Teachers make sure that learning groups and individual students receive immediate and appropriate feedback on the quality of their taskwork and teamwork so that they can continuously improve both. Such feedback is to encourage constructive actions to continually improve teamwork skills. When this occurs, student performance is enhanced, self-efficacy increases, and students feel compelled to be more effective in the next group effort. The teacher makes sure that feedback is given, the feedback generates energy in students, performance is improved, and the students have opportunities to take action that improves performance (Johnson, Johnson, & Holubec, 1998).
Reference
Johnson, D., Johnson, R.& Holubec, E. (1998).Cooperation in the classroom. Boston: Allyn and Bacon.