Strategic Student Partnerships

Why should I do it:

• Supports students in recognizing their peers as resources

• Increases student responsibility, participation and accountability

• Helps students to focus and stay on task

• Avoids power struggles

• Lowers stress, intimidation, and anxiety levels for students

• Helps students get answers and clarification to directions quickly and more frequently

• Provides positive opportunities for socialization and interactions

• Helps students build rapport and encourages a sense of belonging within the class

  • Improves self concept and self confidence

When should I do it:

Adult Considerations

When I have reflected on the following questions and have modified my own behavior/expectations when needed:

• Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?

• Were our classroom expectations created in community? Do they reflect the values of the students and their families?

• Is my personal bias impacting the way that I view this behavior?

• Am I regulated and able to respond to the student in a calm, supportive manner?

Student Considerations

• When a student is new to the classroom

• When a student needs a little extra help or guidance with tasks

  • When a student would benefit from encouragement to participate or volunteer 

• When a student is shy, timid, or non-responsive to adults and teachers

• When a student has trouble working independently

• When a student seems withdrawn, isolated or insecure

  • When a student has trouble with organization, getting things out, putting things away, etc.

  • When a student is easily distracted or frequently loses focus

• When a student appears to have poor self confidence or self concept and are unsure of their work

  • When a student needs support in making connections with other students

How do I do it:

• Strategically choose a partner or buddy that exhibits the characteristics you are looking to support in the other student

• Talk in private with the student who will have the partner or buddy, explaining what you've noticed (ensure that your conversation remains asset-based) and that you feel a partner would be a positive support for them. Ask for their perspective, including how they feel about this idea.  If the student is interested, ask whom they would like to have as a partner, thinking about the specific goal of the partnership. If the student is not interested, choose a different support to implement. 

• Talk in private with the student that will serve as the role model about what you would like them to do and why you are partnering them up, without sharing confidential or private information – ensure that your conversation remains asset-based (for both students involved)

• Speak with the two students together and explain the purpose of putting them together and what your expectations are

  • Praise students frequently as they work together

  • Additional Considerations

• You can be subtle and encourage a certain student work with, play with, help, eat lunch with, assist, etc, a student who is less confident, isolated, withdrawn, shy, etc.

• You may consider giving rewards, a note home, etc. for students who exhibit the desired behavior(s)

Footnote:

The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.