ࡱ> {` objbjFF 2d,, 8)H H H H DDD8|h r;j("ʦʦʦ :::::::$<hD?;  ;H H ʦʦ?,;H ʦʦ::*=X0!ʦt 3hq~ZDǺ9R%,B;0r;@@!@!  lu$  ;;#j r;H H H H H H  A COOPERATIVE LEARNING PROJECT - PROBLEMS AND POSSIBILITIES Hairon Salleh INTRODUCTION As the Singapore Ministry of Education (MOE) is progressing ahead with its thrust on Thinking School, Learning Nation (TSLN) to prepare future Singaporeans for the knowledge economy so are schools given greater degree of autonomy to experiment with innovative ideas. The Minister of Education recently said in News.teach August 2003 that the way forward is greater diversity and flexibility. However, change with stability is never an easy task and is often riddled with complexities and contradictions. It is no surprise then that the minister stated the need for careful experimentation in matters of innovation during the MOE Work Plan Seminar 2003 (MOE, 2003). This paper thus has the intention of providing school practitioners and leaders with nuggets of gold or learning points in relation to educational change using innovative ideas, specifically cooperative learning, in classroom teaching and learning. The learning points presented are based on an action research study of a Primary 1 class in a neighbourhood primary school carried out by the author over a period of five months from January to May 1999 with the purpose of integrating cooperative learning strategies into classroom practice. The study serves to bring to consciousness not only the processes that had taken place, but also problems and possibilities that are inherent in them. The first section of the paper describes the background of the study bringing to light the conceptual, planning and preparation phases of the project. The second section provides the methodological description of the action research project outlining both paradigmatic and pragmatic aspects. The third section chronologically summarises key findings of the project. The final section highlights key learning points consolidated from the findings. BACKGROUND The conceptual stage The interest to try out cooperative learning in the classroom came about when the author, who was the form teacher of a Primary 1 class and mainly teaching English Language (EL) and Physical Education (PE), stumbled upon a quotation from a reading material during his preparation for the form-teachership "competitive peer dynamics of the traditional school environment are counterproductive in maintaining student motivation and achievement in academics, especially for students at either end of the normal distribution." Baptiste, Waxman, Walker de Felix, and Anderson (1990, p. 141) The quotation was personally attractive as it was in agreement with the authors belief and interest in social justice. The author is conscious that each individual pupil comes into the education system not only with varying abilities but also with varying social and cultural capital. The challenge then was to embrace the difficult task of promoting and balancing both individual and collective needs and interests. The author however speculates that the balance is excessively tipped towards the former where competition is privileged over cooperation. If this assumption is correct, education will further perpetuate inequality by providing similar competitive assessment tracks but dissimilar starting points. The decision to integrate cooperative learning into classroom practice using action research as a key approach to careful experimentation is solely an attempt by the author to minimize the negative effects of dominant competitive culture. Another compelling factor, which is more pragmatic than paradigmatic, has to do with the authors assumption that bringing about change in Primary 1 pupils is easier than at Primary 2. As pupils had no prior exposure to official primary school experiences and norms, the author as a form teacher was in a good position to establish new rules, along with mobilizing appropriate resources, to form the culture suited for cooperative learning. In addition, within the teaching profession culture, a substantial degree of autonomy has been given to form teachers to influence the learning environment of their respective form classes. The author thus saw the possibility for cooperative learning to be applied not just on a few occasions, but is a fundamental principle of the classroom (Slavin, 1990). Based on the authors past teaching experiences, three cooperative learning strategies were chosen peer-tutoring, group work and leadership development. The first and second are primary strategies, and the third a secondary strategy that serves to provide support to the first two main strategies. These strategies were to act in synchrony with each other so as to promote cooperative learning (Diagram 1).      