Management of Classroom Social Dynamics

Example Strategies:

Observe and note to yourself which students appear to be friends and which do not, and which students appear isolated from peers.¹ In virtual or face-to-face classroom settings, regular check-ins with students can help provide an opportunity to learn more about student social dynamics and students’ sense of connectedness to their peers.^3,4

Example Strategies:

Assign seating in ways that promote opportunities for students to interact, collaborate, and develop relationships as well as disrupt social hierarchies.

In large group virtual classroom sessions, consider breaking the class into smaller groups or “breakout rooms” to encourage interaction and collaboration. Rotate synchronous/asynchronous instruction or circulate among simultaneous breakout sessions.^5,6

Example Strategies:

Create extra opportunities for students who appear socially isolated to receive recognition.¹ For example, identify the strengths and interests of students who may appear isolated from peers and create opportunities for them to apply and share these in class.⁷

Example Strategies:

Consider strategically pairing students who appear isolated with other student(s) who may share similar interests to work together on class activities and assignments. Consider social dynamics and the needs of students who may appear to be socially isolated from peers.⁸

For students who struggle with social skills, consider working with them to develop and practice social skills or strategies for forming friendships.¹ For example, consider working with the school counselor to establish a social skills group, or “lunch bunch” that provides isolated students an opportunity to connect with others, talk about social challenges, and practice social skills.⁸

Example Strategies:

Emphasize respect and sense of community. If you observe a student being disrespectful to others, (a) quickly name the issue (“That was not respectful.”), (b) re-state expectations (“We have agreed to treat each other with respect.”), (c) provide an opportunity for the students to engage in a positive interaction (“Let’s try it again with respect.”), and (d) give positive feedback (“That was much better.”). If the comment reflects a lack of understanding or bias, provide factual information to counteract the misunderstanding and reinforce sense of community (e.g., “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.”).⁹