1. Group Dynamics
Having understanding of the group dynamics within your class will help your students work more effectively together. In this powerpoint we will be looking at what some group dynamics are, why they matter. In the discussion following, we will discuss ways of managing them.

2. Stages in the evolution of a group
Inclusion/Forming
Control/Storming
Affection/Norming
When a group forms, they will progress through various stages or phases.
Inclusion is the 1st phase:
How do I fit in, what do you need to do to be recognized/accepted? In this stage, the students may initially be polite, they may be anxious. The instructor is often seen as a dominant player at this time.
The second phase is Control/Storming:
Each student strives to find their comfortable level of influence. This may involve pushing of boundaries from the first phase, including the challenging of authority or other students involvements or contributions.
Affection/Norming is the third phase:
It addresses who supports who within the group. The students will begin to resolve differences and working with strengths of various students. It may make or break effect of what the group can accomplish.

3. Group dynamics Group behaviours Task oriented Group building
Self orientated
There are a number of basic components of group behaviours that we will look at individually.

4. Task oriented Initiating Information seeking Clarifying Summarizing
A good place to start
Information seeking
“Dale you work with this, what do you think?”
Clarifying
“Is that right Chris?”
Summarizing
“Let us look at the ideas on the flip chart”
Consensus
“In spite of our differences we can all live with…”
Task oriented behaviours can serve to start with building consensus and also involve working with the strengths of the various students. Communication is key in seeking, clarifying information, summarizing all the input and seeking consensus to move forward.

5. Group building Encouraging Express group feeling Harmonizing
Responsive to others
Express group feeling
”We are learning together.”
Harmonizing
Attempt to reconcile differences
Compromising
”I can live with that”
Gate-keeping
Opening for others to talk
Group building activities seek to build on the strengths of the students and minimize the weaknesses of the group working together.
They work to build interdependence and trust. The instructor can’t just do the work of group building once on the first day of class. It requires continual awareness and input throughout the teaching sessions – whether AFA, OS or while patrolling.

6. Self oriented Blocking Deserting Bulldozing Recognition seeking
There are a number of self-oriented behaviours that an instructor needs to recognize and address so they can be prevented from interfering with the process of the group being able to accomplish the tasks necessary to learning..
A student may demonstrate blocking by being argumentative, refusing to participate in the practice or being pessimistic about the process or outcomes.
Deserting behaviours include those of withdrawing or being indifferent in their participation. They may also negate the success or opinions of other students.
Students who bulldoze the class are often the aggressors in disagreeing with other students or the instructor. They may be inappropriate in negative comments on other student’s accomplishments.
Recognition seeking behaviours are demonstrated by boasting of their own accomplishments, joking or introducing humour that is inappropriate.