Diagram 1: Cooperative Learning Strategies The Planning and Preparation Stage The planning and preparation stage basically covers five areas 1. Identification of values The author theorised that since cooperative learning involves interactions and relationships between pupils, appropriate values are needed to direct and guide pupils behaviours. These values include respect for each other, care for each other and doing your best in your work, and pertain to the values of respect, care and achievement respectively. Here, the author theorised that classroom work is significantly influenced by social norms of interaction, and vice-versa. Hence, the need for technical as well as cultural support for cooperative learning. This is in concurrence with Habermas claim that work and interaction are irreducible presuppositions of any society (Alway, 1995). In addition to the identification of values for pupils interactions, the author had also taken some time to articulate his values relating to the critical paradigm that had been adopted for the project which centres on the emancipation of individuals. This is in tandem with three of Slavins six principal characteristics for cooperative learning: Individual Accountability, Equal Opportunities for Success, and Adaptation to Individual Needs (Slavin, 1995). In this respect, the author made plans for clarity of roles, tasks and rotation of roles for pair, group and leadership tasks, but allowing for flexibility in consideration of individual needs. For example, due consideration ought to be given to some pupils who may strongly disagree to do pair work with another pupil out of insecurity. 2. Classroom setting With the agreement of the form teacher using the same class for the alternate session, the classroom seating was arranged in such a way that groups of ten pupils sat together in an E-shape manner (Appendix A). Thus, in total there were 4 groups red, yellow, green and blue, each comprising of 5 paired pupils totaling to 10 pupils per group. The main consideration in seats allocation was to maximize the diversity within each group with regard to ability, ethnicity and gender. Here, the author has been influenced by Deweys notion of a particular social ideal (Dewey, 1916) where more numerous and varied points of interests are encouraged to freely interact but at the same time are encouraged to enter into mutual shared interests. Since there was equal number of boys and girls in a class of forty, each group could comprise of 5 girls and 5 boys. It was also possible to arrange for pairing to be done based on mixed gender for the initial phase of the project. The author also planned for a fairly mixed group according to ethnicity. Pairing of pupils based on ability could only be done when pupils abilities could gradually be figured out in the first month. The author also took into consideration pupils height and eyesight needs. While taller pupils were to sit along the left or right outside perimeter of each group, pupils who wore glasses were to sit in the two groups at the front of the class. 3. Noticeboards The noticeboards had been utilised to display the espoused values and group performance chart. The group performance chart was a visual tool for pupils to monitor their group performance in terms of cooperative learning. Both the displayed values and group performance chart constitute the artifacts of the culture that the author was trying to promote. The materialization and manifestation of these values on noticeboards and group performance chart however were not carried out without negotiation with pupils. The author was conscious not to establish social norms based on coercion by the virtue of the privilege position of authority given to the teacher. This would essentially contradict Deweys notion of a particular social ideal (Dewey, 1916), 4. Reinforcements Although the decision to use rewards, and indirectly punishments through denial of rewards, might have close association to competition and thus be contradictory to a free interplay, the author took the risk at using pupils inherited culture based on his previous teaching experience and Slavins cooperative learning characteristic on Team Competition (Slavin, 1995) in order to maximize productivity of classroom tasks. 5. Integration of cooperative learning skills into the EL scheme of work (SOW), specific instructional objectives (SIOs) and lesson planning in the weekly record book Table 1 is a summary of cooperative learning basic skills within broad domains for peer-tutoring and group work. PEER TUTORING  DISCIPLINE DOMAIN (Pupil-Pupil)  MANAGEMENT DOMAIN (Pupil-Pupil) LEARNING DOMAIN (Tutor-Tutee)  TUTORING DOMAIN (Tutor-Tutee) Monitor and instruct partner to follow acceptable behaviours. Examples: sitting straight, keeping quite, and paying attention.Double check partners work before submission to the teacher. Examples: information on name, register number, class, date and day.Monitor and instruct tutee to be on-task as instructed by the teacher. Examples: writing and reading.Coach tutee when tutor notices that he or she has problems in completing tasks given by teacher. Preferably, tutor ought to complete his or her own tasks before tutoring tutee. GROUP WORK  DISCIPLINE DOMAIN (Pupils-Pupils)  MANAGEMENT DOMAIN (Group Leaders-Pupils)  LEARNING DOMAIN (Group Tutors-Pupils)  TUTORING