1. CiSELT Module 5.2: Classroom Dynamics

2. Assemble the contents of your envelope How does the puzzle represent a metaphor for teamwork? Each piece is a different shape but fits with the others; the whole is better than the individual pieces; there are boundaries Introduction

3. By the end of this workshop you will be able to: define a group and the concept of group dynamics identify the main characteristics of an effective group and the roles in a group setting reflect on different patterns of classroom interaction and seating patterns identify teacher’s and learners’ responsibilities in each of the different stages in group development evaluate different types of group activities and their effectiveness in promoting effective group dynamics develop ways of involving learners in creating (and owning) classroom norms (class contract). Learning Outcomes

4. 1. What is a group? Collection of individuals who have regular contact and frequent interaction, mutual influence, common feeling of camaraderie, and who work together to achieve a common set of goals. (www.businessdictionary.com/definition/group.html)www.businessdictionary.com/definition/group.html A number of individuals assembled together or having some unifying relationship. (www.merriam-webster.com/netdict/group)www.merriam-webster.com/netdict/group Group Dynamics: Definitions

5. 2. Now look at the following definition of group dynamics Group dynamics refer to the relationships between learners in a group and the impact that this has on the way they work. (www.teachingenglish.org.uk/think/knowledge-wiki/group-dynamics)www.teachingenglish.org.uk/think/knowledge-wiki/group-dynamics Group Dynamics: Definitions

6. What makes and effective group? Use these ideas to help you: purpose climate participation conflict roles communication Group Dynamics

7. 1. When I notice some group members sidetracked into conversations not related to the task I set up, how do I react? How can I prevent this? Allow for a little bit of small talk at the beginning – this is not necessarily a disruptive thing, and may make group members feel more relaxed. Have a clearly structured task, with a defined outcome. Appoint someone in the group to be the facilitator. Group Dynamics: Activity 1.2

8. 2. When conflicts appear in my classroom, how do I help resolve them? How can I prevent them? Remind learners that differences of opinion are natural, and can actually help with the task; ‘Agree to disagree’. It’s helpful to have class norms or group contract, where everyone’s agreed on rules, e.g. no personal attacks; if you dislike an idea, you need to explain why, not just reject it. Get learners to explain how conflicts can be useful. Group Dynamics: Activity 1.2

9. 3. After a conflict, how can I re-establish a positive atmosphere and good dynamics? Remind learners that conflicts are a normal stage in group work. Don’t ignore the problem, talk about it. Group Dynamics: Activity 1.2

10. 4. When I set up group work, how do I ensure equal participation of all group members? Appoint someone to be the observer. Re-examine the relevance of the topic/task. Establish what group members have in common. Group Dynamics: Activity 1.2

11. 5. When I notice that some learners are not pulling their weight, what do I do? Intervene if this persists. Remember to ask why, without immediately assuming the worst. The person may be experiencing personal problems. Ask her/him about this in private. Group Dynamics: Activity 1.2

12. Groups: Discuss the following points How successful do you feel group work is in your classroom? What effect does a mixed ability class have on group tasks? Which are the advantages/disadvantages of mixed ability groups & similar ability groups 2. Patterns of Interaction

13. 2.1 Classroom Activities 2.2 Seating Arrangements 2. Patterns of Interaction

14. Feedback The dynamics of the team change when you change a team. So one has to go through each phase once again, which causes a decrease in productivity. It’s something to be aware of when groups change. Limitations of the model: The model was designed to describe stages in small groups. In reality, group processes may not be as linear as Tuckman describes them, but rather cyclical. Characteristics for each stage are not set in stone, and as the model deals with human behaviour, it is sometimes unclear when a team has moved from one stage to another. There may be overlap between the stages. 3. Stages of group development

15. The model does not take account of the individual roles that team members will have to undertake. There is no guidance on the timeframe for moving from one stage to another. This is a subjective, as opposed to an objective, model. From: www.kvaes.be/social/forming-storming-norming-performing/www.kvaes.be/social/forming-storming-norming-performing/ 3. Stages of Group Development

16. Language focus describing people simple speculation modal verbs 4.1: People, Rooms & Lives

17. Group focus establishing team identity 4.2: Department XYZ

18. Language focus revision of lexis paraphrasing circumlocution 4.3: Hot Seat

19. Learning Styles Fluency 4.4: Senses

20. Activity for grouping Language focus giving opinions providing reasons 4.5: The 4 walls

21. Warmer Language focus pronunciation 4.6: Funny dialogue

22. Brainstorm the different roles you have identified in your classrooms Look at the roles your group has been given and answer the questions: In what ways are these roles potentially destructive for a group? What options do you have for reacting to them? How do you deal with them? Are there any roles that promote interaction? 5. Roles and Challengers

23. What is a group contract? Who decides on the content? When is the best time to draw one up? What would it contain? 6. Class Contracts

24. Possible statements: I agree to…… contribute actively listen to my classmates help my colleagues ask for help do my share of the workload respect my teammates …. 6. Class Contracts

25. May also include: arriving late / unprepared for class dealing with disagreements appropriate classroom language expectations from learners / teacher rules for interrupting it’s OK to make mistakes … …. 6. Class Contracts

26. Any Questions?