Cooperative classroom management is the key to minimizing the chaos

Abstract

This article is written to help teachers understand how the large class is run and teach learner autonomy. It considers some practical ways to introduce group work into large classrooms and supports cooperative learning. Using group work in a large classroom for many teachers seems to be a true ordeal: they should move from desk to desk trying to control what’s going on. They practically don’t what all the teams are discussing; The teacher is unable to control what language they are using; The noise prevents them from telling if one student is doing all the talking or if everyone has the opportunity to participate. In spite of the fact it is “healthy noise,” it is loud, and as group members try to hear one another over the voices of the other groups, the volume with some intervals becomes deafening. In this situation with such noise the teacher has difficulty in letting students know when they should stop discussing in groups and come back to a whole-class discussion. Teachers get tired and distressed .Is there any way out? The only thing that might work is to give the students some responsibility for their own learning. For many teachers, this is the hardest part of cooperative learning—letting go of the reins in order to let the students have a say in how the class is run and teach learner autonomy.