DOMAIN (Group Tutors-Pupils) Monitor and instruct group members to follow acceptable behaviours. Examples: sitting straight, keeping quite and paying attention. Collect and account for pupils completed work to be handed to the teacher.Monitor and instruct academically weak pupils who have been assigned by the teacher. Examples: writing and reading.Coach academically weak pupils who have been assigned by the teacher. Table 1: Basic Skills of Cooperative Learning METHODOLOGY A critical qualitative research design (Merriam, 2002) had been adopted as the author was both the researcher and practitioner. The research design is considered critical because its objective is to change social practice. Moreover, by virtue of the specificity of the research site within one particular class of one particular primary school the study did not adopt a positivist research stance where the objective is for the generation of universal law-like principles. The study however was more inclined to provide a rich description of the processes involved in attempting to integrate cooperative learning into the existing curriculum. Hence, findings from the study are not generalisable but could be transferred to other similar contexts (Bryman, 2001). With respect to the concern for trustworthiness of research procedures (Guba and Lincoln, 1994), the author had adopted an auditing approach where records are kept of all phases of the research processes. The two main research tools employed are participant observation and reflection entries. For both of these tools, the practitioner-researcher is the primary instrument for data collection and data analysis. These tools also fit within an action research model that allowed for action research cycles to take place on a weekly basis (Diagram 2). The authors knowledge-constitutive interest (Habermas, 1971) is to engage in critical sciences enquiry for the purpose of emancipation through reflection on the conditions of social life. Besides self-emancipation, the author also hoped that the exposure of cooperative learning would provide the social conditions where a free interplay of interactions within diverse cultural groups would result in greater understanding, acceptance, respect and appreciation of individuals.         Diagram 2: Action Research Model Daily reflection entries were made based on reflection-in-action and reflection-on-action experiences (Schon, 1983, 1987). The former is reflection that takes place during classroom teaching while the author still has the ability to change classroom teaching. The latter is reflection involving introspection, replay and rehearsal (Louden, 1991) that takes place after classroom teaching. This usually ranged from 15 to 30 minutes on average. Introspection is a form of reflection involving looking inwards and reconsidering ones thoughts and feelings about some issues. While replay has to do with teachers discourse about events that have occurred, rehearsal has to do with possibilities of future actions, which leads to the plan stage of the action research cycle. Hence, summative daily reflection entries formed the basis for the weekly lesson planning, which then became the instruction for the following week classroom teaching. FINDINGS In this section, key events and issues from the Reflection Entries and Weekly Teacher Record Book Entries were extracted, described and analysed in chronological order of 5-week intervals over a period of about one-and-a-half semester. The 5-week intervals had allowed the author to observe distinctive patterns and themes in a meaningful way. They describe both problems and possibilities with regard to the attempt at implementing cooperative learning strategies into existing curriculum structures. Term 1 Week 1-5 The first task was to get pupils into pairs and groups by gender and ethnicity. In general, boys were paired with girls, and each group comprised of diverse mix of different ethnic groups. In addition, attempts were made not to have pairs of similar ethnic groups. This was to maximise the diversity of social interactions. In addition, pupils wearing glasses were seated in the front two groups, and taller pupils at the left and right outside perimeter of each groups. The second task was to establish understanding and consensus on the three core values of cooperative learning that would direct and guide behaviours. This was done in integration with the overall school discipline policy where attempts were made to link class rules and school rules to the core values. These values were displayed on the class noticeboard. Instruction was at times planned while at other times unplanned or opportunistic in nature. The author took the opportunity to link, clarify or emphasise the core values when appropriate situations arose. A reward and punishment system was also established during this period. The former mainly constituted awarding stars to individuals through the group performance chart which was eventually used to consolidate group performance. Likewise, the latter would result in the removal of