Classroom DynamicsClassroom DynamicsTheory behind interpersonal processes in Theory behind interpersonal processes in

the classroomthe classroom

Jannie SchatteforJannie Schattefor

• IntroductionIntroduction

• New GroupsNew Groups

• CohesionCohesion

• RolesRoles

• Conflicts – sourcesConflicts – sources

• Conflicts – solutionsConflicts – solutions

• Group dynamics in our classroomsGroup dynamics in our classrooms

IntroductionIntroduction

Discuss in groups of 3: Discuss in groups of 3: - How often do you participate in How often do you participate in

groups in your daily life? groups in your daily life? - Which groups? Which groups? - How and why did you become part of How and why did you become part of

these groups?these groups?- What role do you usually take on in What role do you usually take on in

groups? groups?

New groupsNew groupsPeople can have many reasons to join People can have many reasons to join

groups (e.g. personality aspects, need groups (e.g. personality aspects, need for social support, they are related to for social support, they are related to other group members – see hand-out)other group members – see hand-out)

Discuss in pairs:Discuss in pairs:- Why do our students join our classes?Why do our students join our classes?- Who decides which students are put Who decides which students are put

together in a group?together in a group?- Do students have a say in this?Do students have a say in this?

How can we help students feel How can we help students feel comfortable in their new class?comfortable in their new class?

Video: Rules and agreements in the Video: Rules and agreements in the classroom to establish a safe classroom to establish a safe environment for students to be environment for students to be themselves and to find their place in themselves and to find their place in the group the group http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=PqHFP0-hXEk=PqHFP0-hXEk

CohesionCohesion

• Experiencing Experiencing unityunity, belonging to a , belonging to a group, ‘we’-feeling, esprit de corpsgroup, ‘we’-feeling, esprit de corps

CohesionCohesion

• Experiencing Experiencing unityunity, belonging to a , belonging to a group, ‘we’-feeling, esprit de corpsgroup, ‘we’-feeling, esprit de corps

• Teamwork Teamwork increases cohesion within increases cohesion within groupsgroups

CohesionCohesion

• Experiencing Experiencing unityunity, belonging to a group, , belonging to a group, ‘we’-feeling, esprit de corps‘we’-feeling, esprit de corps

• Teamwork Teamwork increases cohesion within groupsincreases cohesion within groups

• Stages in cohesionStages in cohesion: orientation (forming) : orientation (forming) stage, conflict (storming) stage, structure stage, conflict (storming) stage, structure development (norming) stage, work development (norming) stage, work (performing) stage and dissolution (performing) stage and dissolution (adjourning) stage. Not all groups follow (adjourning) stage. Not all groups follow these exact stages. See hand-out.these exact stages. See hand-out.

CohesionCohesion• Experiencing Experiencing unityunity, belonging to a group, , belonging to a group,

‘we’-feeling, esprit de corps‘we’-feeling, esprit de corps• Teamwork Teamwork increases cohesion within groupsincreases cohesion within groups• Stages in cohesionStages in cohesion: orientation (forming) : orientation (forming)

stage, conflict (storming) stage, structure stage, conflict (storming) stage, structure development (norming) stage, work development (norming) stage, work (performing) stage and dissolution (performing) stage and dissolution (adjouring) stage. The last 2 are not (adjouring) stage. The last 2 are not reached by all groups.reached by all groups.

• Groups do not remain cohesive unless Groups do not remain cohesive unless progress is made towards the achievement progress is made towards the achievement of clearly-articulated of clearly-articulated goalsgoals (e.g. exams in (e.g. exams in our classes and clarifying what is expected our classes and clarifying what is expected of the students to pass)of the students to pass)

CohesionCohesion

Video Stages and Cohesion in the classroom:Video Stages and Cohesion in the classroom:

http://www.youtube.com/watch?v=IwhYKQqhttp://www.youtube.com/watch?v=IwhYKQqnJ54nJ54

Discuss in pairs:Discuss in pairs:

- Examples of cohesion in your classroomExamples of cohesion in your classroom

- Any problems in cohesion that have Any problems in cohesion that have occurred in your classroomoccurred in your classroom

RolesRoles

In groups, people often take on roles In groups, people often take on roles (naturally) in discussion, teamwork etc.(naturally) in discussion, teamwork etc.

