers and preschool-age students, taking turns is a good way to help two students who want to play with the same toy at the same time. Tell the student who had the truck first, “Carla, you were playing with the truck, but Julio wants to play with it too. Would you tell Julio when you are finished playing with it, so he can take a turn?”
Explain the rules: Students as young as two can begin to understand simple reasons. When you remind students of a rule, give them a simple reason. “Please stand back from the stove. It is hot and you could get burned.” “Keep your feet on the floor, so you don’t kick anyone and hurt them.”
Cooperation is give and take between people.
Problem-solve with students: You hear it every day. “He did this. She did that.” With your help, students as young as three can begin to solve their own problems.
Try these three easy steps for problem solving:
- Ask each student to name the problem by saying, “You two are having a problem. What is it?”
- Ask each student for ways to solve the problem by saying, “What can we do?”
- Make sure that both students agree to the solution.
Give students choices: Giving students choices helps them feel like they have some power. “Do you want a peanut butter sandwich or peanut butter and raisins?” “Would you like to sit with us to hear a story or go to the table and color?” These are good choices for students to make. Be careful not to give choices when the student doesn’t really have a choice. “Do you want to take a nap?” is not a good question if you want all the students to take naps now. “We’re going to have lunch now, OK?” What if the student says, “No, I want to play some more?” Make sure you can agree with any choices you give to a student.
Give ideas, not commands: From around age two, students are learning to be independent. They like to feel they have some control and power. When you say to a student, “It looks like you are finished eating. Have you had enough to eat?” you give the student the right to decide if he wants to eat more. If you say, “Clean your plate, there’s still some food on it,” you set the stage for a power struggle with that student.
Give positive reinforcement: Be sure to point out what was done and why it is important. you worked together to pick up those blocks and put them away. Working together makes the job easier.” “, you hung up your coat without me asking you to do it. That helps me and no one will step on it.”
Some ways we are trying to live cooperation and care of others at school are:
- Letting others go first, especially in matters of preference, like recess, activities, punch line, etc.
- Speaking well of others and congratulating them for a job well done – Giving credit where credit is due
- Performing hidden acts of service, avoiding bragging and showy actions done for acknowledgement
- Being patient with others and apologizing when at fault.