stars. The third and final task was to help pupils engage in pupil-to-pupil discipline and management domains. For the former, pupils were encouraged to monitor and instruct partners to follow acceptable behaviours such as sitting straight, keeping quite and paying attention. For the latter, opportunities were given for pupils to double check partners work before submission. For example, making sure that information regarding name, register number, class, day and date are correct prior to submission of individual and group works. In the group setting, two group leaders, who were assigned and rotated on a weekly basis, were to assist in disseminating and collecting worksheets within their respective groups. Based on the analyses of Reflection Entries and Weekly Record Book Entries, the above tasks were implemented in a relatively easy manner. The integration was smooth because they were in concurrence with the schools policy of assimilating Primary 1 pupils to initial schooling processes. Hence, the EL SOW had taken into consideration time needed for such assimilation. In addition, these tasks did not contradict the cultural norms of Primary 1 teachers who had similar concerns. On the pupils part, opposition was not evident as they were trying to cope with the new environment. On most occasions, they demonstrated excitement and engagement to the pair, group and leadership tasks, which the author observed to have high novelty value and potential in boosting their self-esteem. On many occasions, pupils expressed enthusiasm in the following activities Instruction to check on partners work. Instruction to help their partner or group mates. Collection of worksheets or workbooks. Rotation of leadership roles within the group. Awards given to individual and group. Pupils enthusiasm came in several forms. Examples include raising of stretched hands to get the attention of the teacher; verbal requests to be picked by the teacher; conscientious work for given tasks; and complaints by pupils for perceived unfair opportunities. At the end of each successful task given to pupils, the author could see the look of satisfaction on the faces of pupils concerned. The primary problem that the author faced was the amount of form teacher administrative workload that impinged on curriculum time. For example, ensuring that each child passes information via letters to parents and collecting acknowledgement slips could take more than two weeks as a result of varying parental support. At times, more than one letter to parents were disseminated within a period of one week. A secondary problem, which was observable by Week 5, was the need to model appropriate discipline and management domains for peer-tutoring and group work. For example, some pupils scolded their partners in order to get them to behave appropriately, or rudely collect worksheets from group members. Another observable problem that gradually took form was discipline problems arising from two pupils (Pupil A and Pupil B) who were basically not keen to engage in cooperative learning for reasons unknown to the author. By end of Week 5 (Term 1) Pupil A clearly demonstrated the need for attention but not by engaging in appropriate pair, group or leadership tasks. He preferred to get the authors attention through disruptive behaviours such as interrupting teachers instruction and disturbing his partner during pair activities. Surprisingly, he showed satisfaction when he was told to stand at the back of the class as a form of isolation from class activities. In the case of Pupil B, my initial observation is that he is a late developer. He is interested neither with individual nor with pair work, and enjoyed playing with his stationeries. On hindsight, and by the end of the project, the author understood both of these pupils better when the author met with their mothers. For Pupil A, my conversation with the mother revealed that Pupil A has not been used to structured activities and a firm style of discipline. My conversation with Pupil Bs mother (housewife) and siblings revealed that, besides maturation, lack of social and cultural capital has affected his engagement in class activities. He was the fifth out of six children in the family. Term 1 Week 6-10 Based on pupils formative assessments such as weekly spelling tests and worksheets assignments, and general classroom behaviours, refinements were made to the pair and group seating arrangement. In addition to this, four pupils with potentially outstanding academic ability were identified, and equally distributed to sit with the four groups. They acted as group tutors. These were done to maximise the variance in ability between pairs and within groups in order to promote cooperative learning. Time was intentionally allocated to provide models of appropriate cooperative learning behaviours. At the beginning of each week, the author would have two pupils to act out a scenario where one pupil needs to monitor and instruct another pupil to behave appropriately. Both negative and positive models were illustrated. Besides