Examining the Effects of the Tribes TLC

1 Examining the Effects of the Tribes TLC Process on Cooperative Learning and Students Positive Interaction in Language Minority Classrooms Tara Hochstetler, Jon Langstaff, Kate Orsinger, Amy Osborne, Juan Otal, Carlin Schwartz, and Jane Sleutaris Carlin Springs Elementary School Fairfax County (VA) Public Schools Submitted June 2003 Abstract In five classrooms, spanning five grade levels, teachers evaluated the impact of a specific community-building process on their students achievement in cooperative learning and day-to-day interaction. Participating teachers attended a series of training sessions in the Tribes TLC process and used the newly-learned methods for instruction throughout the school year. To measure change, each teacher evaluated students performance in ten categories during a cooperative learning activity conducted at the beginning of the project and again at the end. Findings were very positive and teachers reported achievement in many areas, including communication, encouragement, and accepting behaviors among most language minority students. Introduction When our group met for the first time last September, we were surprised at how diverse our research group would be. We all came from different regions of the United States, we had different methods for teaching our students, and our experience ranged from spending 11 years in a regular classroom setting to having no previous teaching experience. Some teachers were in the primary grades, others taught upper elementary students, and one teacher was a specialist, without a class of her own. We wondered how we could find one area of research that would be significant to all of us. After a mentor led us in some sharing activities, however, several similarities emerged. All of the teachers involved had tried cooperative learning either with their own classes or during pre-service internships, each of us served students who speak English as their second language (ESL students), and each of us continually seek methods for increasing ESL students success in academic and social areas. As we realized the connection between these issues and the importance of them for each of us and for teachers in similar situations, we began looking for information on cooperative learning and ESL students. There was a lot of research that supported the idea that teachers need instruction in communitybuilding strategies and that students in classes that emphasize group learning make greater gains in shorter times. The focus of our research project became: How can teachers of language-minority students learn and incorporate specific strategies for fostering overall success for their students? One of the teachers was familiar with a course called Tribes TLC and thought it might be an appropriate training opportunity for the group. She shared her experiences as a Tribes teacher and, as a certified trainer in the program,

2 offered to lead the rest of the group through the 24-hour, eight-module training course. After researching the program and previewing the training materials, the members of the group decided to participate in the training and our focus modified to: How can the Tribes TLC process help teachers increase student participation in cooperative learning and improve students positive interaction in language minority classrooms? Tribes TLC Process In the early 1970 s, Jeanne Gibbs noticed differences in her own children s performances in school year to year, and observed that the quality of the classrooms environments seemed to influence the changes. She began researching topics such as school climate, child development, and group dynamics, and received a grant from the California Department of Education in 1974 to pilot her proposed group development process with 26 teachers. The teachers who participated in this training described the caring environment within their groups as being like families or tribes (Gibbs, 1995, p. 400). She mostly called her training the people process and it was used in many settings throughout the late 1970 s and early 1980 s. Many schools in California began to request training in this process and it eventually became known as Tribes. The first edition of a book based on her research, titled Tribes, A Process for Social Development and Cooperative Learning, was published in 1987. By 1991, she had developed a formal training program and teachers and administrators were incorporating her strategies in their schools and classrooms across the nation. The most comprehensive and formal version of the Tribes process became known as Tribes TLC and the instructional book Tribes, A New Way of Learning Together was published in 1994 and revised for 1995. Many teachers who have experienced Tribes have a difficult time describing what it is. Most Tribes teachers describe Tribes TLC as a philosophy and use the words from the title of the book, a new way of learning and being together, to explain what it is about. The best way to learn more about Tribes is to attend a 24-hour basic training course. During the eight modules, participants experience the main stages of group development, inclusion, influence, and community, while they learn how to improve the environment in their own classrooms and schools. The book contains approximately 200 strategies for building community and most of the activities can easily be adapted for ability and content. In short, Tribes TLC is a simple, efficient, and respectful approach to teaching and learning. The research and theory section of the book (and training course) gives many examples of why it is better for children to learn cooperatively and how critical it is that children s emotional needs are met in the academic setting. We found Tribes TLC to be an ideal way for teachers of language minority children to learn strategies for helping their students feel included, improve academic achievement, and increase positive interaction with others.

