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Kick them out.

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We will offer choices to have collaboration with others via technology. They can make and respond to Flipgrid videos or Padlets in order to engage with others but without a face to face component. It would also allow the teacher to "screen" responses for appropriateness before posting to the class.

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Send the little sh.. to the office with their unfinished work!

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Teacher proximity helps keep students on task.  Its ok keep trying new strategies to help the student work well with peers.

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You can give the student options, they can choose to work with a partner, a group, or independently. Explain to them what is expected and the consequences if they do not follow through, assigned group/partner or independent for the rest of the time, day, or week. Student contracts.

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Have student sit by you during their guided reading time and then when rotating through each center, that student works in a designated location and can rejoin when expectations of group behavior can be met. Teach and reteach, model expectations and expected behavior. Reward expected behavior until it's a habit

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It is acceptable for the student to work independently. However, the collaborative piece should still be in place. The student should be sharing ideas, but this allows the student to still learn the way he/she does best. This student will still, then, have a voice and is able to be heard.

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Sometimes work by themselves. Try a preferred partner as motivation then slowly move to a non preferred partners. Earn time to work independently.

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Give the student the option to work independently but set the expectation of what is expected from the student if they are choosing to work on their own and setting for them consequences for good and bad behaviors. Should they not hold to that expectation then they lose the option to do the work independently.

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Give the student a contract. They choose the activities they do in a given timeframe. Give self-regulation interventions as well.

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Scenario 2
Offer short amounts of individual work then partner work.
Yes, I think it is okay if this is not allowed for long stretches of time.

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Keep trying different groupings with the student. Have student work with buddy who they work well with. Have student coach another student to have a different dynamic. Give incentives for working well.

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Difficult Student

The student can sit with the teacher for a while or work on their own. Maybe they are not comfortable with groups or intimidated by other students.   They can also do some as groups and others alone.

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Some students need to be able to work independently at times, but should be required to take part in group work whenever possible. Some students really need a break from working in a group. Independent learning may also be a learning style. The student then can take part in the group discussion.

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You can find ways to work them into the group. Maybe they can be a coach for a lower student, or you can hit them hard on their interest level. They can do some independent work but have to keep trying to get them into the group work.

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I have one child who does not work well within any grouping. I have tried many variations with no success. Each new group or pairing ends in conflict. This child does not complete work nor read independently without issue.

What can I try?

Is it acceptable to have this student work independently even when others are working together?

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In with a group ( but pull seapertly for on level intervention)
High student in closest group to ability and extend privately

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The low child we would put with the lowest group, after pre-teaching or somehow giving him lots of one-on-one assistance.

The high child we would put with the high group with extentions in a center.

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We would put the student in a lowest group during guided reading and find extra time for individual skill building at their level.

The high student would be put into an individual group.

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