this, the author also spontaneously made explicit negative and positive illustrations which were based on real-life class incidents. The learning domain took centre stage during this period. Pair tutors were identified and made known to the class. However, their task was only limited to learning and tutoring domains. In the group setting, pupils with outstanding academic ability were given opportunities to monitor, instruct and coach weaker pupils. The discipline and management domains became secondary during this period and were implemented without any changes partly because pupils showed observable high engagement in these domains. Furthermore, the author wanted these tasks to evolve naturally to become one of the key aspects of the class culture formed and owned by pupils. A salient observation that the author made was pupils general participation in all the four tasks. Pupils especially showed eagerness in wanting to be group leaders to carry out discipline and management domain tasks in their respective groups in contrast to pair activities. The author speculates that the belief that a leader has a greater sense of value and worth is historical in nature, and is a reflection of the societys value too. In most cases, this became both a prized carrot and deterrent stick to misbehaviours. Pupils demonstrated strong motivation to behave well in order to be chosen as group leaders. This structure seemed to have worked too well that it might have overwhelmed values on respect and care. There was however a small number of pupils who did not find the reward system meaningful to them by consistently demonstrating disruptive behaviours. It was as though they were beginning to show their true colours. It would seem to suggest that the rewards and removal-of-rewards system used to motivate pupils to engage in cooperative learning was not suitable or attractive enough for such pupils, including Pupil A and Pupil B. These pupils are usually attracted to free play as opposed to coordinated interaction. On hindsight, the author speculates that the key factor could be one of varying maturation. By Week 8 the author discovered that time spent on modeling had to give way to the completion of the EL syllabus. Time shortage was a significant obstacle. Attempting to integrate a new project into the already overcrowded curriculum was a struggle. He also found that tutors and tutees had difficulties in communicating with each other. Language difficulties were a barrier to effective tutoring. The author found that even when a model is given at the beginning of the week, every interaction is unique to each pair, group and situation. Tutors may know how to solve worksheet problems but did not know how to help tutees understand the process of it. Tutees on the other hand did not know how to express their lack of understanding in solving worksheet problems in the technical as well as social dimensions. Having said this, however, some tutors did well in coaching tutees. Pupil X demonstrated patience, care and competence at coaching another tutee. In this regard, she has both the soft and hard skills to tutor another pupil. The several conversations with the mother (housewife) revealed that much attention has been given to Pupil X with regard to her holistic development. At one occasion, she praised the author for the cooperative learning arrangements. Pupil Y, however, could tutor other pupils but not as effectively as Pupil X as he lacks patience, especially in helping academically weak pupils. On one occasion, he complained to me, Mr Hairon, he doesnt want to listen to me. Term 2 Week 1-5 Based on Primary 1 CA1 (Common Assessment 1) results a form of summative assessment pupils were placed within a distribution curve. On the whole there were five pupils with relatively high ability and ten pupils with relatively low ability. Further refinements, although more miniscule than before, were made to the pair and group seating arrangement. While pupils with disruptive behaviours were intentionally dispersed throughout the class, a few were specifically assigned to sit among very well behaved pupils. During this period, cooperative learning at the discipline, management, learning and tutoring domains were seen to be supported by the majority of pupils. Group tutors showed confidence and positive self-esteem in their responsibilities. Two of them eventually took the initiative to approach pupils whom they had observed to be needing help within the group (Pupil X and Pupil Y). However, the author faced increasing problems during this period too. The main problem observed during this period was essentially completing the EL syllabus. This was seen to be of high priority because of the coming mid-year examination. At times, the author resorted to whole class teaching in an attempt to catch up with the EL syllabus. In addition to this, the author observed that personality clashes began to surface between some tutors and tutees. There were several occasions when tutors complained that the tutees were not listening to their instruction. Some