Overall background of the participants of the project; area/school social Economic status, occupation / profession – earning trends of majority of the parents, literacy rate, academic quality and any other special traits of the community where the school is situated.

Name of the School (where the action research was conducted):


I am doing B.ED from Aiou  university. I have been allotted a research project in this regard I selected GOVT. HIGH SCHOOL RUKANPUR for my action research. The participants of my action research were students of 7th class. It was necessary for me that i know background of students. For collecting overall data of all students of 7thclass. I made proforma and observation sheet. School was situated inRahim Yar KhanSchool was established in 2001.

As for the participants/ School is concerned it has been observed that  some extent spirit found in the students at7thlevel, They are quiet energetic and enthusiastic for learning, participating in different Group Work Techniques which are suggested by the teachers of students themselves. The students seem very active in participating different games as well, School is equipped with all sorts of facilities which are necessary for the teaching- learning process and also good play ground has been seen there.

The teachers who are working there and performing their duties up to the mark, the researcher is impressed with their discipline, performing official duties, co-ordination with their colleagues and good and positive Group Work Techniques of teaching and learning process is observed there. 

The Area of School is suitable for the students and others to come there easily. Vehicles are easily available; the school has also reserved some special convinces for the students to reach on time. The area and school is also safe and sound because of good security system for them that is why, students are quite satisfied with the school and a positive learning is seen with other school co-curriculum group work.

Economic Status:

Socioeconomic status is the Group     standing or class of an individual or group. It is often measured as a combination of education, income and occupation. 

Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Socioeconomic status encompasses not just income but also educational attainment, financial security, and subjective perceptions of Group     status and Group     class

Almost 20% students of class belong to upper class families, 40% students belong to7thclass families and 40% students belong to lower class families.

The person from a low socio-economic background will show some peculiar Group     and psychological characteristics which in turn will be reflected in their responses towards a particular problem

Occupation / Profession:

The economic status, occupation and profession of parents vary from each other. I observed that 30% people were former, 25% people was businessman, 15% people was labor and 20% were having govt. jobs i found only 10% do different jobs. Parents are very concerned with the quality education of their children. They do their best to fulfill the need of the children for the sake of quality education. They are mixture of poor and rich people in that area.

Earning Trends of Majority of the Parents: 

 Mostly parents are associated with the governments jobs few of them have their own business. They have different sources of earning trends like business man, government. servant, labor, teaching profession, poultry and animal farms, jobs in army and police department etc.

Literacy Rate of Rahim Yar Khan:

The website of the government reports the literacy rate to be 74%, with the enrolment rate in7thschool being 95% for boys and girls respectively. The population ofRahim Yar Khanis almost entirely Muslim. The literacy rate of the region is 74% and also has the highest school enrolment in Pakistan.7thschool enrolment is 80 percent for boys and 74 percent for girls. However, enrolment rates for7thand Master level educationare seen almost 80%, they have the spirit of Higher education to become M.Phil. Scholars and PHD doctors as well. Few of them are illiterate due to poverty and family crises.

Academic Quality:

 The school is committed to providing a high quality learning experience. With the help of government policies and funds students are getting quality education and facilities to make their academic record consolidated.

It has been observed that the academic quality of student is progressing day by day, Students are enthusiastic to carry on their studies furthermore, and they have joined different academies as well to improve their difficult subjects like Science and Math etc. Due to quality education and consolidated basics of each student, it is observed that they have a potential enough to do something extra ordinary for their countries, They have different lines of interest as for their, future is concerned like to become doctor, Engineer, Lawyer Business man etc.

Special Traits of the Community:

The researcher observed that there is very peaceful atmosphere among the community, quiet co-operative, helping each other. Youth has the potential to do something extra-ordinary in learning. Education is most priority of rich and poor people. They have the dominant spirit to participate in the welfare group work. All parents are talented, hard work and well educated and they work very hard to get their children high result and best performance. The researcher is also motivated and learned a lot while conducting research over there. The community is enriching in goodness, aesthetic sense, sharing with needy and welfare societies for the help of poor people in the area.

Question. 1: Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom/ institution.

I selected this topic to point out various advantages of Cooperation and care through Group Work Techniques Among 7th class Students that provides students with the opportunity to work together in groups, usually under the direction of the instructor. Discussions, collaborative learning, share writing in a wiki are all examples of technology enhancing cooperation among students. Research in human development clearly shows that the seeds of empathy, caring, and compassion are present from early in life, but that to become caring, ethical people, children need adults to help them at every stage of childhood to nurture these seeds into full development.

This research is to discuss the Group Work Techniques factors. This study aims to reveal the forms of students’ learning difficulties, efforts and cooperation of teachers to solve the basic problems of students.The overall aim of education is to train proactive, motivated, and independent citizens to face and overcome continuous challenges. Critical thinking, finding solutions to problems, is of primary importance in the 21st century to handle challenging situations and deal with obstacles in careers. Teachers do the individual approach to students, provide training to students and provide learning facilities. Model cooperation of parents and teachers in dealing with students’ learning difficulties, among others: make the cooperation program, socialization program individually to students, making focus on Group Activities, evaluation reports monthly, involving teachers’ guidance and counseling, as well as the school more proactive establish communication, coordination with the parents.

