Cooperative Learning versus Competition

Over the years, I have become an advocate, believing that all children can learn. For some students, support needed may be attributed to a physical disability, sight disability, behavioral disability, or even a learning disability perhaps due to neurological issues, but I see the students are often genius in their own way. I appreciate the uniqueness of each learner but unfortunately have noticed that the students who have different learning styles are isolated even in a classroom practicing inclusion.

 Cooperative learning has not been learned by many regular education students but is a viable solution for learning. Learning support students have often displayed the sensitivity and support of cooperative learning for one another, as this same support should be seen in all classrooms practicing inclusion. The classroom structure and interaction occurring with student-centered learning has much to do with how well students learn, how they feel about school and themselves. Interacting may include students interacting through competition; individually, or even cooperating while taking interest in one another’s learning. (Johnson & Johnson, 1988).  Unfortunately, competition is most prevalent in the United States as is seen through; a) the way students are honored and receive awards; b) the way teachers entrust students with roles and responsibilities; c) through achievements and other extra-curricular courses.  Since educators are responsible to educate each child, competition should be lessened as some students may do their best but because they learn differently, may not achieve what another child achieves in math or reading. Another child may succeed in the arts or sciences.

Cooperative learning involves grouping students together helping one another to learn academic content (Slavin, 2014). Students working together, and toward the same end is ideal but must begin as early as possible. Recently, I had the opportunity of viewing a documentary video that told of the experiences of American students who suffered with dyslexia which is a reader disorder.  The disorder is a neurological disorder in origin and affects student’s ability to accurately or fluently recognize words. Issues related to dyslexia also may include problems with reading comprehension while reducing reading which impedes growth (Tennessee, 2013- 2014). The video affected me strongly as I have personally observed how American students who are considered mainstream students view themselves as superior to students who are labeled “learning support” students.  The documentary showed how dyslexic students often excel in areas of their life in extraordinary ways.

While legislature from the state of Pennsylvania identifies dyslexia as a neurological disorder with unexpected difficulties with fluency and word recognition and poor decoding or spelling abilities as this is not connected to an individual’s intellect (Pennsylvania, 2013-2014). The state has embarked on a pilot program in three districts for feasibility of early screening and intervention.

   

In a society where competition is engrained into the culture, students must learn that they can cooperate with learning for each student no matter the learning style.. They can learn to be caring and helpful citizens.  The presumptions that students have about one another can be clarified if they are taught to work together early on in their classroom experiences. More positive and productive ways of thinking can be learned related to varying learning styles compared to the way they individually learn.

Valuing Music Education

               

Having served as a music educator in the School District of Philadelphia since 1987, I recognize that one must not diminish the value of music education in the lives of students.  Empirical evidence of how music education has the power to transform a sad and hopeless child into one of renewed and hopeful energy in just a 45 minute session per week is extraordinary. The singing of folk songs, art songs, and songs that students can grasp and become engaged in with a music educator, should never be removed from a child’s educational experience. Learning theory, arts literacy and other important musical elements are an integral part of music education. Student anticipation of performances is priceless. The reinforcements that students who are considered mediocre and special needs students receive from music education and arts education are incomparable to any other experience. Many students have great success as I have witnessed my autistic students who are quite strong in music education. I have witnessed some of my best singers, and those with the ability to match pitch accurately to be students with learning support.  Success makes success and as the students experience music education in the general vocal music classroom, the music learning also supports other kinds of learning in their home classrooms.

Presently, I am engaged with my students in a unit on rhythm. Interdisciplinary kinds of learning are easily taught through the arts and music education as are being done through this unit. As the students learned the duration of various kinds of notes, their assignment was to “do the math” to total the rhythmic counts for a series of combined notes. I help students to see that learning music requires understanding of math and science and much more. When I discuss pitch accuracy and intonation, they learn of singing in tune and singing flat and sharp. This is important for understanding the speed of pitch and for tuning instruments. My classroom has a “music word wall” and for every unit of study, I include relevant vocabulary. Music vocabulary learning increases literacy.

Unfortunately, resources for the arts are not readily available in many schools, but this is obviously to a fault. The general vocal music teacher has the ability to transform a school if she has an effective program. All grade levels can develop musical skills as numerous studies show that music education will increase student learning and improve test scores. The irony is that in an effort to increase test scores, some schools opt out of the arts which is contrary to all that is true about the effects of arts in education.  I often see students who remind me that they have music class on a particular day as they are planning on coming to school on that day, in anticipation of participating in general vocal music. This is another benefit of the arts in a school. Student attendance improves.  

Giving respect where respect is due is necessary for deserving arts teachers. Being called a “prep class” is demeaning to those who seek to live up to the title of an arts specialist. Unfortunately, many arts teachers are still called “prep teachers” and are not given the respect for the value they bring to a school.  Without music and the arts, a curriculum can be sterile and unappetizing for many students. The realization of the value of music should be taught and embedded in the curriculum of a school if the benefits will be embraced and welcomed by those who have not yet understood its value.