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To make students feel safe and comfortable in collaborative learning, I create a respectful classroom environment where all opinions are valued and mistakes are seen as part of learning. I set clear expectations for teamwork and encourage active listening and positive feedback. To help them engage and take risks, I start with small group activities, build trust gradually, and give students clear roles and support. I also provide regular encouragement and emphasize that effort and participation are just as important as correct answers.

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Through a caring classroom, I can make my students feel safe and comfortable.

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Reflect and share
In your experience of collaborative learning, how do you make your students feel safe and comfortable? How do you make them feel ready to engage in the conversation and to take risks in their own learning? After you've answered, browse through your peers' contributions and "like" at least two ideas that you particularly appre

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yes ı agree

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At the beginning,I don't force them much about doing something,I try to create an atmosphere where they feel comfortable so taht they can say what they want.Then,the other part comes naturally.Whenever I let them group up they feel not to choose the best everytime,in an atmosphere like that everybody can be part of any group.They easily take risks because they know that nothing bad will happen.They listen the criticisms and know that in an atmosphere like that she / he doesn't have to be anxious about anyone.

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At the beginning,I don't force them much about doing something,I try to create an atmosphere where they feel comfortable so taht they can say what they want.Then,the other part comes naturally.Whenever I let them group up they feel not to choose the best everytime,in an atmosphere like that everybody can be part of any group.They easily take risks because they know that nothing bad will happen.They listen the criticisms and know that in an atmosphere like that she / he doesn't have to be anxious about anyone.

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BÜLENT YAVUZ ÇELİK

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Group work allows students to better understand themselves and others. As a group you can expose your ideas without shame of making mistakes.

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Angela, Italy
I say to students that they are able to succeed, helping, working, organizing themselves.

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Angela, Italy
I say to students that they are able to succeed, helping, working, organizing themselves.

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They'll choose who to work with. Also they change their roles in the working group process.

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I organize the class in some groups then I give some different tasks.

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They need clear instructions, guided activities and time enough to achieve the tasks.

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I divide my students into small groups and I combine both silent and shy students with those who talk too much. Then, I always give them time to talk each other (something like brainstorming) before they proceed with the activity.

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I try to make good atmosphere, talking with students, let them to find place in classroom or library where they will work. Sometimes I let them to work in group wich they formed.

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I divide my students into small groups according to their interests and I always ask them to take the time and talk a bit with every member of the group before they proceed to the activity.

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I organize the class in heterogeneous grous so the students with better capacities help and teach the others. This is very useful and I can see evolution. This gives security to the students

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In collaborative learning activities, I try dividing students into groups according to their interests. In that way, they feel comfortable.

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In my class the different group works can not be with the same students, so they have to learn how to work with collegues they don't

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In group work everyone has to win. Students with more difficulties can understand concepts in collaboration with others. Good students also have to think, reason, organize thinking and language to communicate. Supervision of the teacher while the students work will also contribute to the success of this methodology.

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Students divide themselves into groups according to their interests and preferences. Depending on the task, sometimes for the introduction I use internet tools that allows all students to say (write) their opinion (earlier I used TodaysMeet, now I use PrimaryPad and AnswerGarden). These tools allow both silent and shy students to express themselves. After that "ice breaking activity", the students relax and continue to participate in group work on other ways.

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I think that students should be divided into heterogeneous groups, regarding their intellectual levels, before one can stimulate others. The security among the studants, is transmitted with the creation of groups which is increasingly better known among them.

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Separating students into groups after the drama study is useful to see the interactions of heterogeneous group studies. At the end of the given period, the solutions of each group are discussed with the participation of other groups.

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In my school we have implemented the United Nations HRE World Plan, the school climate respects the rights of all, students, teachers ... the atmosphere in the classroom is reassuring and welcoming: the educational relationship between student and teacher is a symmetrical relationship in the chapter of roles. The teacher learns in groups with the students .....

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In my experience of collaborative learning I always remind students that there is no right or wrong answer and they can discuss freely not judgmental. But until this video, I’ve never noticed that conversations between students, especially chart is used looks really useful and enlightening.

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Students can feel more confortable when they learn by doing, asking help for a peer tutor, games, brainstormings.