tutees overtly refused to be nagged at or badgered by their tutees. Eventually, some tutees gave up trying to help their tutees. Upon reflection, the author suspected that while some tutees have a need to complete their work independently, some just lack the cultural capital or maturity to complete their work. It was also observed that some tutors were emotionally tired of trying to look after and be responsible for their tutees. There was once when the author had to settle a dispute of Pupil L (Chinese girl tutor) and M (Malay boy tutee). From a distance, the author observed that both of them looked unhappy. The author approached them and asked, Why arent you doing your work? Pupil L replied, He doesnt want to listen to me? Surprised as they had been doing fine all the while, the author then asked Pupil M, Why dont you listen to her? He was silent and gave a facial expression indicating that he did not want to because he just did not want to be coached by her, and that he wanted to do it himself. Two weeks later, the author decided to exchange Pupil M with another pupil. Energy and time spent at providing support for pair and group interaction was very challenging especially when the author is in the midst of trying to complete the EL syllabus. The cooperative learning project stopped by Week 5 (Term 2) in preparation for the mid-year examination. CONCLUSION The engagement in the action research project on cooperative learning had surfaced several key learning points regarding cooperative learning and educational change. However, they are not exhaustive and are only transferable to similar contexts. 1. Change has to integrate well with existing curriculum structure. In this project the author had integrated cooperative learning objectives within the EL SOW. Cooperative learning activities covering the discipline, management, learning and tutoring domains were therefore integrated or infused with the EL learning activities. The author had also taken advantage of the schools cultural practice to use the E-shape seating formation for Primary 1 classes to promote cooperative learning. Motivating pupils using the concept of group performance chart was likewise a school cultural practice. In addition, the three class values on respect, care and doing ones best did not contradict the schools learning culture or societys expectation regarding education. The author suspects that these had made the mobilization of physical resources and establishment of classroom rules that support cooperative learning attainable. Although resources and rules are inseparable and indispensable in the formation of structure affecting social actions and interactions (Giddens, 1984), it is inaccurate to think in a simplistic manner that resources and rules drive behaviours as espoused by the often used phrase structure drives behaviour. Pupils are humans who can reflect and opposed intentions of other humans including teachers. As humans, pupils and teachers draw upon structure (resources and rules) to engage in social actions and routines. The author maintains that the teacher provides time and space to explain pupils his or her intentions for having cooperative learning, and equally important for negotiations to place between the teacher and pupils. 2. Change needs to be gradual, evolving from simple to complex task, and thus requires time. Although the understanding that change requires time was known to the author at the onset of the study, a degree of over-ambition was observed. On hindsight, it would have been better to use Term 1 and Term 3 to integrate cooperative learning strategies rather than Term 1 and Term 2. This arrangement would not only help the integration of cooperative learning with existing curriculum, but also increase the capacity to address uncertainties, and unintended consequences which had been commonly observed in the project. Furthermore, it would provide preparation time for semestral assessment. In this project, time resource was stretched to cover the EL SOW, administrative work, disciplinary problems and cooperative learning activities. Time resource was therefore a primary concern. Furthermore, the author found that the formation of rules or norms through negotiations is more demanding and unpredictable than mobilization and organization of resources. Although the author had encouraged pupils to think and talk about the class rules during the first two weeks of the first term, the author discovered that more rigorous negotiations took place along the way and these played out in more natural settings of day-to-day classroom routines. On hindsight, the author observed that the negotiations or power interactions did not only act out between teacher and pupils, but also between pupils and pupils. Furthermore, negotiations and power interactions could also take place involving the teacher, a pupil and another pupil. The incident between Pupil L and M is a succinct example. Below is the authors reconstructive analysis (authors interpretation in italicized parentheses) The teacher focuses his attention