3 Literature Review Cooperative learning activities improve the academic achievement of ESL students. A significant amount of research shows cooperative learning is a powerful, educational approach for helping all students attain content standards and develop the interpersonal skills needed for succeeding in a multicultural world (California Department of Education, 2000, Hill & Hill, 1992). Spencer Kagan (1995), Susan Hill and Tim Hill (1992), and Helena Curtain and Carol Ann Bjornstad Pesola (1994) all agree that various aspects of language acquisition for ESL students are greatly enhanced by their participation in cooperative learning activities. Furthermore, cooperative learning activities help ESL students get to know and trust others and ensure that students develop a respect for other cultures and are assimilated into American culture (California Department of Education). There is no question that cooperative learning helps ESL students on both academic and social levels. This being the case, Johnson and Johnson (1988) find it surprising that more teachers aren t using cooperative learning activities in their classrooms. With the abundance of research supporting and the availability of resources for implementing this type of learning, why aren t more teachers utilizing cooperative learning to improve the academic and social skills of their language minority students? The California Department of Education (2003), Stahl (1994), and Johnson and Johnson (1988) state that in order for teachers to successfully implement cooperative learning in their classrooms with ESL populations, teachers must have knowledge about the research showing what makes cooperative learning effective, exposure to models of cooperative learning methods, support from their colleagues, and skills to manage a cooperative learning classroom. The following data support the theory that the Tribes TLC model for building classroom community equips teachers with the tools they need to create a classroom environment that promotes the use of cooperative learning as an effective teaching method for improving the academic achievement of ESL students. Teachers face many challenges when implementing cooperative learning and need specific strategies for increasing participation and building positive interactions among students. The Tribes TLC model directly addresses some of teachers challenges for including all learners in a community, meeting needs of individuals, and increasing the academic success of all students, but particularly those for whom English is their second language. Background Carlin Springs is an elementary school located in an urban setting. Carlin Springs population is diverse, with an enrollment of 570 students from over 30 countries. Out of those 570 students, 349 receive English for Speakers of Other Languages (ESOL) or High Intensity Language Training (HILT) services. Hispanic students comprise 62% of the student population, followed by Blacks (15.7%), Asians (14.2%) and Whites (8%). The majority of students live within a one-mile radius of the school, with over 90% riding the school bus due to heavy

4 traffic in the neighborhood. The majority of students live in an underprivileged section of Arlington, Columbia Heights, in apartment buildings. Five teachers participated in the collection of data for the project. Each study was conducted in a regular classroom at Carlin Springs Elementary School. Important statistical information follows: Ms. Orsinger s first grade class had 15 students. Forty-seven percent were Hispanic, with Spanish as their first language. In the class, a total of 53 percent received ESOL/HILT services. Mr. Langstaff s second grade class had 17 students. Fifty-nine percent received ESOL/HILT services with 47% speaking Spanish as their first language. Ms. Schwartz s class of second grade students also had 17 students, with 59% receiving ESOL/HILT services. Forty-seven percent of the students spoke Spanish as a first language. Ms. Osborne s third grade class had19 students. Sixty-eight percent received ESOL/HILT services, with 63% speaking Spanish as a first language. Mr. Otal s fifth grade class had 23 students, with 35% receiving ESOL/HILT services. Fifty-six percent of Mr. Otal s students spoke Spanish as a first language. Design Our research question focused on examining students ability to interact positively and its effect on cooperative learning activities and students overall academic success. The major strategy was for LMTIP teachers to be trained in the Tribes TLC process and implement the program in their classrooms. In order to examine the effects of Tribes TLC, we designed a pre and post observation-evaluated activity that examined students interactions. Students were placed in small groups and given the task of planning a class party. The activity was modified slightly for age-appropriateness. For example, the groups in younger grades were asked to list four ice cream flavors and then reach consensus on which two the teacher would purchase for the party, while older students were asked to plan more aspects of the party. The LMTIP teachers assisted each other by observing students in one another s classrooms while the activities took place. The teachers used a variation of Flanders Observation Matrix Tally Sheet to record students and teachers interactions. Observers marked how many times they heard certain behaviors and statements within ten one-minute periods. The table below illustrates the Flanders Observation Matrix Tally Sheet as designed for our activity.

5 Accepting Category 1 2 3 4 5 6 7 8 9 10 Total Tallies Encouraging Problem-Solving Question Silence/Confusion Criticizing Non-Participation Clarifiying Singling Out/Critizing Praising Total Tallies The last three categories were teacher behaviors and statements. The first (pre) activity occurred in October of 2002 and the second (post) was observed at the end of May 2003. Analysis First Grade Class In the October activity, students demonstrated a low level of participation with high evidence of silence and confusion. They were very critical of each other and were not very accepting and encouraging. Many groups did not show clear evidence of problem solving within their work. The teacher was an active participant within the groups and had to clarify throughout the activity. Many students were singled out or criticized and the praising, which occurred mainly at the beginning of the activity, was limited. As the activity progressed, the teacher praise lessened. Findings from the second activity in May were very different from the first in October. There was a shift from low level participation to almost full participation. Students demonstrated more positive interactions with less criticism, as well as a stronger sense of encouragement and acceptance to others within their groups. Evidence of the use of problem-solving skills was clear within the observation. Students questioned at the beginning of the activity for clarification. During the May observation, the students were more capable of

