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Classroom Dynamics Theory behind interpersonal processes in the classroom Jannie Schattefor

Classroom Dynamics Theory behind interpersonal processes in the classroom Jannie Schattefor. Introduction New Groups Cohesion Roles Conflicts – sources Conflicts – solutions Group dynamics in our classrooms. Introduction. Discuss in groups of 3:

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Classroom Dynamics Theory behind interpersonal processes in the classroom Jannie Schattefor

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  1. Classroom DynamicsTheory behind interpersonal processes in the classroomJannie Schattefor

  2. Introduction • New Groups • Cohesion • Roles • Conflicts – sources • Conflicts – solutions • Group dynamics in our classrooms

  3. Introduction Discuss in groups of 3: • How often do you participate in groups in your daily life? • Which groups? • How and why did you become part of these groups? • What role do you usually take on in groups?

  4. New groups People can have many reasons to join groups (e.g. personality aspects, need for social support, they are related to other group members – see hand-out) Discuss in pairs: • Why do our students join our classes? • Who decides which students are put together in a group? • Do students have a say in this?

  5. How can we help students feel comfortable in their new class? Video: Rules and agreements in the classroom to establish a safe environment for students to be themselves and to find their place in the group http://www.youtube.com/watch?v=PqHFP0-hXEk

  6. Cohesion • Experiencing unity, belonging to a group, ‘we’-feeling, esprit de corps

  7. Cohesion • Experiencing unity, belonging to a group, ‘we’-feeling, esprit de corps • Teamwork increases cohesion within groups

  8. Cohesion • Experiencing unity, belonging to a group, ‘we’-feeling, esprit de corps • Teamwork increases cohesion within groups • Stages in cohesion: orientation (forming) stage, conflict (storming) stage, structure development (norming) stage, work (performing) stage and dissolution (adjourning) stage. Not all groups follow these exact stages. See hand-out.

  9. Cohesion • Experiencing unity, belonging to a group, ‘we’-feeling, esprit de corps • Teamwork increases cohesion within groups • Stages in cohesion: orientation (forming) stage, conflict (storming) stage, structure development (norming) stage, work (performing) stage and dissolution (adjouring) stage. The last 2 are not reached by all groups. • Groups do not remain cohesive unless progress is made towards the achievement of clearly-articulated goals (e.g. exams in our classes and clarifying what is expected of the students to pass)

  10. Cohesion Video Stages and Cohesion in the classroom: http://www.youtube.com/watch?v=IwhYKQqnJ54 Discuss in pairs: • Examples of cohesion in your classroom • Any problems in cohesion that have occurred in your classroom

  11. Roles In groups, people often take on roles (naturally) in discussion, teamwork etc. Examples of these roles are in your hand-out. Discuss: What kind of roles are there in groups / in your classroom / in the teacher’s room?

  12. Roles Make groups of 3 and divide roles: 1 initiator, 1 provocateur / aggressor, and 1 mediator / wrapper Discuss 1 of these topics, using your role: • Smoking ban • Bull fighting • Necessity of visiting conferences • Necessity of using technology in teaching  very useful to give Ss roles in class to let them experiment with a different role then they’re used to, to interfere a little with the dynamics.

  13. Conflict -sources • C _ m _ _ t _ _ i _ _ • P o _ _ _ S t r _ g _ _ _ _ • P _ r s o _ _ _ C _ _ f _ _ _ _ _ • S _ _ i a _ D _ _ e m _ _ s

  14. Conflicts - sources • Competition between individuals or sub groups • Power struggles (incl. disagreement on goals and disagreement on methods) • Personal conflicts • Social dilemmas (self-interest vs. group’s interest)

  15. Conflicts - solutions Predict!

  16. Conflicts - solutions • Negotiation • Mediating • Communicate to resolve misunderstanding • Cooperating • Avoid personal conflicts • Tit-for-tat  bargaining strategy, starting with cooperation but then following other person’s choice (competition follows competition etc.)

  17. Group dynamics in our classrooms • How can we interfere with them?

  18. Group dynamics in our classroom • How can we interfere with them? • Change seating arrangement (personal space) • Change classroom (environment: temperature, noise, atmosphere) • Change place of teacher (sitting / standing up, in front of / in the group) • Use teamwork to let Ss work together • Put students in different pairs / teams every class (teacher decides S’s place) • Address leaders in teams (e.g. by nominating) • Use role plays to let Ss step out of their comfortable role • In kid’s classes: separate certain kids from the group

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