Working in Small Groups in Grade Three
Around this point in the year, I like to do something a little bit different with my classroom organization. This is more than putting students in groups. Physically, we move our desks around, and we also lightly restructure a few of the ways I interact with the students in my class. In our room, we are now divided into five learning communities. (Loosely based off of this book) The point of these groupings is not to pit one group against the other in a reality-show-style standoff, but rather to build a tight-knit mini-community within our already close classroom community. Let me explain…
By now, we have spent a good portion of the fall learning how to be bucket fillers, and what it means to show expected behavior . Students know my expectations to be kind, gentle, put others first, and follow the rules of the classroom. We have done this in the context of the whole classroom where each child has been asked to generically look out for everyone else, and the teachers are the ‘overall’ support system if something goes wrong. We are now switching up the model
With the introduction of community groups, I’ve explained that, within the classroom, each group is like a family. (Of course, if “family” is not a safe word, you may want to use something different). A group works together to do their best, to work hard and most importantly, to take care of each other. If one group member is upset, or frustrated, or confused, it is first up to the rest of the group to try and help them before they go to a teacher or someone outside of their group.
At the beginning, we use a points system. This is not intended to be used as a competition, but to encourage group to work together in a kind, respectful, and cohesive manner. As a group, they are supposed to show expected behavior and be bucket fillers. When I notice a group is encouraging each other, speaking kindly, helping a friend who is not understanding an assignment, all on-task, gently reminder a member to focus, etc. they receive a point for their group. (I also make a big deal that bragging, especially in the context of points, is not okay). Then, on Friday, we have a points ceremony, and it is a big deal. We have envelopes, and prizes and everyone wins something. And then it re-starts for the next week.
Gradually, the points system is phased out, and just the groups remain. But every year, my hope is that the cohesion and community will remain. Some years it does, other years it takes more work, but overall, I have found that working in groups tends to yield incredibly positive results.
Other things that we do to build community within groups:
Group journals: each group member writes an encouragement sentence in every other group members journal (more on this later!)
Group leaders, one person per week is the group leader
Play time in group groups – either ‘free time’ or structured play with specific outcomes, a chance to have fun is a great bonding experience
How do you feel about grouping your students in groups? Have you tried something like this? How has it gone?
- Rachel