Teachers can prevent such excuse- making by discussing the characteristics of a good project from the outset. When children see models of excellent work and are given the chance to participate in establishing standards, they know how their efforts will be evaluated and are more easily able to overcome frustration. Children have many opportunities to work collaboratively. In classrooms where collaborative learning is encouraged, children practice making and sustaining fulfilling relationships with others. These relationships develop as children learn from each other while working with a partner or in small groups.
Teachers provide guidance by introducing a task or concept, or helping children plan their work.
In formal collaborative learning, teachers assign children to work with one or more classmates on a project or task with specific goals in mind. Informal collaborative learning occurs throughout the day, when children turn to their peers for help in solving a problem, share ideas, or want to explore a new discovery. As children collaborate, they learn to take turns, share, give and get help, and listen to others. Children participate in meetings to solve classroom problems. When teachers use classroom meetings to solve these problems rather than rely on their own authority, they build initiative in children.