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I am trying to create a positive atmosphere based on  mutual respect and understanding.

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I try to engage them all in an initial conversation about how to respect and treat each other.

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To make students feel safe, I would never make them give me an answer without first having given them time to think about it. I like the idea of thinking alone first, sharing with your partner and finally sharing with another pair. Then together they decide on the best answer to give the teacher. That way I make sure everyone has something to say, and avoid that terrifying silence. Everyone benefits from this simple colaboration.

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children should feel comfortable in the lesson. should be free to express themselves without fear. then everything is easier

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I think that it's important not to be overprotective and too strict. A little bit of freedom means a lot.

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Everything in the 1st grade of primary school should be in the game. The game is the most effective method of learning. Group and individual support success. It is open to cooperation. It improves sharing, cooperation and cooperation. So is the painting. Collaborative learning can be developed with free picture activities.

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I try to devide students in to groups according to their interest .sometimes ı devide topic to sub topic and each group study one topic then we accumulate the topic and show in the class.each student can give support to the work

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I free them to choose whomever they want to work with and show some examples of techniques to use the like if techniques don't appeal they can search their own way

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I started to my lesson  with a mindmap and it activates their schemata about the topic. Then I put them in groups give a mission and they prepare it in groups.

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To make my students feel more comfortable I try to create good atmosphere and I let them choose who they work with.

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I spend time at the beginning of the school year to provide a safe and encouraging learning environment. It is very important for me as well as the students. Some students feel better and work more e

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I try to organise the groups so that they all feel comfortable with each other at first, then as the year progresses I mix them up a little more to move them out of their comfort zone when they have gained more confidence i speaking in front of their classmates.

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Regardless of whether we are going to do cooperative or individual work, I always try to ensure that my students feel free to share their ideas and doubts, ask questions, speak without fear of making mistakes. I always tell you that there are no absolute truths and that even a wrong idea can provoke a discussion or clarification that contributes to the improvement of knowledge and learning for all. In addition, I always try to involve the more shy students by asking them simple questions that make them feel comfortable to start talking and expose themselves to their peers.
Above all, reinforcement several times that there are no good students and bad students, we all have different types of intelligences and it is from sharing with each other that true knowledge is born.

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Encouraging them, approving, talking...

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ı make my kids feel safe and comfortable,fırst  ı want them to  choose groups, and  try to use flexible seating, Col. learning provide self approach and self control and  self confidence

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ı make my kids feel safe and comfortable,fırst  ı want them to  choose groups, and  try to use flexible seating, Col. learning provide self approach and self control and  self confidence

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Nowadays, students and teachers are collaborators. We are supporting each other, and learn from each other too.They know we need to respect all three dignities, which relates to teachers, students and the dignity of teaching. That's why the teaching process is much more comfortable then in the years gone by.

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Not to force the ones who don't like speaking within the group; Not to allow the ones who like to dominate the group. Respecting each other, having equal rights are the key elements in collaborative learning.

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Not to force the ones who don't like speaking within the group; Not to allow the ones who like to dominate the group. Respecting each other, having equal rights are the key elements in collaborative learning.

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Inorder to  plan an excellent study that blends original and marginal ideas based on group work associated with real life, it is beneficial to prepare group members by providing equality between women and men. In-group communication rules are determined jointly. Each idea is valued rule is reminded. Ways to reach information are determined. The process of determining the subject of the project is determined by the members of the group based on the problem solving. Ideas for flexible runtime and environment are taken. Compilation of information about the project and its compliance with the project-based learning approach are graded. After determining the key words and the theme of the project, the hypothesis is completed, and the predicted and controlled test steps are completed respectively. The results are reported by all group members. The results are compared. The abstract and concrete results of the project are discussed by the group members. Positive and negative results of the selected project brought to social life are evaluated. Project presentation is made to peers in the learning environment and published on social media. This class name is freedom.

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I try to create a comfortable atmosphere in which all of my students can reflect their opinions and feelings without the fear of being judged. I want all of them to use interactive speaking and listening skills. I try to make them understand even the smallest contribution to the conversation really valuable and meaningful for the group achievement.

