LearnHub

Sometimes that might seem like the best solution but teachers are often hesitant to consider that option for several reasons. Part of their decision to use co-operative groups is that they want students to experience the full reality of group processes. Research in group dynamics proves that group members go through fairly predictable stages in learning to work together productively. These four stages are often described as forming, storming, norming and performing.

Stage one, forming, is usually not too stressful because group members are typically on their best behavior. People are polite as they check each other out and try to figure out their role or place in the group. Once they reach a certain level of comfort with one another, look out! That’s when people begin to assert themselves, maybe trying to take over the leadership of the group or become more vocal or critical of others.

This storming stage is the rough spot for any group, but it’s not a completely bad sign. Conflict arising is also an indication that individuals are beginning to make a commitment to one another.  That’s why they are willing to take risks or raise issues. A group that doesn’t go through this phase usually doesn’t bond. They remain a collection of strangers.

If group members use their negotiation skills and maintain the attitude of mutual respect during the storming stage, they will advance to stage three, norming, and begin to develop norms of behavior that are unique to their group and make people feel comfortable with one another.
Group members will have clear expectations for themselves and for one another Leadership often becomes a shared function as members defer to another's expertise in different areas.

If the group has sufficient time together, they may even achieve the fourth stage, performing. At this point, the group functions at maximum efficiency using the resources of group members fully and with great satisfaction. This is when people enjoy working together and are often highly creative.

Teachers who know the research in group dynamics may see the problems arising in your group as issues to be resolved rather than a signal to disband the group. However they should also be prepared to support you if group members are having difficulty resolving conflicts. They may have more confidence in your ability to work through the storming phase than you do because they may often have seen students work through these problems and learn a lot about working with others as a result.

A second reason for keeping groups together is that teachers are often trying to achieve a fair balance across all the groups in a class.  They have probably given thought to placing students working at different levels of achievement in each group and to including a natural leader or extrovert in each group to ensure that he or she will get the group going. Teachers may also be considering factors like gender and cultural equity in forming groups. From a student’s point of view; it may be ideal to have a whole group of highly motivated, independent students in one group. However research again indicates that when mixed-ability groups are used, there are benefits for students at all levels of achievement, providing attention is paid to teaching and reinforcing the five norms of collaboration mentioned at the beginning of this series of lessons.

Keeping these factors in mind, you will understand why it’s important to put your best efforts into not only  achieving a good mark on the final product, but also into supporting the development of the group. Nevertheless, if after making reasonable attempts to get the group back on track, you are convinced that the group cannot function effectively by all means discuss the problem with the teacher again and request that you be withdrawn from the group.