2. Setting the Stage

How to build a collaborative community:

It is important to set clear norms and create positive classroom environments when moving students into collaborative group work.

Create an inclusive collaborative community “Building a sense of Community”   

What is a collaborative community: the prevailing mood, attitudes, standards, and tone that you and your students feel when they are in your classroom. 

Why have a collaborative community: A negative classroom climate can feel hostile, chaotic, and out of control.  Whereas, a positive classroom climate feels safe, respectful, welcoming, and supportive of student learning.

1. Develop and reinforce classroom rules and norms

Develop or remind students of classroom norms related to collaborative small group learning.

2. Promote positive peer relationships

Tips for Enhancing Positive Student Interactions

From: https://www.pearsoned.com/tips-for-encouraging-positive-interactions-between-students-with-behavioral-disorders-and-peers/

The following tips are offered in an effort to provide teachers with suggestions on how they might contribute to the improvement of the social interactions among students with behavioral disorders and their peers:

      • Focus on teaching and modeling social and emotional learning strategies that encourage reflection and self-awareness. Encourage students to consider how individual actions and words have consequences. Through various modeling opportunities, assist in developing students’ ability to take different perspectives and viewpoints. Teach students to think through situations and/or challenges by rehearsing various outcomes (Quinn et al., 2000).
      • Teach problem-solving and conflict resolution skills. Many students with behavioral disorders have deficits in executive functioning skills and require step-by-step instruction in problem-solving activities. Teachers should take the role of a coach and assist students in a problem-solving process. Teach students to identify the problem and brainstorm various solutions, and identify the solution he will use (Steedly, Schwartz, Levin, & Luke, 2011).
      • Create opportunities to practice effective social skills both individually and in groups. Model effective social skills in the classroom through praise, positive reinforcement, and correction and redirection of inappropriate behaviors. Provide role-play scenarios that build social skills (Quinn et al., 2000).
      • Adjust instructional strategies to address social skills deficits. Teachers should provide structure and organization within the classroom. The arrangement of the physical environment should be effective. Clearly stated instructional objectives and behavioral expectations should be provided throughout lessons and social interactions. Providing simulated real-life challenges that students might encounter at school, home, and in the community is essential to placing social skills in practical contexts (Steedly, Schwartz, Levin, & Luke, 2011).
      • Tailor social skill interventions to individual student needs. Utilize various data collection strategies to collect behavioral information (e, g., screeners, observations of student in various settings, parent information, diagnostic information, student interviews, etc.) and use the results when deciding which interventions to use. Investigate strategies designed to meet particular social skills deficits and ensure the intervention is implemented with fidelity (e.g., the frequency, duration, and intensity of the intervention delivery meets set criteria) (Steedly, Schwartz, Levin, & Luke, 2011).
      • Practice Communication Skills. Model and provide opportunities to practice effective communication skills. Teach students how to listen to others and waiting to talk, taking turns in a conversation, suggesting an idea, providing praise to others, saying thank-you, and apologizing. Communication skills can be taught through role play, games, and practice.
      • Utilize collaborative learning environments. Incorporate collaborative learning activities within the curriculum to encourage social interaction. Utilizing collaborative groups will allow students to practice and observe appropriate social interactions with peer.
      • Get parents involved! Obtain parental input regarding the student’s social interactions. Converse and collaborate with parents to develop a plan that can be used at home and in school.
      • Be Creative!! Utilize various forms of media when teaching social skills. Allow students to read books about various conflict situations and verbally discuss solutions. Employ Love Lucy or other media clips and instruct students to view and critique the social interactions among the characters. Verbally discuss the characters’ interactions and discuss better behavior choices.
      • Tips for encouraging positive interactions between students with behavioural disorders and their peers (pearsonclinical.ca)

3. Nurture positive trusting relationships with all students


Tips and trust builders to nurture positive trusting relationships