TABLE 5.

Representative quotes for the Group Dynamics theme

Category	Representative subcategory	Corresponding representative quote
Group Functioning	Actively monitor	“Another tip to try during small groups or pairs is to walk around the room and observe each group up close. This can allow students to ask questions that they might not ask in front of the whole group, and it’s a way to get a feel for which students work faster and slower.” (498, 2015, Male)
	Remind about philosophy	“One the biggest struggles that I had with my PLTL was the ‘bored’ student. These are students who are very familiar with the material. They might seem annoyed that other students are not able to understand the question and start working on the next problem on their own. As a peer leader, don’t be afraid to tell them to refrain from moving onto the next problem! Remind them of the PLTL philosophy and how this is supposed to be a group effort.” (492, 2015, Female)
Balancing Personalities	Rein in dominant students	“Scribe is a great tool if you find that your dominant student seems to be running away with the conversation. Scribe puts the dominant student at the board and gives other students a chance to talk while keeping the dominant student engaged.” (494, 2015, Female)
	Encourage quiet students	“You can ask the quiet students to write their work on the board once their group has finished. This will let you know whether the student simply sat and wrote down what the dominant student said or if they truly understand the material.” (496, 2015, Male)
Promoting Equal Participation	Call on students	“Additionally, making an active effort to ensure everyone speaks at least once throughout the session can really help to foster a more balanced discussion.” (491, 2015, Female)
	Use turn-taking	“Using Round Robin after a question allows every student to participate and contribute a bit to the problem—it is truly a group work to solve the strategy! This way, both quiet and dominant students can equally contribute to the question and create a leveled learning environment.” (492, 2015, Female)