The investment of class time for the development of collaborative skills is amply rewarded. Many newer curricula involve students in group projects. In general, they do not pay enough attention to the dynamics that arise in small student groups that can sidetrack progress. Some curricula provide a page of notes on appropriate group interaction for the teacher to distribute to the class. Such guidelines, passively received, are unlikely to dramatically influence behavior.
Students pay much more attention to rules which they have had a hand in creating.
For example, assessment rubrics tend to be more demanding and more closely adhered to when generated by a class. Likewise, instructions for proper conduct during group projects are usually more complete and effective when developed by the students themselves. Mathematician Ron Graham A class with a math research strand should seek to become a community of mathematicians. Students can work on research questions together, combining their insights and supporting each other during challenging times. Students often encounter difficulties working together, but these problems can be anticipated and ameliorated through peer and self assessments of group process and behavior.