CourseVI

Unit IV: Group Dynamics/ Group Learning Strategies

Introduction:

Man is a social being. Born in group, grows up in group, will die in a group. His own group will
follow him to pay their last homage to him. This illustrates the sociability and gregariousness of
man.

Sociability as part of the human condition is shown by the desire of man to be with others.
Groups play a vital role in a society’s social structure

Behavior of people in group is the domain of Social Psychology

• Baron and Byme: “Social Psychology is the scientific field that seeks to investigate the
manner in which the behaviour, feelings or thoughts of one individual are influenced or
determined by the behaviour and or characteristics of other”.

Educational Psychology is concerned with the reaction of the individual learner with the class as
a group and its impact on the group and the individual. Teachers interested in the improvement
of social relations must study the mechanism that operate in social interaction, as social
interaction plays an important role in the development of intellectual and other abilities of
children.

Much of our social interaction takes place within groups and is influenced by their norms and
sanctions. And to deal effectively with social groups, one must study the dynamics of a social
behavior.

a) Meaning of a SOCIAL GROUP

It has been commonly observed & also established through various experimental studies that
there are differences in the behaviour of individuals when they are alone & when they are
together with group ,behaves quite differently than what he would otherwise do. As a member of
a group, he exhibits group behaviour. When two or more people come together it is known as
Group.
 Ogburn and Nimkoff hold the view that, "Whenever two or more individuals come
together and influence one another they may be said to constitute a social group".

 Harold H. Kelley and J.W. Thibaut define group as “A collection of individuals, the
members accept a common task, become interdependent in their performance, and
interact with one another to promote its accomplishment”

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  According to Mill, “A unit composed of two or more persons who come together to
achieve a specific purpose & consider a contact meaningful is a group.”

 Bogurdas defines a group as, “A collection of two or more persons with common
interest, stimulating each other having common loyalty & participating in to common
activities.

 M. Smith defines a social group as “a unit consisting of plural number of separate

organisms who have a collective perception of their unity and who have the ability to
work together and act in unitary manner towards their environment.”

Thus a social group has been defined as two or more humans (or collection of people) who
interact with one another, influence each other, share similar characteristics and collectively
have a sense of unity who are connected to one another by social relationships. Thus, children
playing independently cannot be called as members of a group. Mere togetherness in a situation
at a particular place at a particular moment does not make a group, it is essential that the
members feel and act together.
 Thus, a social group is more than either a social aggregate or a social category.

Characteristics of a Social Group:

(LI2C. COM)

1. Leadership
2. Interaction
3. Interdependency/ Common Interest
4. Cohesiveness (Oneness)
5. Conformity (Comply by the rules set within the group)
6. Organized structure
7. Motivation/ Mutual Obligation
1. Leadership:
Leadership consists of actions that help the group to complete its tasks successfully and
maintain effective working relationships among its members. (task leadership and group
maintenance leadership)
A Leader is someone in authority to lead others to accomplish a goal(s). A leader needs
to be able to motivate others to accomplish a goal(s).
For any group to be successful, both task-leadership actions and group maintenance-
leadership actions have to be provided. In a classroom situation, a teacher takes the role
of a leader in most of the situations. But, it is important to note that leader and leadership
are not the same. a) any member of a group may become a leader by taking these
necessary actions (i.e., the teacher is not necessarily the leader), and b) the various

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 leadership actions may be provided by different group members (i.e., the teacher
may decide to share various aspects of leadership with class members). Leader’s behavior
has a significant impact on the group behavior and performance Style of a leader is
imitated by the members of the group. There are 3 Styles of Leadership:
 Autocratic (Authoritarian) : Tells students what they want done and how to do it
(without getting the advice from others). Generally, this style is not a good way to get
the best performance from a group.
 Democratic/Participative: The leader involves one or more students in the decision
making process (to determine what to do and how to do it).Benefits: Encourages
participation, delegates wisely, values group discussion and Motivates by
empowering members to direct themselves. Disadvantages: everything is a matter of
group discussion and decision—doesn’t really lead.
 Delegative/Free reign/Lais ser faire: A free rein leader does not lead, but leaves the
group entirely to itself as shown; such a leader allows maximum freedom to
subordinates. They are given a freehand in deciding their own policies and methods.
Free rein leadership style is considered better than the authoritarian style. But it is not
as effective as the democratic style.
[Note for B.Ed Students: (If only characteristics of a group are asked, one may not
discuss the 3 styles of leadership. However, for any other related application question
on this point if any, this information can be useful.)]

