STUDENT-STUDENT RELATIONSHIPS

AND COLLABORATION

HOW TO FOSTER PEER RELATIONSHIPS

1. Two truths and a lie
- This is a game that allows students to disclose information about themselves. Since they are the ones
choosing the information there is little chance of embarrassment. This also allows students to know what
students truths are and share these traits.

2. What Inspires You?

- This is an opportunity for the class to share who inspires them. This allows for students to see who is
important in each others lives. Some may share similar inspirations (professional athletes, musicians,
actors, etc.). This allows for the students to have a growth mindset and share it with there classmates.

3. Quartet Quiz
- For this strategy students will be saying we know we wonder to get to know students better. Students
will be working in small groups and go through each student individually. This will allow for people that
dont know each other to broaden their knowledge about the other student.

4. Face to Face
- This can be used at the beginning of the year, after a long weekend, or a holiday break. This can be used
to have students get to know each other, catch up or just greet each other. This would include a greeting,
question, and anchor. This will allow the students to great one another, answer the question that is
presented by the teacher, and then have an anchor question that they can answer if they are finished
before other students.

5. Personal Emoji's
- Each student when entering the room needs to ask another student how they are feeling that day. Once
they ask this the student will put that emoji next to the students name. They will have an outline of what
each emoji means so there is no confusion. This will also allow for the students to know how the
students are doing, what is going on, and it allows them to talk to different students each day.
Weinstein & Novodvorsky, 2015

Doubet & Hockett, 2015

TWO TRUTHS AND A LIE

1. Put your name on the top of
the index card.
Ms. Carpenter!
1. I have broken every bone once.
2. I have a scar on every finger.
3. I go to a concert every summer.

2. Write TWO truths and ONE lie

about yourself!
3. Switch cards with three people
so someone random is reading
the card. (No one should have
their own!!)
4. As a class we will try to figure
out which fact is the lie.

Weinstein & Novodvorsky, 2015

WHAT INSPIRES YOU?

Bring in pictures of people or things
that inspire you. (Parents, teachers,
athletes, kid president, etc.)
Students also need to bring in a
quote that inspires them.
These pictures, items, and quotes
will be hung on our bulletin board
What Inspires You? that is in the
classroom.
This will allow for you and me to
know what inspires each of you!

QUARTET QUIZ
We Know

We Wonder

1. Get a graphic organizer.

-Shes from MD

2. Pick a student in your group!

-She has a sister

3. As a group write down as

much as you know about that
student and things that you
wonder about that student!
3 Minutes!

-She went to
JMU
-She teaches
Middle School
-She played
lacrosse

Doubet & Hockett, 2015

4. When youre group is done

have the student answer
questions they are
comfortable answering!
2 Minutes
5. Then go on to the next
student!

FACE TO FACE
1. Line up and meet your partner. Sit across from them in a line.
2. With your partner you will talk about our question of the day!
3. You will rotate partners and repeat the process.
4. Rules:
- You must talk about the question presented for the entire
duration (except when answering the greeting/anchor questions).
- Progress through the questions. Try not to repeat a point more
than once.
- Ask questions!

Doubet & Hockett, 2015

PERSONAL EMOJIS
1. Find a friend whos
attendance hasnt been taken
yet!
2. Ask them how theyre
feeling!
3. Find the emoji that is the
equivalent of how they are
feeling.
4. Put the emoji next to their
name on the class list!
5. Now you know how
everyone is feeling, including
Ms. Carpenter, and youve
helped with attendance

RATIONALE
This section is devoted to fostering peer relationships. As teachers
we need to not only provide the opportunities for our students to learn
about each other but to also model how to do this in our everyday
teaching. We need to allow them the means of seeing how each other is
different and the same. These strategies provide students with this
opportunities in a safe and secure environment (Weinstein &
Novodvorsky, 2015).
A main concern with adolescent learners was presented by Erikson
as identity vs. confusion. Students tend to not know who they are as a
person because they are concerned with how they will be perceived by
their peers. These types of teaching strategies to get students to know
each other on more than a surface level will allow for students to
understand their identity and not feel the need to hide it from their
classmates. (Eggen & Kauchak, 2010).