Effective Collaboration: Positioning Students for the Workplace

Developing interpersonal skills begins with collaborative learning in our classrooms. Implementing this preparation now prepares students to collaborate effectively with their current peers and their current or future colleagues. In her article,   “Interpersonal Skills: Definitions, Examples and How to Improve,” Jennifer Herrity reports that “employers seek candidates with interpersonal skills.” These skills include, but are not limited to, active listening, responsibility, dependability, leadership, and flexibility (Herrity, 2025). 

Recently, I had the opportunity to observe middle and high school classes working on group assignments. During my observations, I noted that several scenarios were repeated across both levels. Below are five examples.

Student Group 1

Even though they were seated together, they did not acknowledge each other in any way. They began working on the assignment silently and independently.

Student Group 2

One student checks out from the team, opens a laptop, and disengages. Two students work as partners, exchanging ideas in a collegiate manner. The fourth group member does not engage with the other three, preferring to scroll on a cell phone.

Student Group 3

Hooray! They began tackling the assignment, albeit loudly. All were engaged with each other and the classwork. One student automatically took charge, and the others fell into their informal roles. This was a group of five, and all were equally participating. 

Student Group 4 

This group consisted of only two students, and their behavior mimicked Group 1.

Student Group 5

They began reading the assignment independently. Then, one student asked the group a question about the assignment. Another responded. They both went back to working independently. The third group member pitched a question to the team, and the student who asked the initial question answered, and once again, they commenced working independently. A fourth student who had not participated in either exchange quietly continued working separately.

I remember encountering these same behaviors. As a new teacher, I would make rounds around the classroom to rally participation within my students’ learning groups. Depending on the class size, this worked for some groups and not so much with others. After some research, professional development, and colleague tips, I became more proficient with grouping and assigning student roles. Below are some solutions I used to eradicate unacceptable group behaviors.  

Icebreaker for Cooperative Learning

Students can sit in the same group all year and never communicate. Until student interaction becomes the norm, beginning with an ice breaker each time students begin a group assignment or project might be necessary.

Well-defined Roles for Cooperative Learning

Assign roles to students with the disclaimer that they are tentative and subject to change at the teacher’s discretion. You must be firm about this so that students take their roles seriously, and be flexible if they have a serious circumstance or aversion to a particular role. Switch roles regularly so that students can assume their preferred positions from time to time. This is especially important if your class is primarily project-based. After students become acclimated to your procedures for collaboration, allow them to choose their roles. I recommend not giving them this option until the spring semester or on a class-by-class basis. 

Conferencing with Cooperative Learning Groups

Depending on the length of the assignment, meet with each role as a group. For example, if one of your assigned roles is fact-checker, meet with all the fact-checkers from each group. Include specific questions to help you determine whether students understand their role and the assignment. During their meeting time, students should have clarifying questions to ask you, and they can get advice from other students with the same role. You can also take this time to model how students should be communicating with their teams. Another plus to this strategy is that it adds accountability and responsibility to each team member, solidifying his or her contribution to the assignment. 

Review and Revise Assigned Tasks 

Intentionally include tasks that require students to interact with each team member. This helps students build working relationships with their peers. They might not befriend every team member; this is neither the goal nor is it realistic. However, developing interpersonal skills enables students to collaborate effectively with others regardless of the situation.

What are some of your successes with collaborative learning groups or any of these strategies? Share what you would add to this list. Please comment if you have a recurring scenario in your classroom and would like advice or feedback.

Ms. Witt

Source:

Herrity, J. (2025, March 3). Career Guide. Retrieved from Indeed: https://www.indeed.com/career-advice/resumes-cover-letters/interpersonal-skills