In an impact-driven learning environment a teacher facilitates and guides collaborative learning experiences among students from diverse academic backgrounds. The teacher plays a crucial role in creating an environment where students can work together effectively to address real-world challenges and learn the necessary skills to tackle real-world problems more effectively and generate positive societal impact.
Why
The teacher's role as coach is crucial in guiding students through collaborative exploration of complex societal issues. In an impact-driven learning environment, the challenge for students extends beyond forming a cohesive group; they must also navigate the complexities of collaborating with stakeholders. This dual focus on internal group dynamics and external partnerships introduces additional layers of uncertainty. Therefore, coaching becomes even more critical, guiding students through the intricacies of both becoming a unified team and effectively engaging with stakeholders to address real-world challenges and create societal impact.
How
With expertise and experience, teachers provide valuable insights, creating a supportive environment for students to develop effective collaborative skills and engage in constructive dialogue. Nevertheless, in academic practice, students are assigned to team projects, yet there is an absence of explicit training in how to effectively collaborate. A remarkable omission lies in the insufficient attention paid to the development trajectory teams undergo. Becoming more aware of the different stages of group development equips teachers with valuable insights into the dynamics of group collaboration, enabling them to provide tailored support, intervene effectively, assess progress, and promote reflective practices among students. By leveraging this understanding, teachers can create enriching learning experiences that nurture students' collaborative abilities and prepare them for success in academic and professional settings.
Tuckman's model of group development is invaluable in group dynamics as it provides a structured framework for understanding and managing the developmental process of teams. It is particularly essential in educational settings as it elucidates the natural progression of group dynamics, facilitating educators in guiding students through the complexities of collaborative work. By recognizing and anticipating the stages of group development, educators can effectively address challenges, foster cohesion, and promote productivity within student teams. This model offers insight into the underlying dynamics of group behavior, helping educators to create supportive learning environments conducive to effective teamwork and enhanced student learning outcomes.
1. Forming Stage
During the forming stage of team development, individuals initially engage in introductions, goal setting, and role clarification, often experiencing a mix of emotions such as anxiety, curiosity, or excitement as they begin to adopt a task. As the team forms a basic understanding of the task, members may work somewhat independently, occasionally agreeing to tasks without intending to follow through. While motivated, team members may lack comprehensive knowledge about team dynamics and may focus primarily on their own self-interest. This phase is characterized by civil interactions, but with a tendency for members to withhold their ideas due to a lack of conflict management and trust. Subgroups may emerge, leading to multiple discussion centers as the team attempts to define goals and approaches. Transitioning from forming to storming requires accepting the inevitability of conflict within the team dynamics.
What can you do as a teacher?
- Create a team charter (on Miro) to establish the course’s mission, scope, clear objectives, and commitment.
- Help students to set personal goals so that they can see how their work will fit in the bigger picture.
- Try onboarding exercises to stimulate a group bond (e.g. introduction circles, team contract, Belbin team inventory, etc.).
2. Storming stage
During the storming stage, conflicts that were previously suppressed or overlooked during the forming stage come to the surface as team members begin to assert their individuality and vie for influence within the group. This phase is characterized by debates over goals, differences in working styles, and challenges to authority. Members may exhibit resistance to the group's direction and may question the competence of others. As tensions rise, there is often a struggle for power and control, leading to disagreements and potentially disruptive behavior. However, this stage is essential for the team to establish trust, clarify roles, and develop effective communication channels. Through open dialogue and constructive conflict resolution, the team can move towards greater cohesion and productivity.
What can you do as a teacher?
- Mediate conflicts. Act as a mediator to help students navigate conflicts that arise within the group. Teach conflict resolution strategies to resolve conflicts and overcome obstacles and facilitate discussions to address underlying issues and find mutually acceptable solutions.
- Create a safe and supportive environment that fosters open communication. It is essential for students to feel empowered to express themselves authentically and engage in meaningful dialogue with their peers and teachers. Encourage students to express their opinions and concerns openly while also listening actively to others. Some strategies to achieve this:
- Building trust and connection. Build trust through genuine interactions, empathy and reliability. Lead by example, be approachable, demonstrate vulnerability and model openness by sharing your own thoughts and experiences, creating a sense of connection and trust among students.
