What is group dynamics?

We are members of a community. We interact daily with people at home, work, and wherever we go to meet different needs.

But, when we work in groups, we tend to behave differently than when we work individually. Because interacting with others can influence our perceptions of things, attitudes, and so behaviours.

Therefore, understanding how individuals interact and behave in groups is essential for managing effectively groups, getting more productive, and achieving better outcomes.

This is the purpose of group dynamics; the systematic study of groups. Indeed, group dynamics explores how groups affect the behaviour and attitudes of members and the organization.

Group dynamics research was initiated in the United States by social psychologist Kurt Lewin and his associates in the 1940s.

Managing group work and improving organizational goals has become a major concern of researchers in various fields such as business (the study of management teams), sociology (how people interact), psychotherapy (group therapy), and politics (leadership and decision-making).

Why is group dynamics important for teachers?

There is a common consensus that students working in small groups learn more of what is taught and retain it longer than when the same material is presented in other instructional formats (Barkley, Cross & Major, 2005; Davis, 1993).

In addition, in ‘good’ groups, students are likely to feel motivated, supported by their peers, and responsible for contributing to the group’s success. So, they will learn more actively and effectively (Murphy, Mahoney, Chen, Mendoza-Diaz & Yang, 2005).

Using group work effectively in teaching can render students’ learning experience more meaningful and rewarding. However, in some cases, group work can become a serious obstacle to learning. This can occur, for instance, when conflicts or rebellious attitudes emerge or when students are unwilling to cooperate.

Therefore, we need to learn about group dynamics to form groups effectively, deal with group work issues, and support their development.

Here are some effective tips and strategies for group formation and development. You can introduce them gradually in your classes.

Group Formation

1# Learn about each other

Working in a new group, students are likely to experience anxiety, lack of confidence, and uncertainty about being accepted and their competence.

So, such a kind of experience can be frightening and stressful for them. To this end, the first thing to focus on is to help students know each other, including the teacher.

Allow some time for that, before forming groups. You can use icebreakers and team-building activities where students are allowed to talk about their interests and share their learning in class.

Extracurricular activities can also help students not only to know each other, but also develop relationships beyond the school environment, namely friendship.

Moreover, teachers’ role is critical in promoting acceptance and a sense of a learning community. Calling students by their first names, making eye contact and interacting with all of them, praising their efforts, and caring about their interests and needs can help promote inclusion in the group and self-confidence.

2#Establish group norms

Group norms are class rules, routines, or how we should do things together to prevent chaos and facilitate each member’s role. These can include, for instance, taking turns, asking for help when needed, respecting others’ opinions, asking others for their ideas, not dominating, discussing with teammates before making any decision, etc.

Group norms should be formulated from the outset so that students understand what is expected of them. To help group members adopt such norms, spend time explicitly setting the norms, agree on a mutually accepted set of class rules, explain their value, and specify the consequences for violating them.

In case a counterproductive or damaging norm has emerged, you can explain your concern and discuss with students how that norm can harm the group. Then, negotiate possible options to act differently, and decide on a way to sort out the issue.

To maintain group norms throughout the course and help students remember and work with them, you can post them on a wall chart, regularly revise them, and/or send them via email to students whenever you assign group work.

Teachers’ attitudes toward the norms also matter. If you are too lenient with those who failed to comply or you are not paying enough attention to those set norms, your students will fail to follow them as they seem irrelevant.

3# Assign roles

The main needs of the group are to accomplish tasks and to maintain good relationships. So, group roles can be divided into task roles and social roles.

This means you can assign different roles for students to do in the group. Here are some examples:

• Information provider who searches for information and resources to support the task’s achievement.
• The manager who controls, makes sure things stay on schedule, keeps the group on task, organizes meetings, and reports group progress.
• Recorder/reporter who writes up what the group has found out or produced.
• Encourager or energizer who encourages each member to contribute.

In the group dynamics literature, role assignment has proved its positive effect on fostering students’ motivation and ability to do well.

However, certain preparation is necessary for students to perform their roles effectively. To do so, explain clearly the assigned roles. You can give them specific job descriptions and some controlled practice (ex. Each member will report his responsibility to the whole group).

As students get familiar with the group working and performing their roles, encourage role-taking. Allowing them to make such decisions will help them experience different roles instead of doing the same thing all the time.

Remember that the dynamics of group size is also an important component of group work. It is suggested that groups of three to four members are more appropriate (Csernica et al. 2002).

4# Create the right classroom environment

Research has shown that the setting where the group works profoundly influences the ways in which members behave toward one another (Dörnyei & Murphey,2009).

