Content introduction chapter I. Theoretical foundations for teaching educational cooperation in english lessons

1.3 Approaches to the organization of educational cooperation
The experience of best practice in teaching a foreign language shows that the effectiveness of a foreign language lesson is determined, first of all, by the teacher's ability to create conditions and organize situations in which students learn the language as a means of communication. Speaking about pedagogical, educational cooperation in general, one should keep in mind the presence in the three main factors of interaction between the teacher and the student, the interaction of students with each other in joint educational activities and the interaction of teachers in the system of interdisciplinary connections. The ideology of collaborative learning was developed in detail by three groups of American educators: R. Slavin from Johns Hopkins University; R. Johnson and D. Johnson from the University of Minnesota; E. Aronson's group from California State University. The main idea of this technology is to create conditions for active joint learning activities of students in different learning situations.
Students are different: some quickly "grasp" all the teacher's explanations, easily master the lexical material, communication skills; others need not only much more time to comprehend the material, but also additional examples and explanations. Such guys, as a rule, are embarrassed to ask questions in front of the whole class, and sometimes they simply don’t realize that they don’t understand specifically, they can’t formulate the question correctly. If, in such cases, we combine the guys into small groups and give them one common task, specifying the role of each student in the group in completing this task, then a situation arises in which everyone is responsible not only for the result of their work, but, most importantly, for the result of the whole group. Therefore, weak students try to find out from the strong students all the questions they do not understand, and strong students are interested in ensuring that all members of the group, especially the weak student, thoroughly understand the material. Thus, gaps are being eliminated by joint efforts. This is the general idea of collaborative learning.
A foreign language lesson for organizing interpersonal communication of students with each other has an advantage over other leading subjects.
Practice shows that learning together is not only easier and more interesting, but also much more effective. Learning together, not just doing things together, is what this approach is all about. A teacher can diversify with a creative approach in relation to his students, but on one condition - strict observance of the basic principles of learning in cooperation. Collected and detailed these principles in his article E.S. Polat. Let's list them:
* Groups of students are formed by the teacher before the lesson, taking into account the psychological compatibility of children. At the same time, in each group there should be a strong, average and weak student, girls and boys. If the group in several lessons works smoothly, amicably, there is no need to change its composition. If the work for some reason does not stick very well, the composition of the group can be changed from lesson to lesson.
* The group is given one task, but when it is completed, the distribution of roles between the members of the group is provided.
* The work of not one student is evaluated, but of the entire group; it is not so much knowledge that is evaluated as the efforts of students. If, when working in a group, the real results of everyone are evaluated, then no one will want to work together with a weak student, and he will soon become insecure.
* The teacher himself chooses the student of the group, who should report on the task. In some cases, this may be a weak student. If a weak student is able to present the results of the joint work of the group, answer the questions of other groups, then the goal has been achieved, because the goal of any task is not its formal implementation, but the mastery of the material by each student of the group.
In the usual case, in foreign language lessons, children's cooperation is manifested mainly in teaching dialogic speech. And even in these situations of dialogue in the lesson, one can observe a picture when, turning to a dialogue partner, the student looks at the teacher and, in fact, the remarks are addressed to him. Expressing their opinion about the actions of a classmate, students say: "He said ..." and almost never "You, Sasha, said ...". These phenomena have a psychological explanation. By the beginning of learning a foreign language, children enter an age at which communication with peers becomes the leading activity that determines the main orientation of the individual. The main interests of children of this age lie in the sphere of communication with peers.
Therefore, when starting teaching a foreign language, it should be borne in mind that children must be taught not only the means and methods of foreign communication, but also the culture of communication.
In the interaction of a teacher with students, the teacher's activity is a variety of pedagogical influences on students. At a foreign language lesson, the teacher interests students, introduces language material, explains certain language phenomena, demonstrates speech samples, instructs, asks questions, requires answers, organizes and directs the work of students. This relationship between students and teachers begins from the first days of schooling. The overwhelming advantage of the frontal form of education, in which the main relationship is "teacher-student", and the joint work of children among themselves occurs only as an exception, becomes the reason that, along with positive experience, children also acquire "negative" experience. Some of the children learn to sit quietly but not pay attention to the actions of other students when the teacher does not address him directly, or the student learns to carefully look at the teacher, but at the same time be silent, not understanding the question. He will not say that he did not understand the question and will not ask him to repeat it, because. he simply learned: "If you can't answer, then you haven't learned your lesson and you'll get a bad grade." Such psychological negative consequences of the student's behavior require the teacher of a foreign language to have specific pedagogical skills and practical skills to organize and maintain their communication with students.
In the interaction between a teacher and a student, taking into account the psychological patterns of the formation of the leading motivation in children is of particular importance. The teacher should rely on the real cognitive interests and desires of students to communicate in English. This is an obligatory prerequisite for foreign language speech activity, as well as for any activity in general. Motivation in children can be created by using a wide context of general cognitive and social motives of students. In this case, the teacher relies on the positive emotions of the student caused by a good grade.[ 384 p.].
Conclusion: Thus, we have characterized the psychological characteristics of two types of interaction. The types we have identified are interconnected according to the degree of complexity. Mastering each simpler form of cooperation is a prerequisite for successfully mastering the more complex form. Therefore, in foreign language lessons, it is possible to move on to more complex forms of types of cooperation only when sufficient fluency in all previous methods of interaction is ensured.