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If the work are structured well and ıt has purpose ss feel more motıvated.I ask them ıf there ıs a problem wıth theır peers.

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I try to organise the groups so that they all feel comfortable with each other at first, then as the year progresses I mix them up a little more to move them out of their comfort zone when they have gained more confidence i speaking in front of their classmates. They are all encouraged to say what they enjoyed or found interesting about the work they all do, as well as give some advice for improvement, as long as it's constructive.

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To make my students feel safe and compfortable in splitting them into work groups, I let them choose who they work with. Also at the beginning of the activity I try to motivate them by saying how great their potential is ...

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I think it's important to work with students with whom you have an affinity. So I sometimes have them choose which group they want to work for.

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To make my students feel safe and comfortable I let them choose the group in which they want work, letting them know that all contributions are welcome.

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I start with group work that is well structued so that they get to learn different roles in the group work and then change groups so that they experience working with everyone in the classroom. One of the rules I give is that everyone has to speak and that they are responsible as a group to help students who are not ready. I promote respect and active listening and praise their group or individual success. Once they are comfortable with the concept of group work I can move to collaborative learning.

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I make my students feel safe and comfortable, but in the same time,  ready to engage in the conversation and to take risks in their own learning, letting them to choose the groups in wich they want to work, even that means, sometimes, they choose their friends.

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I try to make an atmosphere of mutual respect and appreciation, especially while discussing in class. I try to form groups with students of different abilities - and combine ones who are helpfull with the ones who need help.

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As my students are smaller, I care about choosing appropriate studies for their age and skills and support collaborative attitudes. First of all, I take part in the work, encouraging them from simple to difficult, easy to complex, I follow a path, my students more confidence as they see that they succeed and work more willing team work.

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I start with asking their opinion about the topic. we ll prepare a group work with them. nearly all of the students can be active in group works. but a few of them behave very unwillingly. ı dont know how to solve this problem.

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We must make them comfortable in a group work first. Then gently push them to group conversations, speaking charts will very creative at this point, with this chart everybody can feel comfortable for going in discussion with their peers. This makes them more productive.

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We sing a lot with my guitar.

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Students work together
share ideas,Some of them don't like to work in group.

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Working with 8 year olds, we try to encourage them to work in groups and for each one to have their turn in answering when doing group work, so they each are given a fair turn, and to not feel pressured, for if they are stuck, they can turn to their peers in the group to help them come to an answer.

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I'll try to stand on the same level as my students. They also know they may fall down, but the whole group is ready to help everyone back up and go forward.

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My students are encouraged to say their looks and make their contribution to the task because each opinion counts and helps solve the task. They set the rules of the group together and monitor their contribution and behavior at each session. In order to feel safe they are given clear and simple instructions, they are offered help and constant feedback. In order to identify the degree of satisfaction, it is discussed at the end of each session about how they felt, what they learned, what they would like to change in their way of working.

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I give them as much indications as I can, examples and try to put them in roles that I know they would handle.

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I give pupils clear, understandablethe tasks and instructions, when they can always feel confident to ask, if need for help...

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to give students the opportunity to be free in the classroom, to encourage group work and collaborative work, to ensure that the group with different people as possible.

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Students usually like to participate in the group. Sometimes it costs a bit more public sharing with the whole class, but they do it.

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- letting the students choose their partners
- letting everybody know that each person's contribution is welcomed
- validating correct answers through group evaluation
- etc.

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Catarina, PortugalIn order to my student feel safe and comfortable, a try to give them specific and simple instructions. We set time limits and the objective we are supposed to achieve. Each student is given a role within the group. We clarify the initial doubts and sometimes give examples to help them understand the issue. I give systematic feedback of the work being produced and the group interaction. 

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Catarina, PortugalIn order to my student feel safe and comfortable, a try to give them specific and simple instructions. We set time limits and the objective we are supposed to achieve. Each student is given a role within the group. We clarify the initial doubts and sometimes give examples to help them understand the issue. I give systematic feedback of the work being produced and the group interaction. 

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I always tell them that we are there for learning, so we all can make mistakes, and only the clever people make mistakes and asks questions, because when you are intelligent, you think, and when you think you have questions. So they feel that they can share their opinions. When one student is disrespectful to other, I invite him to imagine how the other person can be feeling because of this comment.. And usually, it works very good!!!