6 performing the activity on their own, so the teacher chose to be less involved in the activity. She told the class she was invisible and just an observer. The teacher only needed to clarify for the students one time at the beginning of the activity. She monitored the students as they worked and checked to see that they were progressing. Finally, the teacher demonstrated an increase in giving students praise. Second Grade Class A Second grade class A demonstrated positive change in several areas related to positive peer interaction from the first trial to the second trial. For example, appropriate problem-solving behavior occurred 11 times in trial 1 and 17 times in trial 2. The accepting behavior increased from five occurrences to eight, and encouraging behavior increased from two occurrences to five. The incidents of non-participation greatly decreased from 11 incidents in trial 1 to only three in trial 2. The amount of time spent in silence or confusion decreased as well, with eight occurrences in Trial 1 and three in Trial 2. The amount of observed criticism within student groups remained relatively equal with two incidents observed in trial 1 and three in trial 2. The teacher was needed fewer times for clarification in trial 2 than in trial 1. The amount of praise given by the teacher increased, while the amount of teacher criticism and singling out decreased. All of the groups in second grade class A completed their activity with more detail and in less time in trial 2 than in trial 1. In addition, the classroom environment was more conducive to the completion of the activity due to greater group cooperation and understanding. Second Grade Class B Second grade class B experienced an increase in positive peer interaction from trial 1 to trial 2. The greatest increase in positive peer interaction was related to accepting behaviors; the number of accepting behaviors increased from six in trial 1 to 15 in trial 2. Problem-solving behaviors increased 50% from five incidents to 10. Encouraging behavior, which was the behavior that occurred most frequently in trial 1, remained relatively equal increasing from eight to 10. The incidents of children questioning one another s ideas, which were interpreted to be a positive behavior, increased as well. The number of observed incidents of silence and confusion decreased from five incidents in trial 1 to zero in trial 2. Criticizing behavior decreased from five occurrences to four. Clarification and praise of the children by the teacher also increased from trial 1 to trial 2. Unfortunately, criticism and singling out also increased. However, most of the criticism was directed toward one child who displayed disruptive behavior and interrupted the learning of the children in his group. The activity in trial 2 was completed more quickly and thoroughly by all groups than in trial 1. Overall, the communication and cooperation that took place in all the groups were more student-directed than teacher-directed in trial 2.

7 Third Grade Class In the third grade class, students decided they should divide the work among the four groups, so that each group would plan a certain aspect of the party. All groups discussed their decisions with other groups before writing their decisions down on paper. This was interpreted as improved problem-solving ability. Specific incidences of problem-solving also increased from trial 1 to trial 2, while criticizing and teacher clarification decreased from trial 1 to trial 2. Students interaction with each other increased from trial 1 to trial 2. All of the groups worked more efficiently in trial 2 than they did in trial 1. The groups all had more ideas and reached agreements more quickly than in trial 1. Furthermore, the students independent work increased as they asked the teacher fewer questions and needed less teacher intervention to stay on task and complete their assignment. Fifth Grade Class The fifth grade students also showed improvement in their ability to interact positively. As the table indicates, accepting and encouraging statements increased significantly. The decrease in silence/confusion, criticizing, and nonparticipation indicates that the Tribes TLC process impacted their interactions in a positive manner. Category Observation Observation #2 % Change #1 Accepting 39 54 38% + Encouraging 10 15 50% + Problem-Solving 64 35 45% - Question 14 9 36% - Silence/Confusion 21 1 95% - Criticizing 30 10 67% - Non-Participation 17 6 65% - Clarifying 9 5 44% -

8 Conclusion The implementation of the Tribes TLC model led to an increase in positive peer interaction across the grade levels. As children s comfort levels and feelings of belonging to a community increased, their ability to contribute to cooperative learning experiences in a positive manner increased as a result. The increase in positive peer interaction resulted in the successful completion of this activity as well as other cooperative learning experiences. For example, in one second grade class, the group was given the name of an important landform and a map and asked to locate the landform and put the name of that landform on a large class map. One student, while working with his partner, stopped and looked around at the other groups and commented, Wow! This really is teamwork. I m having a great time! The students completed the activity successfully, utilizing problem-solving skills and other cooperative learning techniques. All teachers who implemented the Tribes TLC model in their classrooms have similar anecdotal evidence. The activities in the Tribes TLC process provided children with opportunities to participate in community building activities that resulted in more confidence, problem-solving skills, communication skills, and collaborative skills that increased positive peer interaction. As a result, the effectiveness of cooperative learning improved. References California Department of Education, (2000). All for one, one for all, Cooperative Learning: Teaching Children in Small Groups. http://www.cde.ca.gov/iasa/cooplrng2.html. Curtain, Helena & Pesola, Carol Ann Bjornstad, (1994). Languages and Children: Making the Match, White Plains, New York, Longaman Publishing Group. Gibbs, Jeanne, (1995). Tribes, A New Way of Learning and Being Together, Sausalito, California, Center Source Systems. Hill, Susan & Hill, Tim, (1992). The Collaborative Classroom. Portsmouth, New Hampshire, Heinemann Educational Books, Inc. Johnson, Roger T. & Johnson, David W., (1998), Cooperative learning: two heads learn better than one, Transforming Education, 34. Kagan, Spencer, (1995). We can talk: cooperative learning in the elementary ESL classroom, ERIC Digest. Stahl, Robert J., (1994). The essential elements of cooperative learning in the classroom, ERIC Digest.