on Pupil-tutor L and Pupil-tutee M. (Wants to monitor and control the progress of pupils work) Pupil L looks at me showing her exasperation. (Wants to indicate to me that she has done her part; trying to get my support to change the behaviour of Pupil M; and/or expressing her fatigue and unwillingness to participate in cooperative learning strategies) Pupil M looks down and rearranges his stationeries not disturbed by Pupil Ls actions. (Wants to pretend to be on task; and/or did not want me to take notice of Pupil Ls frustration; wants to cover his feelings of guilt or protecting his self-image; and/or afraid that the teacher gets angry at him) The teacher approaches Pupils L and M and in puzzlement asks, Why arent you doing your work? (Wants to know what was happening in order to get the class going) Pupil L replies in a frustrated manner, He doesnt want to listen to me? (Wants to defend that she has been responsible as a tutor; and/or feels tired of being a tutor and wants out) Surprised, as they has been doing fine all the while, the teacher asks Pupil M, Why dont you listen to her? (Wants to know why he does not want to cooperate) Pupil M stubbornly looks straight and is in deep prolonged silence. (Is angry with her for letting the teacher know about his reluctance to cooperate; feels disappointed with himself that he is constantly in need of someone else to help him; and/or feels disappointed that he has let the teacher down) The teacher decides not to pursue this and leaves the situation as it is. (Wants to give room for both of them; does not want to impose on pupils; does not want to make any of them feel guilty; wants time to think through the whole situation; and needs to carry on with the lesson) Two weeks later, the teacher decided to exchange Pupil M with another pupil. (Wants to give pupils the freedom to work with classmates whom they feel comfortable with) 3. Change works well when done collaboratively with relevant stakeholders providing cultural support. Emotionally, the author felt the drain of having to do something different from his colleagues of the same level all by himself. It would have been favourable if the EL HOD (Head of Department) and other subject teachers teaching the same class to be aware of the project, and thus be able to provide collegial support, or at least not be puzzled by the authors intentions and teaching style. Below were several examples to illustrate this point. In the authors attempt to complete cooperative learning strategies and the EL syllabus, there were several occasions when the author had to complete his lessons at the strike of the bell, taking about 5 minutes of another teachers time to hurriedly instruct the class to tidy their tables and get ready for the next lesson. On a few occasions, the author had to make his colleagues wait outside the class. Such occasions were very demoralizing, especially when the teacher waiting is the Discipline Mistress. Further, there were several occasions when the author noticed that his class would be perceived as less disciplined when they were lining up for assemblies. The style of discipline that was employed allowed for greater latitude on the part of pupils to behave with less rigidity. There were moments when the author felt the pressure to show a more authoritarian style of discipline during assemblies in order not to be seen as displaying a lower standard of discipline. A more democratic mode of classroom interaction can be seen to be jarring at times. In this regard, the author concluded that cooperative learning strategies and rules must be confined within the four walls of the classroom when they are done within an isolated project. By the end of the project, the author observed that besides fellow colleagues, HODs (Heads of Department) and school leaders, the support given by parents is equally, if not more, important. Parents who may not be aware of the benefits of cooperative learning may perceive that their children may lose out as peer tutors when in reality the benefits can far outweigh the perceived loss. In the process of tutoring another person, the pupil can gain a better grasp of the concepts and develop leadership qualities. This lack of support may undermine attempts for effective education change or innovation. Here, the author is in support of Levin and Wiens (2003) stand that improved student outcomes result from appropriate changes in classroom and school practices that are widely accepted and implemented by teachers, seen as meaningful by students, and supported by parents and communities. (p. 659) 4. Change must be genuine, and requires the motivation, belief and commitment of teachers, who are eventually the key agents for change. What had sustained the authors motivation to start, sustain and complete the project is the belief that cooperative learning has potential to increase the satisfaction and thus sustainability of pupils learning, help pupils become better at working and living among diverse groups of people, and level the playing field in order to promote a just society. In this regard, the author speculates that school leaders need to understand teachers beliefs and values in matters of educational change and innovations. In conclusion, the author speculates that besides change of rules and mobilization of resources, successful education change and innovation require a democratic political environment where every stakeholder to the schooling processes pupils, parents, teachers, HODs (Head of Departments), and school leaders comes to consensus through negotiations on matters of the purposes of education and the means of attaining them. REFERENCES Alway, J. (1995). 