2. Interaction: The collection of people to be defined as a group, group members should

and must interact with one another on a fairly regular basis. If there is no interaction
between one another it cannot be define as a group.
Two types of interaction exist in a group. Task interaction (problem solving, providing
guidance, coordination, etc.) and Relationship interaction (sustaining relationships,
encouraging others, complaining, etc.).
In a class, there are teacher-student and student-student interactions. Teachers have to
promote interactions in the classroom.

3. Interdependency/Common interests : The interests and ideals of a group are common.

In fact, people form a group for the fulfillment of their common objectives or interests.
Members have similar attitudes, beliefs and modes of behaviour. This factor exists in
varying degrees in different types of groups. This fact of common interests promotes the
solidarity (team spirit) of the group. In a classroom situation ‘learning’ is the common
interest or goal for all.
Interdependency: Interdependent means the participants mutually depend on one
another to get work done i.e. for the attainment of the group goal. Teacher-student
interdependence is that the teacher's part is to teach as the students strive to learn.
Student’s learning in a class is also dependant on who his/her fellow students are, for e.g.,

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 the kind of instruction received by a student in a noisy class would be different from the
instruction received by a student in a well-behaved class.

4. Cohesiveness: (feeling of oneness)

Cohesiveness can be formally defined as the degree to which the group members want to
belong to and be a part of the group. It also refers to how much individual members are
attracted to the group.

It literally means sticking together. There is the sense of oneness in the group because of
the similarity in interest. A member looks upon other as related to him. It refers to forces,
both positive and negative, that cause members to remain in a group. It implies a sense of
loyalty and belongingness to a group. The more highly cohesive the group, the greater is
its ability to withstand adverse circumstances. There are many factors that make a group
cohesive, like, affiliation to a particular institution (say rotary club), a need to achieve
group goals (winning a match), size of the group (smaller size increases cohesiveness),
need for power and status (when there is a threat to the sovereignty of a nation, even the
most warring forces unite to face the enemy). Groups satisfy members’ needs for
affiliation, recognition, and security in many ways and thus making the members feel
cohesive.

5. Organized Structure:
Structure: The underlying pattern of roles, norms, and relations among members that
organizes groups.

Organized social groups have a definite structure. Groups develop written and unwritten
norms that dictate conduct in the group, expectations about members’ roles, and networks
of connections among the members.
 Norms are widely accepted standards of behaviour or rules formulated and accepted
by members of an organized social group. They specify how people should behave. In
a class too, norms are laid out like ‘raise hands to ask’, ‘greet each other’, ‘be kind’,
‘stand in line for dispersal’ etc.
 Roles: The types of behaviors expected of individuals who occupy particular
positions within the group. (Expected behaviours from people with positions). A
member with a position of a teacher is expected to perform many roles linked to the
position like teaching role, mentor, guide, managerial role etc.

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  Intermember relations refer to the types of relationships that differently link group
members to one another. Status relations like teacher-president, president-monitor,
and attraction relations like between students with same hobbies. All members are
linked with each other in a communication network that is formed for the functioning
of the group.

The more organized the group, the greater is its degree of structure.

Hierarchy of structure influences the behavior of the individual. (a teenaged boy is

free to enjoy life, he has few care, but when he graduates to the status of a working man,
to married man, his behavior undergoes a great change.)
A result of the structure is the growth of definite channels of communication.
(e.g. The informal mode of communication between a father and a son cannot be
extended to the office when the son communicates with his boss).
Organize structure, structures interaction, create patterns of action