- Set clear expectations. Set clear expectations for (role) behavior, responsibilities, communication guidelines, and expectations for collaboration within the group (such as decision making, and participation to promote clarity and accountability). Establish ground rules that promote respect, active listening, and constructive feedback.
Make use of the team contract the group has filled in during the forming stage.
- Encourage inclusivity. Create an inclusive classroom environment where every student feels valued, respected, and represented. Here out everyone’s point of view (use the principles of deep democracy). Celebrate diversity and encourage students to share their unique perspectives and experiences.
3. Norming stage
During the norming stage, the team begins to resolve conflicts and establish norms, values, and mutual respect among its members. Individuals recognize the importance of collaboration and start to appreciate each other's strengths and contributions. There is a growing sense of cohesion as the team develops shared goals and a collective identity. Communication becomes more open and constructive, with a focus on problem-solving and achieving common objectives. Roles and responsibilities are clarified, and members actively support one another in their respective tasks. Trust continues to strengthen, fostering a positive atmosphere where creativity and innovation can flourish. Overall, the norming stage is characterized by increased harmony, cooperation, and a shared commitment to the team's success.
What can you do as a teacher?
- Facilitate team-building activities to foster a sense of community and collaboration among students.
- Establish ground rules and norms for communication, participation, and respect within the classroom.
- Encourage students to reflect on their strengths and weaknesses and how they can contribute positively to the group.
- Provide guidance on conflict resolution strategies and encourage students to work through disagreements constructively.
- Foster an inclusive environment where every student feels valued and heard.
4. Performing stage
During the performing stage, the team operates at its highest level of effectiveness, with members fully engaged and collaborating seamlessly towards achieving common goals. There is a deep sense of trust, mutual respect, and understanding among team members, allowing for efficient communication and decision-making. Roles and responsibilities are clearly defined, and each member contributes their unique skills and expertise towards the team's objectives. Conflict is managed constructively, with disagreements resolved through open dialogue and a focus on finding the best solutions. Creativity and innovation thrive as the team leverages its collective strengths to overcome challenges and seize opportunities. Overall, the performing stage is marked by high productivity, quality output, and a strong sense of accomplishment as the team achieves success in its endeavors.
What can you do as a teacher?
- Provide opportunities for students to take on leadership roles within group projects or discussions.
- Encourage students to set ambitious goals and support them in developing action plans to achieve those goals.
- Offer challenges that require critical thinking, problem-solving, and creativity to push students to excel.
- Provide constructive feedback on students' work and encourage peer feedback to promote continuous improvement.
- Facilitate discussions that allow students to apply their knowledge and skills in real-world contexts.
5. Adjourning (or mourning stage)
In the adjourning stage, also known as the "mourning" stage, the team disbands as the project or task comes to an end. This phase involves reflecting on the team's accomplishments, acknowledging individual contributions, and celebrating successes. However, it can also be a time of transition and uncertainty as members prepare to go their separate ways. There may be feelings of sadness or loss as team bonds are dissolved, particularly if the group has become close-knit. This stage provides an opportunity for closure, where members express gratitude for their shared experiences and exchange contact information for potential future collaborations. It's crucial for team leaders to facilitate this process, offering support and encouragement as individuals navigate the transition. Ultimately, the adjourning stage marks the end of one chapter while paving the way for new beginnings and future endeavors.
What can you do as a teacher?
- Organize a reflection session where students can share their thoughts and feelings about their experiences working together.
- Celebrate the accomplishments of the class, highlighting individual and group achievements.
- Provide closure by revisiting the goals set at the beginning of the course or project and discussing how they were achieved.
- Help students transition by offering resources or guidance on future opportunities for learning and growth.
- Encourage students to stay connected with their peers and maintain relationships beyond the classroom.
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Further reading:
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages in small group development revisited. Groups and Organizational Studies, 2, 419–427. doi:10.1177/105960117700200404