When we think about the most meaningful learning environments we’ve been part of—as students or instructors—they all have one thing in common: a sense of connection. Over the years, we’ve both noticed that when students feel comfortable with one another, they participate more, take more risks, and support each other in ways that enrich the entire course. But that kind of community doesn’t emerge on its own; it must be intentionally nurtured.
One of the most effective strategies we’ve developed for building this sense of connection is something we call rotating partnerships—brief, structured activities in which students work with different peers on a regular basis. These interactions usually last just 5 to 10 minutes, but when repeated throughout the term, they create a powerful network of relationships.
Why rotating partnerships matter
We intentionally use rotating partnerships to help students feel welcome, especially in linguistically diverse classrooms or settings where students may be nervous about speaking up. When students know they’ll regularly meet new classmates in a low‑stakes context, it eases anxiety and normalizes collaboration. Instead of competing, students begin to see learning as something shared.
Week by week, those small interactions accumulate. Students learn names, find common ground, and start recognizing familiar faces across the room. By mid‑term, we often see friendships forming and hear students say things like, “We now do our homework together after class!” or “I didn’t know we had that in common!” The classroom starts to feel different—lighter, warmer, more connected.
Building a community
At the start of the term, we explain to students why these interactions matter. We don’t frame them as “icebreakers” but as an integral part of the learning experience, especially in courses where collaboration and communication play a central role.
During the first class, we start with simple paired activities that are quick, structured, and approachable. Then we ask pairs to join other pairs to form small groups, where students share insights from their paired discussions or respond to short prompts. We often invite groups to report something fun or memorable to the class—nothing high-pressure, just small moments that help students feel seen.
Throughout the term, we weave in brief collaborative tasks: warm-up activities, short quizzes, problem-solving prompts. The key is rotating partners regularly—usually weekly—so students slowly build connections across the entire class, not just within one or two comfortable pairings.
These activities are not graded. For us, the value lies in engagement, not accuracy. Because there’s no penalty for mistakes, students can participate more freely and rely on their peers without fear of judgment. We see this as formative learning: a chance to practice language, explore ideas, and strengthen classroom relationships in a supportive, low-stakes environment.
What we have learned along the way
- Start small and build consistency; routine makes the activities feel natural.
- Rotate partners intentionally, but don’t be afraid to offer flexibility when needed.
- Tell students why partner rotation matters—they buy in when they understand the purpose.
- Encourage them to continue these connections outside class, whether through study groups or informal meet‑ups.
- Use GenAI to create rotating pairs and groups. Before using Copilot, it took us quite a bit of time to reorganize students into new combinations
- Remember that relationships take time; visible impact may unfold gradually.
What we’ve seen over time
The benefits have been clear in our classrooms. Positive written feedback to this approach has been received from students via midterm feedback sessions and end of term course evaluations. We have also observed that students learn names quickly, discussions become more dynamic, and there’s a noticeable shift in the room: students laugh more, take more risks, and begin to genuinely support one another. We’ve observed stronger group cohesion and more positive classroom dynamics overall. Some students have even told us they feel “much more comfortable participating” or that rotating partners helped them “finally feel like part of the class.” For us, those comments confirm the value of making community-building a deliberate part of our teaching.
Header photo credit: Vitaly Gariev via unsplash.com
Senior Faculty Lecturer in Hispanic Studies at the Department of Languages, Literatures, and Cultures at McGill University.
Senior Faculty Lecturer and Language Program Director in German Studies, McGill University
Senior Academic Associate at Teaching and Academic Programs - McGill University.
