Teach Primary Issue 18.6

36 | www.teachwire.net Mark Martin MBE is an assistant professor in computer science and education Practice at Northeastern University, London. He is the author of My Teaching Routine . not only express but ensure their ideas are understood; active listening, a skill often overlooked, yet crucial for valuing others’ inputs; empathy; and resilience. Regularly rotating leadership roles can be transformative, providing opportunities for every pupil to lead and follow, understanding the nuances of both. By frequently reshuffling groups, pupils learn to adapt and work with different personalities, a crucial skill in today’s diverse workplaces. As educators, our role isn’t just to oversee these interactions but to actively mentor and guide. Regular feedback sessions, where pupils reflect on their group dynamics, can be insightful. They learn not just to work with others, but to work better together. Initially, collaboration might seem daunting to some pupils. So, starting with structured activities, providing clear roles and expectations, is advisable. As they become more comfortable, introduce open-ended tasks that foster creativity and problem-solving. Here are a few guidelines to help with the process: • Understand the objective – begin with a clear understanding of what you want pupils to achieve. Whether it’s solving a math problem, creating a group story, or conducting a science experiment, knowing the goal will guide your strategy. • Group dynamics matter – not all children work well together. Rotate group members periodically to foster adaptability and expose pupils to varied perspectives. Consider a mix of abilities, personalities, and learning styles. • Define roles – within groups, give pupils specific roles. This can include a leader, a recorder, a timekeeper, or a presenter. Defined roles ensure each pupil has a clear purpose and responsibility. • Scaffold the process – specially for younger pupils, collaborative learning can be a new experience. Provide scaffolding by modeling how to discuss, share ideas, and come to a consensus. Over time, as pupils become more adept, you can reduce the level of guidance. • Create a collaborative environment – the physical Master the art of facilitation l Active monitoring: As pupils work, circulate the room. Listen to their discussions, offer guidance when needed, and ask probing questions to deepen their thinking. l Feedback is gold: After a collaborative session, provide feedback. Highlight what went well and suggest areas of improvement. l Reflection time: Allow pupils time to reflect on their collaborative experience. What did they learn? What challenges did they face? This reflection fosters self-awareness and growth. l Stay updated: Collaborative learning techniques are ever-evolving. Engage in professional development, read up on new strategies, and be open to experimentation. layout of your classroom can promote or hinder collaboration. Arrange desks in clusters or circles to facilitate interaction. Ensure resources, like markers, chart paper, or digital tools, are easily accessible. • Set ground rules – collaborative learning thrives in an environment of respect and active listening. Discuss and establish ground rules with your pupils. This can include taking turns speaking, no interrupting, and valuing every team member’s input. Collaboration is more than just a buzzword; it’s a journey of discovery, challenges, growth, and success. Drawing inspiration from the book My Teaching Routine , collaboration can be likened to a live jazz band. The band members, much like pupils in a collaborative setting, have a shared purpose, trust, and innovation. They rely on one another to share chords, maintain tempo, and navigate musical transitions. The solo moments in a jazz performance allow each musician to shine, recognising their individual contributions. Jazz music embodies humility and togetherness; egos are set aside to harmonise as one. This mirrors the ideal classroom, where every learner strives for their best, supporting one another. A classroom is only as strong as its least engaged pupil. Building this collaborative culture requires a sequence of steps to ensure everyone gets their moment to lead and shine. Initially, the teacher serves as the bandleader, guiding pupils in this ‘zone of collaboration.’ But over time, pupils themselves can take the reins, leading their peers in collaborative endeavours. Shaping pupils to be not just better learners but better individuals equips them for a world where teamwork is often the key to innovation and problem-solving. To all educators, as we spearhead this collaborative journey, let’s continuously ask ourselves: How can we refine, enhance, and perfect collaboration in the classroom to best serve our pupils? TP @urban_teacher teachingroutine.com