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Validation of all group opinions is a starting point for collaborative work. It is important to start the activity or project with a brainstorming session and if pertinent the survey of strengths and obstacles through a SWOT analysis grid.
Student follow-up, through feedback in all sessions or classes, will give students more confidence and guide their learning.

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I like teaching in a discussion-base way (in small groups and/or in a round table with all the class) . Unfortunately, adolescence ghosts sometimes are a serious obstacle to this methodology because young adolescents are hypercritical to themselves and to those around them and have many complexes that make their public exposure difficult, especially among their peers.
I have heard that the two things most people fear are death and speaking in public, and that comes first. Students are not an exception but they need to know that speaking to an audience is neither easy nor comfortable for a lot of people. Some can not overcome fear and discomfort, but can learn the basics of the art of public speaking and explore some strategies and techniques to master it and reduce anxiety.

In group discussions I always make a point of remembering that they are all fellow students who are in queue to present / to talk after each other.

Before discussions, I prepare a set of guideline for students. Like in the  video about everyday teaching at the College Preparatory School in Oakland, California,  there is three roles to be filled by students: the scribe role, the monitoring role (to control how the conversation is going) and the moderator. The other students are engaged in the conversation that is happening.

Teaching in a discussion-base way develops skills specific to collaborative efforts (it contributes to the development of listening skills and presentation skills), allowing students to tackle more complex problems than they could on their own, to share diverse perspectives (being opened to diversity) and deepen social skills and values.

In the constitution of the small groups I prefer team work of two or four elements and I allow students to choose the criteria. When according to the objectives of the lesson, I want homogeneous or heterogeneous groups, then I alone decide the criteria of constitution of the groups.

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In my opinion, it is important to make our students  work and discuss in groups and then put int common their ideas with the rest of the class. Learners sometimes are embarrassed to speak in front of their partners. But if first they discuss in small groups, they might feel more comfortable and safe to put it in common with the rest of the class.

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My students just learn to work in the group.I always listen to my studentes ı let them to tell every thing what they know about exact topic.Then they feel omfortable .

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by telling an emberassing moment of me, it is very helpful to make our relationship closer. ı am also saying there is no completely rigth or wrong answer

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by telling an emberassing moment of me, it is very helpful to make our relationship closer. ı am also saying there is no completely rigth or wrong answer

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I have to tell you the truth, I don't always succeed and I'm so sorry. Unfortunately not all pupils manage to feel integrated in the group and to collaborate constructively and I would like to know how to do ....

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My students just learn to work in the group. They are usually not ready to take responsibility for their role in the group. Some of them do not want to work in a group already working alone.

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I inform my students about the activity before the group work. And I think that makes them a sense of success and trust.

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One of the key dimension of PBL is that it fosters a quality that kids normally  lack: persistence that is the possibility to fail and then to fix.  Giving our learners the ownership of their learning provide them with that amount of motivation that allow them to become life-long learners. Initiative and self-direction are the skills that our learners need to cope with an everchanging world. And PBL, by making the teacher almost invisible, by turning them i facilitators of processes, offers room for these skills to grow.
Scaffolding for student ownership and Independence. Planning ahead and carefully scaffolding the process in order to give students voice and choice in the process;  making time for reflection and revision; having students track their own progress: these are the valuable tips I'm going to follow in my classes. They make me think that developing entrepeneurship is somehow connected both to collaboration and  to metacognition.
Developing student resilience. I think that this skill is taught by example. And providing all learners with a supportive environment wher praises,  positive social relationship and  cooperative learning projects offer every student  opportunities for meaningful contributions and thus, develop students' resilience.
An entrepreneurial mindset. Developing an entrepreneurial mindset in our students enables them to see that they can shape their future: what a great, almost moving, concept! Having high expectations from our students gives them self - confidence. Through collaborative work and through real problems to solve learners can develop an entrepreneurial mindset, a positive attitude that lets them be independent,  curious, creative, corageous, self-confident. PBL allows learners to get out of their comfort zone, to accept risk and  ignore failure, to be resilient and embrace commitment and hard work.

