With more experience, attending to community issues becomes a regular part of the learning process. Students work together in various configurations and there is time to reflect on the functioning of the classroom community. Ultimately, the class can learn that groupings are defined best by the task at hand. Students can then work individually, in small groups, or as a complete class to collaboratively create an environment conducive to the learning of each class member. The teacher sees the students as potential resources to help solve problems in class that range from social issues between students, through logistic issues such as keeping the boot area neat, to academic issues raised by the curriculum.
Teachers begin turning over problems and questions to kids.
By asking students what they've learned, what confusions they have, what they've done well, or what they could do better, teachers can diagnose where students are developmentally, provide for student ownership and self direction, and make adaptations to better meet student needs. They provide for positive results that inspire further exploration of and commitment to the model. Just as students go through developmental stages of learning, so do teachers. You must walk before you can run. These small steps in your classroom can lead to giant steps for your students.