Numbering off: Divide the number of students by 4 or 5 and number students off. Have student 1 stand in a spot in the room holding up one finger. Have the following students from 2-4 or 5 do the same so that it is clear to the students where each numbered group can be found. Number off the rest of the students and have them find their group.

 

Atom game: Have students walk through the space in circles without stopping. Call out: “Atom 3” and students must quickly gather in groups of 3 based on the people who are nearest to them. If there are any students who don’t fit into a group of three, have them be the nucleus of the nearest group. Change the group size by calling a different number of atoms.

 

Popsicle stick random pick: Write each student’s name on a popsicle stick and 

put it in a container. Randomly draw names to form groups.

 

Table groups: Assign groups based on who the students sit with at their table group. Since you’ve already thought about balancing out groups based on strengths and needs, use this to your advantage and use these groups for drama group work.

 

Student choice: When students are going to be working on a piece that they will be revisiting and taking to performance, sometimes they prefer to work in groups of their own choosing. Knowing that they will sometimes have a chance to work with a group that they have chosen helps them be more amenable to working with assigned groups.

 

Teacher Tip: Before students pick their own groups discuss the following:

  • Don’t just choose the people you hang out with. Choose the people that you know that you work well with 

(e.g., you generally get along well and don’t set each other off; they don’t try to distract you from your work, they take the work as seriously as you do)

  • Come up with rules within your group about what you’re going to do to try and stay focused and to resolve conflicts if someone doesn’t agree with something.
  • If after 2 or 3 rehearsal periods, things aren’t working out/the group is not getting their work done, the group agrees that the teacher will reassign them to new groups.

 

Teacher tip: Strategically place students with special needs in groups where they have at least one buddy who they get along with. Spend time with these groups during the planning process to ensure that their voices are heard and that the group learns how to read and support their needs. (E.g., They prefer to be told what to do instead of making it up on their own; they might only be able to pay attention for 5-10 minute periods before they need a break; they may get upset if no one explains what is going on and what the group is doing or if it's too loud).