We present a study of how children demonstrate physicality during collaboration around interactive tables at school. Our results show that children tend to dynamically position themselves around the tabletop area to effect particular social meanings. These movements around the tabletop allow them to enact coordination strategies in their social interactions with each other to manage their learning and task-based activities. Our analysis indicates the importance of understanding physical strategies and behaviours when designing and deploying interactive tables in classrooms. We discuss how the design of tabletop s in school can embrace the extensibility of this technology, providing access for children to define and shape their own collaboration strategies for small group learning.