Group Work Techniques involves collaboration, communication, critical thinking, empathy, and integrity. Group Work Techniques is what we do when we look at a task and don’t know what to do. The researcher will discuss teacher role for obvious solution path for the students to solve problems.

 An atmosphere that cultivates a caring among our staff and our students. Our individualized learning-based curriculum allows students to flourish and find success, motivating them to care about their schoolwork. We also strive to develop an environment that promotes caring towards others.

Technique for Cooperation and Care among Students

The following suggestions will help you to teach your child about being goodhearted and compassionate. But in the words of author/psychologist Dr. Julius Segal, nothing “will work in the absence of an indestructible link of caring between parent and child.” When you kiss your daughter’s boo-boos or read cozy bedtime stories to your son, you are giving your child the base that enables them to reach out to others.

  1. Believe that your child is capable of being kind.“If you treat your kid as if he’s always up to no good, soon he will be up to no good,” Kohn cautions. “But if you assume that he does want to help and is concerned about other people’s needs, he will tend to live up to those expectations.”
  2. Model positive action.What you do and say is critical; let your child catch you in the act of kindness, such as driving an elderly neighbor to the store or offering a comforting word to a friend. Most parents start this role-modeling from day one. “They talk while feeding their baby, saying, ‘a little bit of food for baby, a little bit of food for me,'” says Stacey York, a child development instructor. “This lays the foundation for a lifetime of give-and-take and openness with people.”
  3. Treat your child with respect.This can be as simple as alerting your child that playtime is almost over. “I always wince when I see parents suddenly decide it’s time to leave the playground and snatch their children away abruptly because it’s time to go home,” Kohn says. “That’s a disrespectful way to treat a human being of any size.” You might also point out successful conflict resolution through real-world experiences. At home, for example, you could say to your child, “Mommy and Daddy don’t always agree, but we listen to each other and treat each other with respect instead of putting each other down.”
  4. Coach your child to pay attention to people’s facial expressions.This is the first step in learning how to understand another’s perspective. “We are more likely to reach out to other people in need when we are able to imagine how the world looks from someone else’s point of view,” Kohn says.
  5. Let your child know often that how they treat others matters to you greatly.For example, a child might think it’s funny to see someone get splashed if a car drives by and hits a puddle. You can point out, “That lady is not laughing at what happened. Look at her face. She looks sad. Her clothes are dirty and wet now.”
  6. Don’t let rudeness pass.You might say, “Wow, that cashier must have had a really bad day to talk in such a mean voice to us at the supermarket. What do you think?” This teaches your child that when someone is nasty to you, you don’t have to be mean in response.
  7. Acknowledge kindness.Be sure to show your child that you notice when someone does something nice. For example, if someone slows down to let you exit a parking lot at a busy intersection, say, “It was really nice of that driver to let me out.” Likewise if your own child treats someone nicely, be sure to acknowledge and praise her effort. 
  8. Understand that your child’s perception of differences in others comes into play.Young children notice differences in people, just as they notice them in animals and colors of crayons, so assume the best. If your child says something socially inappropriate, it’s important to explore the comment calmly. First ask, “Why do you say that?” Then you can correct the misunderstanding by more fully explaining the situation.
  9. Be sensitive to messages that your child picks up from the media.Children are just as likely to imitate kind actions they see in movies and read about in books as they are to act out other types of scenarios. Be aware of the programs and movies your child watches and be available to talk about what they see. Also, encourage reading books that focus on caring and compassion. 
  10. Explain that calling someone names or excluding him from play can be as hurtful as hitting.If you hear your child calling someone a “poo-poo head” in the sandbox, go right into Group Work Techniques mode with both children. Point out how the child who was called a name is upset: “Can you see the tears on his face?” Recognize that the real problem may be that the name-caller wants the giant sand bucket. Ask, “If you want something, what’s another way you can get it without hurting somebody else?” It’s also important to make sure the child who has been called the name isn’t feeling victimized, and encourage your child to apologize. 
  11. Avoid setting up competition within your family.If you say, “Let’s see who can clean up the fastest,” you risk setting your kids up as rivals. “When children are pitted against one another in an effort to win at anything,” Kohn says, “they learn that other people are potential obstacles to their success.” Instead, you could encourage them to work together to get the job done and praise them for their group effort.
  12. Show your child how to help people in need.You can encourage your child to donate a toy he has outgrown to the annual toy drive, while you buy a set of blocks to give away. He can also help you make cookies for a shelter and come with you when you visit someone in the hospital or nursing home.
  13. Be patient with your little one.Kindness and compassion are learned and life presents challenging situations even to adults. Being a loving parent and a great role model will go a long way toward raising a wonderful, tolerant human being.

