Using the Peer Group for Positivity

Students face a multitude of barriers to their learning. When in the classroom, the student is not merely facing the task at hand. Instead, a student is required to negotiate a vast sea of possible detractors. One of these could be peer pressure, which could inspire the student to behave in a disruptive way. However, peer pressure can also have a very positive effect. This has been well documented for years, and is outlined explicitly in Lisa K. Carden Smith and Susana.Fowler’s article “Positive Peer Pressure”. Peer pressure is a critical factor in terms of behavior, self-esteem and connection to the school, all of which are crucial in terms of academic performance. A child falling in with the ‘right crowd’ can have as much of a life changing effect as a child falling in with the wrong crowd.

            In order to utilize positive peer pressure, a teacher must first take charge of their environment. It has been well documented that a positive spatial environment can contribute to feelings of positivity within the classroom. A teacher must realize that fear is an unsuccessful motivator. In order to keep students on track and motivated, teachers must learn how to build a trustworthy and open atmosphere. Many teachers, administrators and even colleagues are guilty of labeling students. This can have a hugely detrimental effect, if that labeling is negative. If the labeling is positive, according to the self-fulfilling prophecy, as student could be motivated. It is up to the teacher to try to instill that positivity in the students. A teacher must learn to build trust in her students, and to build mutual understanding. While it is important to retain the correct and appropriate roles of teacher and student, a teacher must learn how to be flexible and empathize with students in order to understand their motivations. In essence, teachers instigate the peer group. If a teacher is constantly praising a student, it is more likely that other students will praise each other. In this way, our role in the peer group is unparalleled. This year at my school there was an initiative in which the teachers spent the first three full school days with our homeroom classes, studying Personal Social and Health Education. While the duration seemed daunting initially, it was crucial for building rapport with the students. Furthermore, it allowed the teachers to have a little flexibility in schedule, in which they could get to know their students. These days were incredibly important for building a positive atmosphere that is shared by all students.

In order for positive peer pressure to work effectively, the whole school must participate. Peer groups work most effectively when they are school wide, and are not subjective to each classroom teacher. Merit systems and houses work very well to motivate students, particularly when there is a bit of healthy competition. A merit system can influence a student to perform well because all her peers are performing well. At my school, we recognize students for their successes in weekly assemblies. This could be for something as small as helping a teacher, or for acing a test. This way, positive behavior is modeled for the students by each other. Another initiative this year was the creation of student run assemblies and campaigns. Every two weeks, a different group of students run an assembly and earn Community and Service hours for their trouble. At our school, it seems that students are positively motivated in Grade 6. However, by the time they get to Grade 11 and 12, there motivation is waning. For them, it is no longer cool to try. We have found that the student run assemblies are the perfect time for students to showcase their non-academic skills, and show off to the school. It is a very good motivator.

            Within the classroom, positive peer pressure can be incredibly beneficial. Peer checking or peer marking is a great way for students to motivate each other. I often ask my students to check each other’s essays, and I find this activity has many positive outcomes. The students learn how to proofread in addition to participating in a peer building exercise. Later, students have the opportunity to nominate their peers for recognition of their writing. Students are being taught how to give both critical and positive feedback, and to contribute to positive reinforcement. Another way to motivate students is through seating plans. High achievers can be ‘sprinkled’ throughout the classroom to help peers who may be having trouble. In my Grade 10 English class, we have used the study of Julius Caesar to build on our peer groups. The class has been divided into production companies, each with a rotating ‘director’. The director leads and evaluates the other members of the company. At the end of each act, a production company ‘wins’ a miniature Oscar. This keeps the students motivated through positive peer pressure, and is also really fun.

            In conclusion, there is a lot that teachers can do in order to motivate students and to maximize the effects of positive peer pressure. For teachers, it is critical to use praise, motivating techniques, and to retain an atmosphere of positivity. Since a teacher cannot be everywhere at once, having peers monitoring each other is very valuable. Also, as studies have proven, children and teenagers are more likely to react to the influences of their peer groups than their teachers. The responsibility of the teacher is to create an atmosphere where positive peer pressure flourishes, and then to create and monitor activities or campaigns that are designed to foster positive peer pressure.