Small Group Dynamics in the Classroom

Small Group Dynamics in the Classroom

Robert K. Conyne, Ph.D.Professor and DirectorCounseling Program, University of Cincinnati

The first major point about small group dynamics in the classroom is this: Every classroom provides the opportunity for small group work. Yes, even the largest of classes--with ingenuity and effective monitoring- can be redesigned to become a number of small groups. But using small groups within a large class is a topic for another time. For the present discussion, I want to focus our attention on working with just one small group within a classroom as a way to highlight three important forms of group dynamics:(a) group development(b) group processes, and(c) learning forces. It is of great help for instructors to understand and be skillful in using all three forms of group dynamics within their classroom applications.

Group Dynamic A: Group Development

A classroom group has a developmental life span, similar to that of any other living organism. Some 115 different developmental models for groups exist to describe how a group may progress over time. To boil these down to basic and common elements, any group has a beginning, a middle, and an ending phase, with each phase being characterized generally by somewhat predictable dynamics. In the beginning phase of a classroom group, students can be expected to look for direction, to become oriented, and to search for an increasing degree of security and trust. In the middle phase, assuming the earlier dynamics have been appreciably satisfied, student group members are more ready to engage with the task and to work more concertedly on task accomplishment. They learn how to relate to each other well and, if prompted and encouraged, can be led to learn about themselves and others through intentional group interaction. Moving toward the ending phase will find student group members dealing with closure around their involvement with the task and with each other. The dynamics associated with each group development phase can be very helpful in instructor planning and responding and, if explained to them, can assist members to understand and normalize what is occurring.

Group Dynamic B: Group Processes

Instructors in classrooms using a group approach need to become skilled in observing, understanding, and using group processes in their teaching. By group processes I mean such events and activities as the quality and quantity of member participation, levels of influence in the group, how decisions get made (e.g., by consensus, majority vote, railroading, etc.), attention to working on the task and given to group member thoughts and feelings, and the rules and norms governing the group, among other processes. In groups, it is the processes of interaction, that is, how members interact with each other, that at least equaland often can surpass in valuethe actual focus on the group task or product (e.g., to produce a project paper). Why? If the processes are effective and appropriate, then the product is enhanced; if the processes are not working, the product is negatively affected.

Group Dynamics C: Learning Forces

Classroom groups can unleash the power between. That is, in a well- functioning group, a synergy can emerge from the combination of member interactions. Ideas can beget ideas. Individual thoughts can be interwoven into a new fabric of thoughts that can exceed each separate one. An inner-directedness can be expanded to include an other-directedness, with the combination yielding learning forces that can be exhilarating and productive. Members can feel connected, supported, and challenged in a well-functioning classroom group, leading to a collaborative form of student-centered learning that can trump that produced through other instructional strategies. How so? Members in classroom groups can reach course goals while they also learn about themselves. Effective group work is well-equipped to advance members skills in team work, problem solving, and interpersonal communication and to help them to learn course content material.

A Potential Dark-Side

Not all classroom groups are sunny and bright, though. There can be the dark side, at times. Sometimes these groups fail. Sometimes they limp along sluggishly, not mattering much to anyone (but causing the instructor much alarm). Occasionally, they can be destructive in one way or another, an eventuality that is never acceptable. Students of instructors who are aware of and skillful in the use of group dynamics are far less likely to suffer such negative consequences, however. And the very good news is that group dynamics can be learned by interested faculty. Seeing the classroom as a group, and using group dynamics to guide the instructional process, can provide a powerful learning experience like none other.

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Copyright Information 2003Last updated 7 December 2003, 5:29:55 PM