At a glance
- There are positive outcomes when teachers actively help manage social dynamics and promote positive interactions and friendships in class.
- Students report feeling more connected to their peers, higher levels of school bonding, and a sense of belonging at school.
Overview
Students feel more connected to their peers and school when teachers:
- Are aware of friendship dynamics in the class (who is friends with whom).
- Could identify students who were being victimized or bullied by peers.
- Took steps to mitigate status extremes between students in class.
- Supported students who appeared isolated in class.
Management of classroom social dynamics
These skills can help manage classroom social dynamics and support isolated or victimized students.
Example strategies:
Observe and note to yourself which students appear to be friends and which do not. Also take note of which students appear isolated from peers.
Example strategies:
Assign seating in ways that promote opportunities for students to:
- Interact, collaborate, and develop relationships.
- Disrupt social hierarchies.
Example strategies:
Create extra opportunities for students who appear socially isolated to receive recognition.
For example, identify the strengths and interests of students who may appear isolated from peers. Then create opportunities for such students to apply their strengths and share their interests in class.
Example strategies:
Observe the social dynamics and the needs of students who may appear to be socially isolated from peers. Consider pairing students who appear isolated with other student(s)—who may share similar interests—to work together on activities and assignments.
For students who struggle with social skills, consider working with them to develop and practice social skills or strategies for forming friendships. For example, consider working with the school counselor to establish a social skills group or "lunch bunch." This can provide isolated students an opportunity to connect with others, talk about social challenges, and practice social skills.
Example strategies:
Emphasize respect and sense of community. If you observe a student being disrespectful to others:
- Quickly name the issue: "That was not respectful."
- Restate expectations: "We have agreed to treat each other with respect."
- Provide an opportunity for the students to engage in a positive interaction: "Let's try it again with respect."
- Give positive feedback: "That was much better."
If the comment reflects a lack of understanding or bias, use facts to counteract the misunderstanding and reinforce a sense of community:
- "Anyone can get sick, and we are a community that takes care of each other."
- "It's not OK at this school to use 'gay' disrespectfully to mean something is bad."