To achieve an inclusive classroom, students must feel supported and welcomed by their classmates, in addition to the Classroom Professionals and Teaching Artists. Below, you’ll find strategies to develop positive collaboration and encourage all students to contribute to an inclusive environment.

与课堂专业人士的交流

As Teaching Artists (TAs), it’s important for us to collaborate with the other Classroom Professionals in the room; this begins with emphasizing to them the value of their participation. Ideally 全部 students, Teachers, and Paraprofessionals are to be included in our work. Please request that any 相关服务提供商 在计划会议的课程中推进。这可能允许课堂专家鼓励和加强以下策略，并帮助学生专注于您的课堂。此对话可以纳入您的 计划会议 为了充分 与房间里的成年人互动，无论是面对面还是在 远程学习.

学生对学生的策略 

Note: Some of these strategies may lead to loud noise levels or need to be modified to accommodate students’ physical abilities.

Find a New Place in the Circle/Room

• 路线
  • At the beginning of the lesson, welcome students and ask them to silently find a new spot in the circle (or other configuration in the space) on the count of 10.
  • Once students have found a new spot, prompt them to turn and talk to a partner standing next to them. This can be a prompt about the art form, upcoming content, or just a moment to share something nice that happened during the day.
  • 这可以重复几次，这样学生就有机会与不同的同学聊天。
• 提示： This activity can get loud and energetic. To keep the energy calm, you can encourage students to find a new spot in slow motion, and tell them to whisper the prompt to their partner.
• 宿舍： 如果学生需要更多空间指导，您可以让他们坐在椅子上。或者一半的学生可以坐着，一半的学生可以移动。

Round-Robin 

• 路线 
  • Configure students into two circles (an inner circle and an outer circle) facing each other.
  • 每个学生应该有一个伙伴面对他们（也可以使用椅子提前设置）。
  • Prompt students to share something with their partner or work together with their partner to create something (e.g., practice a dance step, share a piece of visual art and give each other feedback, share a location or character idea for a scene, create a secret handshake).
  • Once shared, ask one circle to stay where they are and the other circle to move one person to the right or left. Everyone will now have a new partner and should be prompted to share something else.
  • This can continue for a few rounds, or even until every student has had a chance to talk to every other student.

• 提示： This activity can get loud with lots of students chatting at the same time. Be sure to establish a cue to get students’ attention and give them clear time limits.

• 宿舍： 让内心的学生坐在椅子或轮椅上。将一把椅子面对他们，然后让外圈移动到下一张椅子。

Introduce Each Other’s Art

• 路线
  • 在与全班分享一件作品之前，让学生配对。
  • In their pairs, they will share their name or artist name (this could be something like, ‘I’m known as the marvelous Malichi’), the name of the piece of work they’ll be sharing, and one thing they want the viewer or audience to know about their work.
  • 然后，他们的搭档会在他们分享之前将这些提示介绍给班级。
• 宿舍： This can also be done nonverbally by collaboratively creating a gesture for the student’s name and creating an epic entrance that throws attention to the performer/sharer.

Turn and Talk

• 路线 
  • Incorporate turn-and-talks into your questioning and reflection process. Instead of a full-group discussion, ask a question and tell students to turn and talk to a partner about their response.
  • Give them clear time limits on the amount of time they have and when one partner should finish sharing and the other partner should begin.
  • 你可以要求学生志愿者在互相交谈后分享。

分配角色和领导策略

• When doing small group work, clarify what roles need to be present in each group (e.g., one writer, two actors, one director, etc.).
• Clearly define and assign the roles in advance or have students choose the role they want before they begin to work. If assigned, ask the Classroom Professionals ahead of time what each person is good at (e.g., a writer is someone who is good at creating stories and scenarios). Or prompt students to have a conversation about each other’s strengths and assign roles based on that.
• When doing this work over multiple sessions, think about switching up responsibilities. You or Classroom Professionals may want to write down who has had which role for the future.
• If conflict arises over someone’s idea not being heard, you can troubleshoot by going back to the definition of each role and who is responsible for what.
• You have the opportunity to highlight students’ unique ideas or point out when someone demonstrates mastery of a skill. If possible, ask students to teach the skill to the rest of the class, or share how they came up with their idea (e.g., a student creates a dance move that they then teach to the whole class and add to a sequence of choreography).
• 尝试赋予学生领导角色，要求他们与整个班级进行沟通和协作。这可能包括负责记录或拍摄其他学生作品的纪录片导演，向小组或个别学生提供结构化反馈的导演，或与小组一起检查以让他们知道他们有多少时间的计时员.

大集团关系建立策略

• 教学艺术家应积极加强强有力的艺术选择、领导主动性以及积极支持和与同学合作的学生。
• 给学生空间和时间与同学分享他们的真实感受和兴趣。鼓励可能有相似兴趣的学生之间建立联系。
• At the end of the workshop, ask questions that highlight collaboration.
  • “What is something you learned from a classmate today?”
  • “What is something you learned about a classmate today?”
  • “Do you want to compliment anyone for their work in class today?”
• Start artistic work with a show-and-tell or a mini talent show. Have each student bring in an object or piece of artistic work and share it with the class. Let students ask questions and give positive feedback to their classmates.