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Phi Delta Kappan, 658-64. Louden, W. (1991). Understanding teaching: Continuity and change in teachers knowledge. New York: Teachers College Press. Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass. MOE [Ministry of Education] (2003). Speech by Mr Tharman Shanmugaratname, Acting Minister for Education, at the MOE Work Plan Seminar at Ngee Ann Polytechnic on Thursday, 2 Oct 2003. Available:  HYPERLINK "http://www1.moe.edu.sg/speeches/2003/sp20031002.htm" http://www1.moe.edu.sg/speeches/2003/sp20031002.htm. Schon, D. A. (1983). The reflective practitioner. New York: Basic Books. Schon, D. A. (1987). Educating the reflective practitioner. San Francisco, California: Jossey-Bass. Slavin, R. E. (1990). Comprehensive cooperative learning models: Embedding cooperative learning in the curriculum and the school. In S. Sharan (Ed.), Cooperative learning: Theory and research. (261-83). London: Praeger. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd Edn.). London: Allyn and Bacon.  The author is a lecturer with the Policy and Leadership Studies (PLS) Academic Group at the National Institute of Education, Nanyang Technological University. His interest is in action research, critical theory, professional development/learning of teachers, education change and school improvement. Contact:  HYPERLINK "mailto:hsalleh@nie.edu.sg" hsalleh@nie.edu.sg APPENDIX A AM Noticeboard (NB)PM Noticeboard (NB)D O O R O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O OD O O RTeachersTableAM NBWhiteboardPM NB Classroom Setting Key  Table  Pupil     PAGE  Hairon Salleh Page  PAGE 13 Peer -Tutoring Group Work Leadership Development PLAN Weekly Reflection-On-Action (Summary of Reflection Entries and Teacher Record Book Entries) ACT Daily Classroom Teaching OBSERVE Daily Reflection-In-Action REFLECT Daily Reflection-On-Action (Reflection Entries) !;<=>LMN[\ g k S T ] f   ؽ}voovkhq h h h h6UJ h h a h hU h hAc h hyV h h,Yh h ha.JhLqha.J5>*OJQJ\ h hLqha.Jh hLqCJOJQJha.JCJOJQJh ha.JCJOJQJh CJOJQJaJh ha.JCJOJQJaJ'<=>LMN[\ nop{|$a$+$ Jh8p @ xHP X !a$$a$$a$ En & _ g   K QYb/:mnp{|023:ZϺֳֺ򐉐yrnrrhv h h*h ha.J6CJOJQJ] h h5 h h#\hLqha.J6CJOJQJhLqha.J>*CJOJQJ h h.| h h- h h> h hx@ h h * h hGw h h6UJ h hC= h hJd h ha.J h hD*XY\]t+$ Jh8p @ xHP X !a$+$ Jh8p @ xHP X !a$3$ Jh8p @ xHP X !]^a$ Z[ehBUoy $+-7Zg{9MNUbox{&VWXfȺȺȺ묥 h hvL h hE h hC= h hkC h hi( h h; h ha.J h h;=< h h h hQL h hb h h|\ h h h h.| h h U h h& h hHz6ms{|KVWXY[]^_`cdfglٲٲٲٲٲًهynhLqh:C556] h h:C5 h hLqha.JhLqha.J6CJOJQJh ha.J56>*\]h ha.J5>*\ jh ha.JUmHnHu h hGgh ha.J6 h h h ha.J h hC=hQ h hb h hvL h hkC&]_abcefhijklpppppp2$ Jh8p @ xHP X ![$\$a$2$ Jh8p @ xHP X ![$\$a$+$ Jh8p @ xHP X !a$  zzzz,$ Gh8p @ xHP X !a$gd:C5+$ Dhp @ xHP X !a$gd:C5+$ Jh8p @ xHP X !a$ <\8>RStQ56@APQVWhiuv˽˹˲˲Ĥĝ h h_/r h h;Mf h h h h#p h hg&e h h:C5 h hih4 h h h h h hD h hGg h ha.Jh h:C56]hLqh:C556hLqha.J56]5 s ! !!R!\!!!"5"S"\"f"g"""#{###$$$$$$$'%b%%%%%% &&I&û٬٬{{{ h h8r h hf h h~R h hc h h h h" h h h h#ph ha.J6h h:C55h ha.J56]h h:C556] h h:C5 h ha.J h hhW h h_/r h h;Mf0 !!##&&&UUU)$ Ap @ xHP X !a$gdc)$ Ap @ xHP X !a$gd:C5.$ Jh8p @ xHP X !a$gd:C5($ Dhp @ xHP X !a$ I&L&h&k&&&&&&&&''(L)h)))))))))N*Q*r**2+i+k+l+o+,,,,䰦{sksah hZZ6]h hGB]h he}] hHi(]h hNpH]h hZZ]h|hZZ56]h|hNpH56]h|hZZ56h|hZZ6 h h`] h h[h hZZ5h ha.J56]h hZZ56] h hZZ h ha.J h h8r h hf$&&&)))))j+k+l+,,,($ Dhp @ xHP X !a$)$ Ap @ xHP X !a$gdZZ.$ Jh8p @ xHP X !a$gdZZ ,,,,,,6/7/B//////h0i000 1(1/1<1o1p1q11111b3ླ॓tg`YKhLqha.J>*CJOJQJ h hb h hGghLqha.J56\]hLqha.J5CJOJQJaJh5CJOJQJ\aJ"hLqha.J5CJOJQJ\aJhLqha.J5CJ\aJhLqhLqCJaJha.JCJaJhLqhe}CJaJhLqha.JCJOJQJaJhLqha.JCJaJ h h-f3 h ha.J h hgO,,,,,,,;ckd$$Ifl4(#(#064 lalf4$If/$ Jh8p @ xHP X !$Ifa$+$ Jh8p @ xHP X !a$,,,,,,,,,,,, ---/$ Jh8p @ xHP X !$Ifa$---..5/c6666, Jh8p @ xHP X !$Ifkd$$Ifl4\^(#064 lalf45/6/7/B/C/cZTN$If$If $Ifgde}kd,$$Ifl4\^(#064 lalf4C/D/E/W/g/h/i/{//////lllllllllll/$ Jh8p @ xHP X !$Ifa$ckd$$Ifl4(#(#064 lalf4 ///////$ Jh8p @ xHP X !$Ifa$//h0i00)1o1cZTZZZ$If $$Ifa$kdf$$Ifl4\^(#064 lalf4o1p1q1c8+$ Jh8p @ xHP X !a$kd$$Ifl4\^(#064 lalf4q1111115588888888888+$ Jh8p @ xHP X !a$5$ Jh8p @ xHP X ![$\$a$gdLqb3l3336666@7A77R8b8z8888888888888888888888888Y9e999::;yr h h_ h h#, h hS<hLqha.J56\] jh hLqUmHnHu jh ha.JUmHnHu jh h'UmHnHu h hN h h{ h h)3 h h>=h ha.J6 h hw h ha.J h he},88888888888888<<<<<2$ Jh8p @ xHP X ![$\$a$+$ Jh8p @ xHP X !a$;;<<<<<=*=/=8=:=D=Q=k=q=w===========>>>>&>>>>>>???? 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