The relationships
that build noise
Impact of peer
relationships in the
classroom, Impact of
peer-to-peer interactions
in the classroom,
Reaching achievement
through peer-to-peer
collaboration
8
Leadership
It is widely known that building
a culture of positive relationships through
peer-to-peer interactions in a classroom
is something that should be embedded
throughout the delivery of content. Educa-
tors understand the importance of teacher-
to-student relationships as this may bring a
“compelling protective factor” when these
relationships include support, care, and
commitment (Hansen, 2018). However,
when we talk about peer-to-peer interac-
tions, we hardly discuss what the actual
impact of peer interactions has on achieve-
ment, and we usually don’t discuss what
these interactions actually look like as we
walk into a classroom.
In this era of Common Core Standards,
where students are expected to collaborate
and learn together, it is imperative that
educational leaders not only validate that
peer-to-peer interactions actually correlate
to mathematics achievement but also know
how these positive relationships should look
in a classroom. Positive peer-to-peer inter-
actions have particular positive outcomes
specifically for students of color. The shifts
in California student demographics show
that our classrooms are intricately diverse.
Relationships within schooling experi-
ences are an important asset for students
of color and from low-income households
(Espinoza, 2011; Stanton-Salazar, 2001;
Suarez-Orozco, Suarez-Orozco, & To-
rodova, 2008). Relationship building and
using peer-to-peer interactions as instruc-
tional strategies are strategies that can be
used across classrooms.
I studied two schools that are high per-
forming Hispanic-serving institutions.
The schools served at least 50% Hispanic
students, 50% or more students from low
income backgrounds, and had consistently
gained in state testing for at least three
years. When conducting my study, I had
one question in mind; what are the factors
that correlate to student achievement in sec-
ondary entry-level mathematics? Through
classroom observations, analysis of school
site plans, and administrator interviews,
one of my key findings that correlated to
By Paula Madrigal