6. Conformity: (Comply by the rules set within the group)

It implies the assent to agree. It can be defined as a type of social influence. It is based on
pressure to adhere to social or group norms. It is the change in the behaviour of a person
due to group influence, resulting in the increased conformity between the individual and
the group. One reason why people conform to group majorities is that there is evidence
showing that the group eventually rejects persons holding views different from those of
the group. Conformity may be inward or outward & in varying degrees. Conformity is
high in highly cohesive groups. In a classroom situation too, there are research evidence
to show that school-aged children are more susceptible to conformity than adults. For
e.g., most students would hesitate to suggest publicly that recess be cut short in order to
extend the English lesson, as the student proposing change may face opposition from the
class.
(To overcome conformity pressures in a classroom, teachers have to use the norms of the
class to create an environment that is more accepting of deviance and more tolerant of
dissenting opinions. Also, teacher can give examples of people who made contributions
to the society in spite of holding deviant opinions e.g., Freud or Copernicus. Create
democratic atmosphere. Discuss the norms operating in the class from time to time to
identify the types of pressures in the class to ultimately change the environment to a more
accepting one.) [Note for B.Ed Students: Under this point 6 of conformity, one does not
have to include the information mentioned in the brackets for writing an answer on
‘characteristics of a group’, but this information can be used for any application question
if any, related to conformity.]

7. Motivation/Mutual Obligation: A group can be called so when the degree of motivation

or the motivational level that exists among the members of the group is same. It is such
a power as keeps not only the members of the group united but provides them with
energy e.g. the relationship between the children & parents in the family or the love of

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 husband & wife. In spite of differences, they have certain common aims, ideals & values.
We-feeling is developed leading to the development of affinity in the group.

b) Group Dynamics - Process and its Importance in Learning:

 Meaning of Group Dynamics

It is a relatively new concept in socio – psychological field. Etymological meaning of Group

Dynamics: - Dynamics is derived from a Greek word, which means Force. Group Dynamics
stands for the ‘forces operating in a group.’

It is natural that students interact with each other in groups to perform their needs, get
information, provide messages etc. As we know that human behaviour is not static, so when
students interact in their group/groups with other members then the behaviour of members who
constantly, interact, undergoes continuous changes. This kind of change in behaviour of students
due to their interaction in group with group members is called group dynamics.

Kreteh & Crutch – “ Group Dynamics implies changes that take place within groups.”

Cartwright & Zander – “Group Dynamics should be defined as a field of inquiry dedicated to
advancing knowledge about the nature of groups, the laws of their development, and their inter
relations with individuals, other groups and institutions.”

Goods dictionary –“Group Dynamics implies an interactive psychological relationship in which

members of a group develop a common perception based on feeling and emotions. These inter-
stimulative relationships may be described by the term Group Dynamics.”

 GROUP DYNAMICS PROCESS:

While definitions vary considerably, group process generally refers to what happens in the
group, particularly in terms of the development and evolution of patterns of relationships
between and amongst group participants (Beck & Lewis, 2000; Yalom & Leszcz, 2005).

The interactions and relationships between teachers and students, and among students, as they
work side by side, constitute the group processes of the classroom.

We review group dynamics in five domains and examine group dynamics within the context of
group development.

The 5 domains are: (1) communication processes and interaction patterns, Group process
(2) interpersonal attraction and cohesion, (3) social integration and
influence, (4) power and control, and (5) culture.

5 domains of Group
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 And the stages of Group Development are: (1) Forming (2) Storming (3) Norming (4)
Performing and (5) Adjourning.

 5 Domains of Group Process :

Communication
process and
Interaction Patterns

Interpersonal
Culture Attraction and
Cohesion

Social integration
Power and Control
and Influence

 First domain: Communication Process and Interaction Patterns:

This domain describes the influence of the Communication Process and Interaction patterns on
the individual’s behaviour.
Communication Process: It includes the communication cycle. Communication can be verbal,
nonverbal, or virtual.
Whenever group members are communicating, they are sending messages that have meanings.
Effective leaders listen hard for the meaning in messages. Members are always communicating,
because even if they are not communicating verbally, their nonverbal behavior is observable
and communicating something.
Communication can cause distance in relations due to confusion: Although meaning is
communicated in every message, it is important for workers to be aware that problems in
sending or receiving messages and transmission problems can distort or confuse the intended
meaning of messages. For example, the sender of a message may be unclear or ambiguous. The
receiver of a message can suffer from selective perception or completely block out a message.
Communication can also be distorted in transmission.
Noise and other distractions within or outside of the meeting room (or on computers or
telephones) can cause distortions.
Communication can cause effect on self-esteem: Language barriers can sometimes interfere
with effective communication in groups. The roles that language plays in human interaction
within the context of human diversity can encourage or discourage individual efforts. Higher
levels of participation may result in greater self-esteem, and reduce questions about the value of
involvement in groups, lower levels of verbal participation raise troubling questions for
minority members of multicultural groups.

