Diversity and Inclusion

Diverse Students Learn to Work Together

Educators can use EnTeam Games to strengthen student’s ability to move from mere tolerance to true collaboration with students who come from diverse backgrounds.  Here are educators comments about the benefits for diverse students:

 

Black and White Students Collaborate

Since 1995, Black and White students have developed skills needed to solve problems collaboratively – and build respect and friendship by playing EnTeam games.

“By turning traditional competitive games into EnTeam games, boys and girls recognize the value of others and the contribution they can make.” -Dr. Flint Fowler, CEO of Boys & Girls Clubs of Greater St. Louis

 

Muslim, Jewish, and Christian Students Collaborate

Educators and parents from Muslim, Jewish, and Christian schools have built positive relationships between students by playing EnTeam games since 2001.

“Youth gained respect, open-mindedness, and comfort in talking and interacting with students from other faith-based schools, as indicated by the youth, parents, and school personnel.” – Dr. Peggy Neufeld, Program evaluator

 

Students with Different Abilities Collaborate

Special-education students and general education students learn to win together by playing both physical games and academic games. 

“EnTeam games are learning activities that give students a chance to work together with those who have differing abilities – and to have fun.” -Dr. Mollie Bolton, Coordinator of Curriculum & Instruction, Special School District of St. Louis County 

 

Students on Different Academic Levels Collaborate

Students with widely differing levels of academic achievement benefit from playing EnTeam reading and math games together.

“The positive competitive nature of EnTeam games ensure that peers look out for each other and help each other grow. Both higher and lower functioning students learn how to share their strengths.” – Renee Ganley, middle school science teacher

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Operation Cooperation Bridge-Building League

One of the most obvious examples of the benefits of using games that keep score of cooperation is EnTeam‘s Operation Cooperation program with faith-based schools.  Students who attend Muslim, Jewish, and Christian schools have been playing EnTeam Games since 2002. Over the past two decades, faith-based schools have continued to participate annually in the program for 3rd graders — and in 2018 expanded to middle school.  More than 1,000 students have participated in the EnTeam Games.  The benefits are documented by the following research.   Below are a few excerpts from Dr. Neufeld’s study:

In 2010, Dr. Peggy Neufeld, professor at Washington University and a consultant in community capacity-building with nonprofit organizations, conducted a qualitative evaluation of Operation Cooperation. From June 2010 to March 2011, Dr. Neufeld coordinated an evaluation of EnTeam’s Operation Cooperation program using qualitative and participatory methods. A total of 33 interviews were conducted with those that had been involved in Operation Cooperation in the past decade. This study allowed for EnTeam to learn about the long-term effects of Operation Cooperation on all those involved in the program – student alumni, parents, and school personnel.

See full research study here

Below are specific qualitative findings from this project.

1. “Reinforced for me that people of different religions can work together”. 

Youth gained respect, open-mindedness and comfort in talking and interacting with students from other faith-based schools, as indicated by the youth, parents and school personnel. Parents highly valued this attitude. Below are quotes from student alumni that align with this theme.

“I gained awareness of students from other religions through the OC games and snack time – and learned that we are all the same people even if we have different religions.”

“Reinforced for me that people of different religions can work together.”

“See people from other religions as good and joyous, and not as just different.”

“I became more comfortable with conversing with different kids and knew names, after initially was scared and unsure of the new people; and at the last time, wishing that we would see them again. I gained more comfort with other kids after the initial awkwardness and discomfort.”

“I‘m more comfortable being around people who are not like me.”

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2. “We learned to work in teams”. 

Operation Cooperation programs were enjoyable and engaging for youth, with collaboration and cooperation in problem-solving observed during the four sessions, as indicated by the youth, parents and school personnel.

Youth perspectives: 

“Kids were willing to cooperate with each other although they were different; we learned to work in teams.”

“The games were fun [when asked how they played the games with other students] – working together.”

“The first time we were all nervous because we didn‘t know what to expect but then every time we did it we were all looking forward to it. It was definitely a lot of fun. I wish we could have done it more. . . . I just remember so much joy and so much cooperation from everybody.”

School Personnel perspectives: 

“At the end of each game was a snack time, and the 1st time they only talked to their own classmates, but after 3 to 4 times they reached out to talk to others”

“The kids worked well together – cooperated and respectful.”

“OC is a good and valuable experience for the youth – especially in keeping with cooperation and teams.”

Parent Perspectives:

“They did quite a bit of problem-solving and they did cooperate with the people they were assigned to be with for the project.” 
“The group dynamics managed to solve problems.”

“Kids learned that to solve problems they needed to listen to everyone on the team, and try different ideas and collaborate.”

“They were very receptive to working with each other. . . I knew they all enjoyed doing it. On the days they were doing it, they looked forward to it…they liked it. . . A good teamwork exercise. Any activity realizing skills of listening and an opportunity to be a leader in some aspect….are things [that they learned], whether it was with a different faith or not.”

“The children worked collaboratively together and whenever they did the activity a second time, their time always improved. The thing they really loved was the problem-solving activities, which were so fun for them.”

“It did a good job of teaching cooperation and teamwork, which would be an important skill later in life in the workplace.”

Download Evaluation Study (PDF)