After 21 years of teaching service when I decided to leave my job, I was very happy as I thought God may have wanted me to do something else. I always believe God whole-heartedly as His calculation is never wrong. He puts you in proper place, wherever you are to be fitted.

When I was in school and college, I never liked teaching profession and wanted to become a doctor. After passing my 10th ,I opted for science, but in 11th std I found that I was very poor in physics. I could not continue science .In graduation,I took Economics honours. Then I got a chance to do my post graduation . But somehow God wished me to do my B.Ed . I completed B.Ed and got married. My father-in law wanted me to do my M .Ed.

When my children become little grown up I started my teaching . That time also I did not realize,why God  wanted me to go there. I thought may be by chance I’m here in this profession.

When I was doing my counseling course, I realized, when one of the teachers asked a question”Did you any time change the life of a child?” Yes I’ve. I answered.The child’s parents were uneducated ,poor and didn’t know how to control the child from unwanted activities. With love and care I may have brought some changes in him. That was my reward.

When I joined in college , through that skill of counseling, I motivated, consoled many students. They are still in my contact. Now I know that God never be wrong as He is the best Planner.

A perspective on learning/teaching is an inter-related set of beliefs and intentions that gives direction and justification of our action.

What is cooperative learning?

“Two are better than one ” According to Johnson and Holubec– Co-operative learning is the instructional use of small groups through which students work together to maximize their own and each others learning.”

Co-operative learning involves structuring classes around small groups that work together in such a way that each group member’s success is dependent on the group’s success.

There are three psychological perspectives of cooperative learning

1) Motivational Perspective—-Small groups can be rewarded. It is mainly focused on rewards or goals.

2) Social cohesion Perspective— Rely on one another for success. Help each other to learn. Know the team properly and individual’s importance.

3) Cognitive Perspective—-This can be divided into two parts–

a) Developmental Perspective— Interaction among the group increases and their mastery of the concept is clear and long-lasting. The discussion will take place in the group and the team will learn from each other. Develop better critical skills.

b)Cognitive elaboration Perspective—Lear nee must engage in learning. They must learn the topic together for better results. Remember better and longer.

Characteristics of Co-operative learning

There are Five Characteristics of cooperative Learning.

a) Team Formation: In co-operative learning, there should be 2 to 4 students in a   group. Two to four students will discuss properly and learn the given topic successfully.

b) Positive interdependence: Team should trust each other to achieve their goal.

c) Individual Accountability: Every member of the team should know each one‘s ability. Every member should know the importance of each individual. Everyone should learn in that process.

d) Social skill: Every member should listen to others’ views, resolve conflicts. Unity among the team is very important. Team spirit is needed in cooperative learning.

e) Structuring and structure: Some of the simplest structures are:

i) Think-pair-share—Students think of answers individually, then form pair and answer jointly, then share with the class.

ii) Numbered head together—A team of 4. Each one is given 1,2,3,4. Questions are asked. Group will work together and answer the question.

iii) Round table–Can be used to brainstorm ideas, discuss among the group. Pen and paper are required. One of the group members will answer. When the time is called, the group stops.

iv) Jigsaw—Group with 5 students. It is a puzzle.

Thus it can be concluded that cooperative learning is successful when every member of the team has learned the material or has understood the given material. The students grow socially, intellectually, and positively.

Dynamics means changing.   Group dynamics began as an identifiable field of inquiry in the United States at the end of the 1930s. Kurt Lewin had popularized the term Group Dynamics. Teachers can change the behaviour of the child through interaction in the group. He/she deals with the child for five to six hours daily. To make the teaching effective, the teacher must study group dynamics in a small group. e.g stars children are liked by the majority of the students. The teacher should make a combination of stars and isolates or rejected students together and try to change the behaviour of isolate or rejected pupil.

It refers to the forces which operate in a group situation. It studies the structure of the group and other phenomena which emerge out of group interaction.

View of Krech and Crutchfield—-Group dynamics implies changes that take place within a group.

According to Cartwright and Zander-“Group dynamics is a field of inquiry dedicated to advancing knowledge about the nature of the groups, the laws of their development and their interrelations with individuals, other groups and larger institutions.”

Class is a collection of pupils coming from different socio-economic backgrounds. Teachers should know the process of interaction among students. If the teacher is well equipped with the basic knowledge of group dynamics, it can provide better guidance for adjustment. Teachers can improve the emotional and social atmosphere of the class.

The knowledge of group dynamics is important as our joint family system is dying out. The nuclear family is not able to provide a sense of security, co-operation, affection due to the busy schedule of life. Adolescents need shelter, love, recreation, and motivation from the group. The teacher should know how adolescents form groups and what is the structure of groups in general.

Mental health is an important factor in the learning process. If there are conflicts, rivalry, fear, anxiety in the group, learning will be disturbed. The teacher can find out the reason for the emotional and social anxiety of the pupils and can use remedial measures to maintain a conducive environment in the classroom.

The teacher should understand the students and make the proper sitting arrangements. The teacher must also see that the groups are not formed based on caste, creed, and religion.

The teacher can change the behaviour of the group and maintain a conducive environment. These are the reasons why a teacher should study group dynamics.