Examples of these roles are in your Examples of these roles are in your hand-out.hand-out.

Discuss:Discuss:What kind of roles are there in groups / What kind of roles are there in groups /

in your classroom / in the teacher’s in your classroom / in the teacher’s room? room?

RolesRolesMake groups of 3 and divide roles: 1 initiator, Make groups of 3 and divide roles: 1 initiator,

1 provocateur / aggressor, and 1 mediator / 1 provocateur / aggressor, and 1 mediator / wrapperwrapper

Discuss 1 of these topics, using your role:Discuss 1 of these topics, using your role:- Smoking banSmoking ban- Bull fightingBull fighting- Necessity of visiting conferences Necessity of visiting conferences - Necessity of using technology in teachingNecessity of using technology in teaching very useful to give Ss roles in class to let very useful to give Ss roles in class to let

them experiment with a different role then them experiment with a different role then they’re used to, to interfere a little with the they’re used to, to interfere a little with the dynamics.dynamics.

Conflict -sourcesConflict -sources

- C _ m _ _ t _ _ i _ _C _ m _ _ t _ _ i _ _

- P o _ _ _ S t r _ g _ _ _ _P o _ _ _ S t r _ g _ _ _ _

- P _ r s o _ _ _ C _ _ f _ _ _ _ _P _ r s o _ _ _ C _ _ f _ _ _ _ _

- S _ _ i a _ D _ _ e m _ _ sS _ _ i a _ D _ _ e m _ _ s

Conflicts - sourcesConflicts - sources

- Competition between individuals or Competition between individuals or sub groupssub groups

- Power struggles (incl. disagreement Power struggles (incl. disagreement on goals and disagreement on on goals and disagreement on methods)methods)

- Personal conflictsPersonal conflicts

- Social dilemmas (self-interest vs. Social dilemmas (self-interest vs. group’s interest)group’s interest)

Conflicts - solutionsConflicts - solutions

Predict!Predict!

Conflicts - solutionsConflicts - solutions

- NegotiationNegotiation

- MediatingMediating

- Communicate to resolve misunderstandingCommunicate to resolve misunderstanding

- CooperatingCooperating

- Avoid personal conflictsAvoid personal conflicts

- Tit-for-tat Tit-for-tat bargaining strategy, starting bargaining strategy, starting with cooperation but then following other with cooperation but then following other person’s choice (competition follows person’s choice (competition follows competition etc.)competition etc.)

Group dynamics in our Group dynamics in our classroomsclassroomsHow can we interfere with them?How can we interfere with them?

Group dynamics in our Group dynamics in our classroomclassroom How can we interfere with them?How can we interfere with them?1.1. Change seating arrangement (personal space)Change seating arrangement (personal space)2.2. Change classroom (environment: temperature, Change classroom (environment: temperature,

noise, atmosphere)noise, atmosphere)3.3. Change place of teacher (sitting / standing up, in Change place of teacher (sitting / standing up, in

front of / in the group)front of / in the group)4.4. Use teamwork to let Ss work togetherUse teamwork to let Ss work together5.5. Put students in different pairs / teams every class Put students in different pairs / teams every class

(teacher decides S’s place)(teacher decides S’s place)6.6. Address leaders in teams (e.g. by nominating)Address leaders in teams (e.g. by nominating)7.7. Use role plays to let Ss step out of their Use role plays to let Ss step out of their

comfortable rolecomfortable role8.8. In kid’s classes: separate certain kids from the In kid’s classes: separate certain kids from the

groupgroup