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I design small projects in the form of task lists for students and put the learning outcomes into these projects. I want them to complete the task lists and explain them with their pictures and send them to me.  They ask their classmates what they don't understand, if they can't, they ask me. I only give them ideas, they solve it.

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I start with sel- awareness acitivities to work the development os self-esteem, self concept and self-confidence. The best way to have active posture from students is to prepare themselves to recognize their insurances, work on them and to be conscious of their strenghts. I work with some strategies from a program I developed called “Ainda me salta a tampa”, wich aims to provide tools at the level of socioemotional skills.

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Nothing .. Because my students always feel relax and comfortable in my  lessons . Love is everything

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Letting them to speak each other, sometimes about homeworks in other disciplines than I teach.

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I try to create a positive ambient making times for the students share their ideas.

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My students feel safe and comfortable when all the class understand that all people are the same they have the same importance and they have the same roles

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My students feel safe and comfortable because many of them are together since pre school, so they know each other very well and I let them work with who they want. On the other hand, as I'm their teacher since the first year they are used to talk to each other. When a new student arrives they feel a little uneasy at the beggining but after awhile they see how relaxed their classmates are and relax too. I always tell them not to be afraid of speaking because they may have great ideas but if they don't I tell them that we can only learn after we fail. I encourage them to ask questions, to present their work and learning to their classmates.

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I encurage my students to put questions, to be creative and to collaborate.

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I put a moderator who follows the conversation, first of all I say them, you don't have to love eachother, but you have to respect eachother. so keep your talking in this way...

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I find an interesting topic to catch my students' interes because I think if they like the topic, they are more eager to talk. We can't judge somebody or can't say true or false to anyone's idea or opinion.

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I always listen to my students, I let them to tell everything what they know about exact topic. Then they feel comfortable and in the centre. After that we do some kind of searching from the books or internet to enrich our knowledge.

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I often wonder what they think about a particular topic. If a child says a fair answer I do not comment, but I want others to cooperate and say their opinion. Sometimes the pupils sit in the circle and extract various questions. After reading their question they can consult each other and then answer

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At the first lesson I always say the students that "they should never beware of asking questions, they are in the school to learn and they will learn by asking, there can't be anyone who can judge them in the class" and I remind this frequently.Moreover I listen to each student carefully and try to answer them.
I think first they can do small groups and discuss then a group speaker tell the discussion to the class. for each discussion group speakers change and so each students feel comfortable to talk.

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My students have the freedom to speak. At each hour we first comment on homework and students already gained the confidence that they can ask when something is unclear and that they will get an explanation. At any time during the lesson they can ask if they do not understand something and they always get an answer. In this way, they are not afraid to ask and at the same time it encourage them to be independent in making conclusions. And I am allways asking why?

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I spend too much effort on discussing with my students various important issues such as the importance of our mistakes and how to cooperate in a respectful way. Creating a safe, respectful and encouraging atmosphere in the classroom is a vital everyday goal for me.

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My students participate voluntarily on projects. In our case, we do not have the obligation according to the plan of the case. But, when they are eager to work, I am very strict in respect of deadlines. I am very dedicated to them and I give them maximum support in their work.

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Encourage them,  focus on other thoughts, willing to share, positive thinking, helping others, respect.

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I think collaborative learning  is a good way to empowe students self confidence, because they have the opportunity to exchange their ideas, opinions and learning with their peers. I also think that the teacher has to prepare scoffolding activity to  guide the students while working. How do I make my students feel comfortable? well, i keep telling that they do not have to worry about making mistakes which actually are necessary in the learning process, Of course, within the group each students have to have a role: moderator, referee, etc.. so that everyone has to have their responsability and task to carry out in the video I  appreciated  the role of the boy drawing the map of the  spaking students. Indeed in a group there is always someone who is shy, or with low self-esteem, or even lazy who tend not to particpate in the discussion. So it is really a good idea!!! the most annoying thing is that sometimes the classroom becomes too lively and noisy , so I have to calm them down. finally another disadvantage for me is the fact that the majority of my colleagues do not let students work in a collaborative way,, becasue they prefer to have a teacher centred type of lessons. this is measling for my students, I regret .