Student Collaboration in the Classroom

by Monica Leigh Nelson

I used to work with a student who would start to cry whenever I said the word ‘Math.’ I also once had a student who could do things with number bonds that blew my mind. He taught me tricks and strategies I’ve never seen in a math curriculum. He was excited and eager for the reading block to end so we could get back to his first love: numbers! I bet that if I’d had both students in the same class, my math lover would have been a great buddy for my math anxious student. 

Studies have shown that having students help each other can have benefits for both students. In one study of 487 ten to twelve year olds, researchers found that their peered tutoring technique significantly increased mathematical attainment, while also creating a more inclusive classroom and increasing social relationships outside of the school (The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school, by Thursten, et al., 2020).

So we know that peer collaboration is beneficial. How can we make it happen?

This is what it looks like in my classroom:

Math Fact Study Buddies: While not as critical as some  other math concepts, automaticity with basic facts will make math class feel less stressful. To achieve this, I group students in pairs or trios and spend 5-10 minutes together practicing math facts through games. To make these partners, I first assess their math fact skills, then match them with a student with a similar score. Their job is to help each other get quicker. These pairs are switched up after every assessment.

Math Partners: These students sit together during the math lesson. After solving problems, they compare answers and explain the strategy they used to find their answer. They can also ask each other for help. To assign math partners, I use the scores from our district math assessment. I rank the students in order from high to low, then break the list into two groups. I then partner the highest student in each group, the next highest student in each group, and so on. Then I go back and make any adjustments needed based on student personality. 

Tech Support: These students are available to help other students who are having technology issues during their iPad time. This leads to less disruptions when I’m working with other students.

Center Leader: When I have a student who catches on to a concept quickly, like my previously mentioned number bond whiz, they can run a math center. 

Teacher Helper: This is actually a coupon that my students can earn. My helper of the day is in charge of keeping track of the smart board remote that I keep putting down in odd places, passing out papers, and other odd jobs. But they can also be the go-to person for the day. First go ask the teacher helper and if they don’t have the answer, then you can ask me.

These jobs and partnerships help students feel like an integral part of our classroom. They are motivated to participate and excel, and at the same time feel supportive and hopefully a little less anxious.

What are some of the ways you use peer teaching in your classroom? Click on the Let’s Connect tab and share your thoughts or questions.