In teaching, classroom decoration, seating arrangement, and spatial organization are important to encourage and facilitate interaction between the group members.

From the perspective of group dynamics, the traditional teacher-fronted seating arrangement is inappropriate for group work as compared to U-shape, circular seating, and ad hoc clusters of chairs/desks arrangements (separate tables). This is because the teacher is still controlling everything while students are confined and cannot interact.

Besides opting for the right classroom arrangement to foster students’ interaction, it is necessary to incorporate movement in the classroom.

When you move around in the classroom you are making yourself accessible to all students, even those sitting at the back of the room. You can interact with them, listen to their concerns, and provide your help.

That increased proximity can be the great push students need to feel comfortable and believe in their potential to succeed.

Students also need to be on the move. You can ask them to work in pairs and then summarize their findings or the conclusion they reached to another member of the same group.

Changing partners for pair and group work can also help students get to know and learn from each other and have a new experience.

Further, to hook students and boost their engagement you can use songs and music. Soft music at the beginning of group work can grab students’ attention, while classical music during independent instruction can help stimulate the brain and increase their focus.

Why not bring change to break up the monotony of everyday classrooms? Cooperating in the campus garden, going outside for short field trips, interacting with a guest, or connecting virtually to other classes can be inspiring for group work.

Group Development

5# Be the group leader

Students in groups are supposed to accept each other, cooperate (using group and pair work), communicate issues, and make decisions to achieve high performance and quality outcomes.

Periods of conflict are common, but the group members should also possess effective conflict management strategies to handle them.

So, to manage groups in a way that helps them develop into cohesive and productive teams, teachers should take the role of a group leader.

Within group dynamics, the group leader has been described as the facilitator which changes as the group evolves. Scholars (Dörnyei, 2009, Heron, 1993) have identified different leadership styles during group development as follows:

• At the beginning of group development, teachers’ guidance is required as students lack the knowledge and skills to orient themselves. So, the facilitator is responsible for directing the learning process for the group. This controlling approach has been referred to as the ‘autocratic leadership style’.
• With the maturation of the group, the facilitator cooperates with students and encourages them to be more self-directed: trusting them and providing decision-making opportunities. So, his role at this stage is not to lead the group, but rather gradually promote their autonomy by creating a positive climate where they feel more motivated and responsible for the task, the ‘democratic leadership style’.
• When the group matures and is thus ready for the autonomous mode, the teacher should further decrease his/her presence in the group to support them in achieving their autonomy. This is through allowing more choices and encouraging students’ peer teaching, group projects, and self-assessment procedures.

6# Confront conflicts and use them

There are many causes of conflicts in a group. These can be, for instance, personality conflicts (dissatisfaction with another group member), task conflicts (disagreement on how certain tasks should be carried out), and communication conflicts (poor communication among the group members).

But, in group dynamics, conflicts can help a group develop. So, do not panic when these occur.

It is recommended to confront and use them to help mature the group, instead of suppressing them.

Here are some effective conflict-management strategies you can use:

• Active listening is necessary to resolve conflicts. So, teach students active listening including the essential body language gestures to use.
• Encourage students to express honestly how they felt in response to another person’s words or behaviour instead of saying what they think of another person and blaming him/her.
• Give the group members time to state their concerns, summarize key points, and move on to problem-solving. Then, discuss with them their suggested solutions.
• For those problem students who disturb other group members, express how angry or frustrated you are about their disruption and what they have to do to behave more properly.
• Help students set realistic goals by breaking the project down into smaller tasks.
• Encourage each group to set a timeline in class and keep a plan to get things done.
• Provide opportunities where students can evaluate their progress, reflect on their progress, and discuss their needs and problems.
• Combine group assessments with individual assessments to increase individual accountability.

 

Finally, group dynamics studies also emphasize the need for the collegiality of the staff/teachers to improve classroom group processes. Therefore, working together effectively, and sharing common goals, professional values and norms can help us apply and improve group dynamics. So, let’s make group work a unique learning experience for students!

References

Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco; Jossey-Bass Publishers.

Csernica, J., Hanyka, M., Hyde, D., Shooter, S., Toole, M., & Vigeant, M. (2002). Practical guide to teamwork, version 1.1. College of Engineering, Bucknell University.

Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Inc., San Francisco: California.

Dörnyei,Z.,& Murphey,T. (2009). Group Dynamics in the Language Classroom. Cambridge. Cambridge University Press.

Heron,J.(1999). The Complete Facilitator’s Handbook. London: Kogan Page.

Murphy, K. L., Mahoney, S. E., Chen, C. Y., Mendoza-Diaz, N. V. & Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussion. Distance Education, 26(3) 341–366.