Prerequisites to getting rid of chaos in a collaborative learning classroom: Addressing the chaos theory

Abstract

Cooperative learning has considerably changed the way languages are learned around the world and has reflected a growing interest among the TEFLists (Teaching English as a Foreign Language) over the last two decades. Cooperative learning is a not merely bringing number of learners together and asking them to do something where, most of the times, an activity is done by one student in particular and others put their name on it. The urge for using cooperative learning increases exponentially when it comes to teaching foreign languages and classroom management (Crandall J, Cooperative language learning and affective factors. In: Arnold J (ed) Affect in language learning, 1999), along with chaos theory. Theorists suggest a lot of benefits behind implementing a cooperative learning program for ESL and EFL programs: increased students’ talk, higher motivation, relaxing atmosphere, and more varied talk (e.g., Liang X et al., TESL Canada J 15(2):13–23, 1998; Kagan S, Kagan M, Kagan cooperative learning. Kagan Publishing, San Clemente, 2009). There are a lot of philosophical and psychological questions that demand the attention of the teachers regarding the effectiveness of the cooperative learning. However, based on my personal experience doing teacher training courses, I believe that teachers have doubts if they can manage the lesson while they are running a cooperative learning. This article addresses the importance of chaos theory in relation to cooperative learning and focuses more on administrative aspects of implementing cooperative learning that maximizes teacher control (to help some teachers to allay their fear) and minimize the classroom chaos. This article also emphasizes the fact that cooperative learning will maximize the chances of mitigating negative aspects of chaos theory and turning it into opportunities.