Using Group Contracts to Strengthen Collaboration

Students learn more when they learn from each other. That's the beauty of group work. However, there's also the reality that group work and classroom collaboration can lead to chaos. This is why it's so important to use the group contract.

At the beginning of any collaborative project, before any work takes place, students should fill out a group contract. A group contract is a shared document that the group members write together and sign. It’s a mutual agreement made by all group members to set the norms for student collaboration throughout the project. This is a living document that can be referred to and used as a tool whenever necessary to help students hold each other accountable.

Before You Begin

Before introducing the contract, take a few minutes to explain why you’re doing this. Most students have experienced frustration during group work, and they’ll immediately understand the value once they realize this helps prevent those issues. Even early elementary students can discuss with each other why group work can be difficult, and “calling it out” is the first step in preventing the problems.

Ask the question: Where have you struggled with group work before?” Or even: “Why do you hate group work?”

After this discussion, students can begin filling out the contract together. 

Using the Group Contract to Meet Group Members

The creation of a group contract starts with making sure everyone in the group knows each other. This is an easy step to skip, but it's one of the most important! Students will have a hard time asking for help or holding someone accountable if they don't know each other's names. 

The next part of becoming acquainted is a discussion among group members about each other’s strengths and weaknesses concerning whatever project or task they are working on. If students are doing some type of art project, it’s beneficial for everyone to know if someone in the group loves making art. If there’s a video component, this is an opportunity for a student with video skills to let everyone else know. If the project involves public speaking and a student is deathly afraid of it, they would share this with their group members during this part of the process.

This doesn’t mean if a student is strong in a certain area that they’ll automatically be assigned a certain role or that a kid afraid of public speaking won’t have to present. The point of this process is for students to get to know one another so they have extra knowledge to strengthen collaboration later on.

Classroom relationships tend to be surface level, and what students know about each other is based on narrow information. When students are given a formal, directed time to talk with each other about personal strengths and room for growth, relationships go deeper. And I cannot say this enough: the heart of strong collaboration is found in relationships.

Setting Expectations for Collaboration

Now students discuss what they expect from each other throughout the group project. A teacher can model or lead this discussion the first time, talking about what kind of agreements should be included in the contract and even how to have this discussion.

“I hate it when one person has to do all the work but then everyone gets the same credit. So let’s write that members have to meet deadlines we agree on together.”

Here are some of the agreements they might put in their contracts:

• I will complete any task assigned to me by the group.
• If I am sick or absent, I will check in with the group.
• I will not use my headphones unless I am working on an individual task.
• I will meet all deadlines the group sets.
• I will be open to constructive criticism from other group members.

Have students remember the discussion you had before starting the contract. “What kind of things have bothered you before during group projects?” or “If you are on a team, what do you value most from your teammates?” 

Once students have a handle on how to create team agreements, allow them to discuss among themselves what they think should be included.

Consequences for Violations- Getting Fired From the Group

An important part of drawing up a group contract is coming up with the consequences for not meeting the team expectations. It’s helpful to have a system through which each student is allotted a certain number of warnings or strikes before more serious action is taken. 

In my classrooms, I’ve always had a firing system. After a certain number of warnings, say two or three, the group can bring their documentation to the teacher and recommend that a student be removed from the group. Ultimately, it’s up to the teacher to decide whether that student is actually “fired.” As teachers, we often have a broader perspective and can sometimes guide students through conflict resolution instead.

However, if a student has repeatedly been on their phone, ignored their responsibilities, or failed to complete tasks, they can be removed from the group. When that happens, the consequence is significant: they must complete the entire project on their own, starting from the beginning. They can’t use anything the group created. They’ll still be held to the same grading standards, receive a zero on their collaboration grade for demonstrating poor teamwork skills--- and I’ll call their mom.

These are realistic consequences, and I’ve found that students don’t like them. Which makes this process a powerful incentive to take group work seriously and contribute meaningfully.

When creating the contract, students should decide how many warnings each group member should get. If someone is off-task or violates the contract, group members are responsible for giving those warnings to each other.

Signing the Group Contract

At the bottom of the group contract is an opportunity for students to sign it. This is where they commit to their group that they will follow the norms of collaboration they established together. Will there potentially be violations of the contract? Of course. Students are human and need grace. But by working on this as a group and making this covenant, group work has a strong foundation and students are set up for success.

You can also schedule a quick five-minute contract check-in halfway through the project. Ask groups to reflect:

• Have we lived up to our agreements?
• What needs to change for the second half?

This simple reflection can prevent small issues from becoming major conflicts.

Differentiation and Teacher Tips

• For younger students: Use sentence starters (“I will try to…”) or visuals for expectations.
• For English learners: Pre-teach key words like collaborate, expectations, and responsibility, and use discussion stems to support participation.
• For digital classrooms: Have students co-create and sign contracts in Google Docs or Canva templates.
• For advanced groups: Encourage students to include “stretch goals,” like practicing active listening or using specific conflict-resolution language.

Why It Works

Group work can of course be chaotic, and I’ve seen my share of chaos when kids are in groups. But when you dedicate time to laying the groundwork for strong collaboration, you set your students up for success. Research from Johnson & Johnson (2009) shows that structured collaboration and peer accountability lead to higher achievement and stronger interpersonal skills. When students build agreements together, they gain ownership of the process. I’ve seen group contracts transform chaotic, surface-level collaboration into meaningful teamwork that mirrors the real world.

You can get the Group Contract Template as well as other tools for student collaboration for free here.