Teach Primary Issue 18.6

www.teachwire.net | 35 F EATURE S C L A S SROOM MANAGEMENT mission to mould holistic individuals who can adapt in diverse settings. However, achieving successful collaborative learning isn’t as straightforward as placing pupils into groups and hoping for the best. The challenge lies in teaching children to collaborate and helping them recognise when they’re working together. Many young people will already be able to grasp the idea that ‘sharing is caring’. Using this concept in collaboration can effectively illustrate that I magine stepping into a primary classroom where pupils’ voices meld together in a cacophony of excitement. They’re deeply engaged in collaborative projects, each contributing and valuing the perspectives of their peers. Collaborative learning in primary settings offers more than just academic growth; it fosters empathy, promotes a sense of community and equips pupils with the social skills to thrive in a range of different environments. In this era, collaboration is a vital skill both inside and outside of school, especially now that we are in a global market. For educators, collaborative learning is not merely a tick-box exercise, but a taking on different roles and responsibilities in a group is another form of sharing. The ‘symphony’ of collaborative learning Crafting a collaborative classroom is akin to orchestrating a symphony, with each pupil playing a vital role. It starts with the educator’s keen sense of observation: you as their teacher must understand their strengths, weaknesses, aspirations, and fears. With this comprehensive insight, you can design group dynamics that amplify each pupil’s potential. However, merely forming groups is just the beginning. The magic unfolds when these groups tackle challenges mirroring real-world scenarios. When pupils see the broader relevance of their task – whether designing a sustainable city or creating a community awareness campaign – their intrinsic motivation soars. They’re not just completing an activity, they’re making a difference. Tackling group anxiety Dealing with ‘group anxiety,’ where some pupils are naturally more assertive than others, requires a balanced approach. Teachers can allocate leadership roles, distribute tasks, and provide examples to guide the class. Creating subgroups within the larger group can help pupils tackle challenges while minimising conflicts arising from personality differences or friendships. Classrooms are diverse, with some pupils naturally taking charge while others are more reserved. The challenge is in ensuring every voice, whether loud or soft, finds its space. Consider introducing a word bank tailored for different stages of collaboration for pupils to draw upon. Modelling collaboration will allow you to control the scenario initially. As groups become familiar with this type of activity, you can gradually grant themmore independence. Additionally, the classroom’s physical layout plays a pivotal role in collaboration. Consider the furniture arrangement and ensure it doesn’t stifle collaborative efforts. True collaboration Beyond teamwork, collaboration instills numerous skills: effective communication, where pupils LEARNING Collaborative Get children working in harmony to boost academic and social skills, says Mark Martin “The challenge is ensuring every voice, whether loud or soft, finds its space”