2. A positive classroom group improves academic
performance, and creates a safe, caring community
that decreases racism, harassment and stereotyping.
3. When students have positive relationships with their peers academic
achievement is enhanced and students are more willing to take risks
in mastering new skills.
Group Stages
• Dependency – teacher as authority figure
• Inclusion – members are concerned about belonging
• Dissatisfaction/Control – students will comfortable challenging
dynamics
• Resolution/Norming – students listen to one another and begin to
work collaboratively
• Production – student production increases and the teacher becomes
more of a reflective practitioner
• Termination/Adjournment – students need closure and may
experience a sense of loss and sadness
4. Students sitting in a classroom of unfamiliar faces need a familiar environment. The following
are peer-acquaintance activities:
1. The Name Chain – Students sit in a circle and are each asked to say his name and tell one
thing about himself.
2. Know Your Classmates – Find a person in class that fits the description listed on a sheet
(page 107).
3. Bingo – Have students complete an information sheet and then use it to develop a bingo
grid. Give each student a bingo card and ask each to walk around the room and get a
signature for each square.
4. Interviews – A set list of questions is developed and students are asked to interview another
person in the classroom. The students then introduce the person each interviewed.
5. Guess Who? – Ask the students to write a few statements about themselves, collect the
statements and as you read each ask students to write the name of the student described.
6. Who Are We? – Students are given index cards and asked to answer questions pertaining to
himself (page 109). The teacher hangs the cards and asks students to guess who is
represented by each card.
7. T-Shirt – Ask students to design a t-shirt that would help others to know them better.
8. Blue Ribbon Kid - The student draws a “paper doll” image of himself at home and then
collect artifacts that represents him. The students brings all in the next day and uses these
materials to describe himself to the class.
9. Shoe Box or Paper Bag – Students draw pictures of themselves on butcher paper covered
shoe boxes and then places items in the boxes to represent themselves. Each day a select
number of students share their boxes with the class.
Are there any “get to know” activities that have been
successful in your class?
5. Elementary Classrooms
1. Classroom Arrangements
2. Class Spirit
3. Class Pet
4. Class History (or yearbook)
5. Photo Album (pics throughout the year)
6. Opening and Closing Questions (opening and closing issues)
7. Special Days (clothing, themes)
8. Service Projects
6. Secondary Classrooms
1. Five Square
2. Group Contributions
3. Tower Building
4. Paraphrasing Passport
5. Group Decision Making
6. Using Base Groups
7. 1. Good Deeds Tree
2. Compliment Chart and Books
3. Wanted Posters
4. Warm Fuzzies
5. Valentine Booklets
6. Secret-Pal Books
7. I-Booklet
8. Positive Bombardment
9. Student Directory
10.Social Skills Training Program
8. Activities for improving the climate of the school as a whole are found
on pages 125 – 130.
Programs effective in minimizing bullying (Kauffman, 1997) have:
• A positive environment in which limits are set
• Nonphysical sanctions
• Monitoring of student activities
• Adult mediation when inappropriate behavior is observed
• Discussion of the issue of bullying with all involved – bullies, victims,
parents and other students
9. Helping Students Creating a Cohesive, Creating Diverse
Become Acquainted Supportive Group Linking Patterns
Directions: Develop a positive peer relationships chart. For each
heading write at least five activities you can use to accomplish the
goal.
10. Jones, V. and Jones, L. (2010). Comprehensive
Classroom Management (Ninth Edition).
Upper Saddle River, New Jersey: Prentice-Hall,
Inc. (ISBN:9780205625482).