Background of the study:

Children watch and copy what they see in their everyday lives. By showing caring behavior to your child, they may be more likely to treat others in a similar manner. in life. Students who are reserve can get cooperation and care and can cooperation and care with the help of this method. Being intentional about finding and providing opportunities for your children to show kindness will help develop a caring  toward others and the world around them

Rationale of Study

The rationale behind this study is that fostering caring and cooperation through Group Work Techniquespositive  plays a critical role in learning anything. If students maintain Cooperation and Carepositively, this will make more receptive to new ideas and thoughts. This will in turn make it easier for you to learn new things. Positive towards learning, both academic performance and personal growth improve significantly. This is because negative thoughts can disrupt normal thinking patterns leading to distractions – these may be academic or psychological in nature.

Importance of Group Work Techniques for Cooperation and Care

Cooperative learning in pairs or groups. For example:

  • Pair or group discussions
  • Completing shared tasks in a pair or group, e.g. matching, sorting, ranking
  • Activities or games with a competitive element, e.g. bingo
  • Drama and role play
  • Information exchange activities, including barrier games and jigsaw activities

Research on positive peer relationships often distinguishes between friendship and peer acceptanceHigh-quality friendships involve not only companionship, but also caring, validation, and support. In addition to playing together, good friends feel comfortable opening up to each other and are motivated to resolve conflicts that arise. Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group

Peer acceptance, sometimes referred to by researchers as popularity, focuses on how much students like or like to play with their classmates, and has been found to affect students’ sense of belonging in school and their academic achievement.

Stump Your Partner

  • Students take a minute to create a challenging question based on the lecture content up to that point.
  • Students pose the question to the person sitting next to them.
  • To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to create tests or exams. They can also be reviewed to gauge student understanding.


  • The instructor poses a question that demands analysis, evaluation, or synthesis.
  • Students take a few minutes to think through an appropriate response.
  • Students turn to a partner (or small groups) and share their responses. Take this a step further by asking students to find someone who arrived at an answer different from their own and convince their partner to change their mind.
  • Student responses are shared within larger teams or with the entire class during a follow-up discussion.


  • Stop at a transition point in your lecture.
  • Have students turn to a partner or work in small groups to compare notes and ask clarifying questions.
  • After a few minutes, open the floor to a few questions.


  • Ask students to sit in groups of three.
  • Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice.
  • Debrief by calling on a few groups to summarize their discussions.

Case Study

  • Create four to five case studies of similar difficulty.
  • Have students work in groups of four or five to work through and analyze their case study.
  • Provide 10-15 minutes (or adequate time) to work through the cases.
  • Walk around and address any questions.
  • Call on groups randomly and ask that students share their analysis. Continue until each case study has been addressed.

Team-Based Learning

  • Start a course unit by giving students some tasks to complete, such as reading or lab assignments. Consider assigning these to be completed before class.
  • Check students’ comprehension of the material with a quick multiple-choice quiz. Have students submit their answers.
  • Assign students to groups and have them review their answers with group members to reach consensus. Have each group submit one answered quiz.
  • Record both the individual student assessment scores and the final group assessment score (both of which are used toward each student’s course grade).
  • Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal.
  • Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world situation.
  • Find more information on this strategy at  the Team-Based Learning Collaborative.

Group Problem-Solving

There are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they fundamentally involve:

  • Presenting students with a problem.
  • Providing some structure or guidance toward solving the problem. Note however, that they are all student-centered Group Work Techniques in which the instructor may have a very minimal role.

Reaching a final outcome or solution

Question. 2: What was your discussion with your colleague/friend/senior teacher or supervisor regarding the problem?

The Researcher discussed with the colleagues/ friend/senior teacher and supervisor regarding the traits of 7th grade students and that they can get Cooperation and Carethrough Group Work Techniques has many benefits like a feeling of trust in one’s abilities, qualities, and judgment.”

Discussion with Supervisor:

The senior and colleagues with supervisor were agree to understand that 7th grade students van make their base consolidate by Being Cooperation and Caremeans accepting the person you are first. Because that the self-actualization and self- development begins. In other words, it is the foundation upon which a strong and confident personality is built. Continue building on your cooperation and care. To create such a cooperative atmosphere and to make the principle of Cooperation through Group Work Techniqueas a Value come alive, we can do class building activities. Class building means working to build a feeling of trust and solidarity among all the members of the class. Creating the right environment is crucial. Everyone has experienced how the setting we are in greatly affects what we do and how we feel. Working with students to develop cooperation and care.

Discussion with Teacher:


The Teacher Discussed thatCooperative Group Work Techniques are non-threatening and non-judgmental. As a result, this creates an atmosphere for relaxation and well-being-the foundation for more genuine, healthy and playful fun. Cooperative learning as a model of the cognitive social approach to teaching aims at encouraging the overall development of a child in both academic and socio-emotional aspects. In the classroom developing towards inclusion, cooperative learning has been seen as a scaffolding method which promotes interaction among pupils who differ in level of mastery, socio-ethnic and language background, individual and special needs. This research thesis focuses on the issue of cooperative learning perceived from the pupils’ point of view based on their personal experiences.

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