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When English is a second language, care should be taken to insure that members are able to
understand what is being said in the group.

In addition to accents and dialects that can sometimes interfere with clear communication, the
meanings of many words are culturally defined. Thus care should be taken to clarify the meaning
of messages in groups with members from different cultural and racial/ethnic backgrounds.

The most effective way to ensure that the meaning of the sender is understood by the receiver is
for the receiver to provide feedback about that meaning he or she understood. Thus statements
such as “Did I understand you correctly?” or “Let me make sure I understand what you are
saying” help to prevent distortions in communication.

Interaction patterns are also fundamental group dynamic processes. There are four interaction
patterns: (1) the maypole, in which the leader is the central figure and most communication
occurs from member to leader or leader to member; (2) the round robin, in which members
take turns talking; (3) the hot seat, which features extended interaction between the leader and
a member; and (4) the free-floating pattern, in which all members freely communicate.

Teachers have to analyze the type of interaction existing during a class and change it as per the
requirement. To make sure, each one interacts, the teacher can apply Round-robin pattern,
which would give chance even to the shy children to talk. If the interaction is going on a hot-
seat pattern where always the same child is answering or communicating with the teacher, the
teacher has to realize this and modify the pattern of interaction, because as we saw above, non-
participation in communication can result in low self-esteem.

o Interaction patterns are affected by members’ tendency to communicate.

Some members are more outgoing than others and take more opportunities to
communicate. (Teachers have to understand this and motivate introverts)
o Interaction patterns are also affected by verbal and nonverbal cues. Praise and other
supportive comments, eye contact, and other expressions of interest tend to elicit more
communication. (Teachers have to motivate and reinforce interactions)
o The status and power relationships within the group also affect interaction patterns.
Higher status members tend to communicate more than lower status members.
(teachers have to make sure that not only the monitors, or leaders of the class interact,
but also, others interact freely)
o Interpersonal attraction and the emotional bonds that form between members also
influence interaction patterns. (For example, members of subgroups tend to interact
more with each other than with other group members, as in, all those who like to talk
in a class, feel attracted, and form a sub-group, and interact only among themselves.
Or the ‘A’ grader students form a sub-group, and not invite any one else in their
interaction. Teachers have to ensure interaction by a mixed grouping of students.)
o The size of the group also affects interaction. In general, the smaller the group, the

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 more chance there is for each member to communicate.
o Physical arrangements can also have an important impact on interaction patterns.
Many factors, such as how chairs are arranged, whether a conference table is used, the
size of the room, and whether the environment is comfortable and private should be
considered.

So overall, the implications of learning interaction patterns for teachers are: (some points may
be repeated)
o Pointing out interaction patterns is often sufficient to bring about change, but other
methods may also be used. For example, reserved group members may benefit from go-
rounds because they are expected to speak when it is their turn. Selective attention,
clues, and reinforcement also can be used to change interaction patterns.
o By directing communication to others, workers can reduce the communication of
dominant members.
o Giving members specific roles or tasks, changing seating arrangements, and asking
members to break into subgroups are other methods that can be used to change
interaction patterns.
o Subgroup formation (Dyads, triads, isolates, cliques, scapegoats) occurs naturally in all
groups, because members do not all interact with equal valence.
Subgroups usually are not a problem in groups unless such a strong alliance is formed
among subgroup members that it threatens to supersede their allegiance to the group as a
whole.

 Second domain: INTERPERSONAL ATTRACTION AND COHESION :

Interpersonal attraction contributes to subgroup formation (all music lovers, talkative children,
scholars etc) and to the level of cohesion of the group as a whole. Several factors contribute to
interpersonal attraction:
 Proximity increases interaction among people, which, in turn, often increases attraction.
Therefore, just the physical act of meeting together helps to form bonds among members.
For e.g., children travelling in the same bus have more interactions and tend to feel
attracted, and can result in a sub-group. Also, children sitting next to each other develop
attraction due to proximity. (Teacher has to use this aspect to bring together children who
do not talk or have some enmity.)
However, proximity alone is usually not sufficient for interpersonal attraction to occur.
 Interpersonal attraction is fostered by similarity (i.e., we tend to like people who are
similar to us). We can also be attracted to people who are dissimilar to us if they
complement our personal qualities in some way (Forsyth, 1999).
 Other factors also contribute to interpersonal attraction—for example, acceptance and

