Small Groups, Big Impact: Find the Magic in the Moments that Matter

By Janice Rice-Kafafy, Anderson School District One

---

Summary: In this reflective piece, educator Janice Rice-Kafafy invites teachers to rediscover the power of small group instruction—not as another strategy to manage, but as a meaningful way to connect with students, personalize learning, and unlock hidden potential. With warmth and honesty, she explores how even the smallest moments of focused attention can build confidence, deepen understanding, and create lasting impact for all learners—especially those who need it most.

---

If you were to walk into my classroom on any given day, you might not immediately notice the quiet magic taking place in the corners of the room. You’d see small clusters of students leaning in together, papers spread across the table, voices low but eager. You might hear snippets of conversation—one student asking a clarifying question, another offering an idea, a third connecting something new to something they learned last week. And if you looked closely, you’d probably catch a few smiles—the kind that come when understanding finally clicks.

That’s the beauty of small group instruction.

It’s not flashy. It doesn’t always follow a perfect schedule. But it’s real. It’s where the learning feels personal, where relationships deepen, and where students who might otherwise fade into the background begin to find their voices.

A Shift in Thinking

I didn’t always believe so strongly in small groups. Like many teachers, I started my career thinking that whole-group instruction was the most efficient way to teach. After all, we have so much content to cover, and so little time. It seemed logical that addressing the entire class at once would reach everyone equally.

But as the years went on, I began to realize that “equally” doesn’t always mean “effectively.”

I can still remember sitting at my desk after a particularly long day and asking myself, Who did I really hear from today? Sure, a few hands went up during the lesson, and I felt good about the energy in the room—but what about the quiet ones? The students who hesitated, who needed more time to process, or who didn’t feel confident enough to share?

That question changed everything.

I began to wonder: What if I could carve out space where every student had the chance to be seen, heard, and understood? What if those quieter voices had a safe place to think out loud, to try and fail, and to try again?

Why Small Groups Work

Small group instruction offers that kind of space. When we meet with a handful of students at a time, we can slow down. We can listen more carefully. We can observe—not just what students say, but how they say it. We can see the flicker of confusion before it grows into frustration. We can notice the small triumphs that might otherwise go unseen.

Beyond relationship-building, small groups are a powerful tool for:

• Personalized Learning: Each group can focus on the specific needs of its members. This flexibility allows us to meet students where they are rather than where a pacing guide says they should be.

• Formative Assessment: Listening to students think aloud gives us authentic insight into their understanding. Those moments are worth more than any quiz or worksheet.

• Student Engagement: Smaller settings often feel less intimidating, which helps even reluctant learners take academic risks.

• Equity: Small groups ensure that every student—not just the quick responders—gets a turn to learn, to lead, and to shine.

  
  

When we approach small groups with intentionality, they become the bridge between teaching and true understanding.

But What About the Challenges?

Let’s be honest—small groups are powerful, but they’re not without their hurdles. Every teacher who’s ever tried to juggle multiple groups knows the tension between wanting to give students individualized attention and needing to manage everything else that comes with a full classroom.

The three biggest challenges I hear from teachers are:

1. Classroom Management: “How can I keep the rest of the class on task while I work with a group?”

   
   

2. Time: “When am I supposed to fit this in?”

   
   

3. Differentiation: “How do I design meaningful tasks for each group without doubling my workload?”

   
   

These are all valid concerns—and ones I’ve wrestled with myself.

What I’ve learned over time is that the key isn’t to overhaul everything at once. It’s to start small and build consistency.

For classroom management, I’ve found that structure and predictability make a world of difference. Setting clear expectations, rotating routines, and using engaging independent activities give the rest of the class a sense of autonomy. Students quickly learn that small group time isn’t “free time”—it’s “focused time.”

When it comes to time, flexible grouping is your friend. Not every small group has to meet every day or even every week. Sometimes a five-minute check-in is enough to move students forward. Other times, you might devote an entire period to rotating stations.

And differentiation? That’s where the magic truly happens. When you mix it up—using strength-based groupings, incorporating student choice, or blending digital tools—you’ll notice that students become more invested in their own progress.

Small Groups Across the Content Areas

Small group instruction doesn’t belong to one subject or grade level—it belongs to everyone.

In Math, small groups can transform problem-solving from an intimidating task into a collaborative journey. Rotations that include real-world problems, digital tools, and flexible groupings can help students make connections between abstract concepts and concrete understanding.

In ELA, small groups might take the form of literature circles or choice-based reading sessions. These moments allow students to dive deeper into text, practice discussion skills, and learn from each other’s perspectives.

In Science, they can turn chaotic labs into meaningful explorations. Structured lab roles, pre- and post-lab check-ins, and collaborative simulations keep students engaged and accountable.

No matter the subject, the goal is the same: to create smaller, more intentional spaces where students can think, question, and connect.

The Heart of It All

At the center of every small group is a relationship.

When I sit down with a few students, I’m not just teaching a skill—I’m building trust. I’m showing them that their thinking matters, that mistakes are part of the process, and that learning is a shared journey.

Sometimes those groups feel like therapy sessions in disguise. Students open up—not just about the content, but about their frustrations, their goals, their lives. Those five or ten minutes of undivided attention remind them (and me) that learning is deeply human.

And here’s the truth: those are the moments I remember most at the end of the year. Not the perfectly executed lessons or the colorful anchor charts, but the quiet breakthroughs that happened around a kidney table when a student finally said, “Ohhh, I get it now.”

An Invitation to Begin

If you’re reading this and thinking, That sounds great, but I don’t know where to start, I get it. My advice? Start small.

Pick one group. One lesson. One class period. Choose a few students who could benefit from a little extra time and see what happens when you meet with them intentionally.

You don’t need fancy materials or an elaborate plan. Sometimes, all it takes is a space, a purpose, and your presence.

Because when we give students that time—to think, to question, to struggle, to succeed—we give them more than knowledge. We give them confidence.

And confidence, I’ve learned, is contagious. It spreads from one student to another, reshaping not only how they learn but how they see themselves as learners.

So here’s your invitation: Start small. Try one group. Create space for closeness, clarity, and connection.

Because sometimes, the biggest impact comes from the smallest circles.

###

About the Author

Janice Rice-Kafafy is an experienced special education teacher currently working in a self-contained classroom at Powdersville Middle School in Anderson School District 1. She holds dual undergraduate degrees in Multi-Categorical Special Education and Elementary Education from Lander University and a Master of Education in Classroom Leadership from Southern Wesleyan University. A long-time mentor and advocate for inclusive practices, Janice is pursuing National Board Certification and participates in the Special Olympics Leadership Cohort. Her passion lies in empowering both her students and fellow educators to embrace growth, connection, and confidence in every learning space.