A student refuses to participate in a group activity, saying, "I do not like working with people who do not think like me." Which strategy effectively supports relationship-building?

While this option may accommodate the student's immediate discomfort, it does not promote interaction or relationship-building. By allowing the student to work alone, they miss the opportunity to learn from and engage with their peers, which is essential for developing social skills and understanding different perspectives.

This strategy focuses on etiquette rather than fostering genuine engagement or relationship-building. While politeness is important, it does not address the root of the student's reluctance to collaborate with others who think differently, nor does it create an environment that encourages open dialogue and understanding.

Feedback forms can be useful for reflection but are not effective for immediate relationship-building. This approach does not facilitate real-time interaction or discussion among students, which is necessary to improve their ability to work with differing viewpoints and to build rapport with one another.