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 approval. Group members who are accepting and positive and those who praise others
for their contributions tend to be viewed as interpersonally attractive. Teachers have to
develop these behaviours among children.
 Reciprocity also frequently operates in these situations, so that positive accepting
behavior begets positive, accepting responses. Children learn to return the kind words
and deeds and thus the interpersonal attractions can be increased.
 Compatibility in member expectations also tends to promote interpersonal attraction.
Members are often attracted to those who engage in group interactions that meet their
expectations. Teachers have to know this aspect and train students to know their
expectations from each other and from the class so that each one can be directed
towards making their interactions to meet the expectations.
Cohesion :
Group cohesion is the sum of all the forces that are exerted on members to remain in the group
(Festinger, 1950).
The level of cohesion in a group influences members’ behaviors in many different ways.
Advantages of cohesiveness to the group: High levels of cohesion have been associated with
many beneficial group-member behaviors, for the group such as greater (1) greater perseverance
toward group goals, (2) greater willingness to take responsibility for group functioning, (3)
greater willingness to express feelings, (4) greater willingness to listen, and (5) greater ability to
use feedback and evaluations. i.e. when members of a group feel cohesive, their behaviours
change to facilitate the achievement of group goals.
Advantages of cohesiveness to individuals: High levels of group cohesion have also been
associated with positive outcomes for the individual members. These include
(1) greater satisfaction with the group experience; (2) higher levels of goal attainment by
individual group members and the group as a whole; (3) greater commitment to the sponsoring
organization; (4) increases in members’ feelings of self-confidence, self-esteem, and personal
adjustment..
HOW TO INCREASE COHESION: (pl refer group mind)

 Third domain: SOCIAL INTEGRATION AND INFLUENCE

Social integration refers to how members fit together and are accepted in the group.
Norms, roles, and status are group dynamics that promote social integration by influencing
how members behave. These dynamic processes set out members’ places within the group.
They lend order and familiarity to group processes, helping to make individual member’s
behaviors predictable and comfortable for all. Norms, roles, and status help groups to avoid
excessive conflict and unpredictability, which can, in turn, lead to chaos and the disintegration
of the group.
Norms are shared beliefs and expectations about appropriate ways to behave in social
situations, such as a group. Norms develop slowly in the group as the members experience what
is valued and preferred behavior through group interaction.

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  Therefore, it is important for members of the group to be aware of the
development of norms, especially in the beginning,
 and to help the group avoid developing norms that will reduce member
satisfaction or prevent the group from achieving its goals.
 Members can share perceptions about group norms and suggest ways in which
norms could be changed to promote the growth of the group and its members.
Roles are shared expectations about the functioning of individual members of the group. Roles
define how individual members are expected to perform with respect to the work of the group.
Roles help to insure a division of labor when working on group goals.
 Members can take on many different roles in a group.
 It is helpful for the group to have some members who take on roles that facilitate task
accomplishment and other members who take on roles that meet members’ socio-
emotional needs.
 Thus members who keep the group on task, who are empathic, and who inject humor all
help the group develop in a positive fashion.
 Members who take on other roles, such as monopolizers, jesters, scapegoats, or
aggressors, can be problematic for the effective functioning of the group. Leaders
should take the time to analyze the roles that members play in the group and help
members to take on roles that promote social integration and that support effective
group functioning.
Status hierarchies have a good deal of influence on social integration within groups. For
example, low-status members are the least likely to conform to group norms and to perform
up to role expectations because they have less to lose by deviating from expected behavior.
 Therefore, low-status members have the potential to be disruptive of productive group
processes.
 The leader should provide opportunities for low-status members to contribute to the
group so that they can become more socially integrated and achieve a higher status.
 Medium-status members tend to conform to norms and roles so that they can retain their
status or achieve a higher status.
 High-status members generally conform to norms and role expectations when they are
establishing their position, but they have more freedom to deviate from established
norms once their high-status positions are established.
 Thus high-status members can be an important force in changing norms that are
counterproductive for achieving group goals.
Thus, norms, roles, and status are important components of the social influence that groups have
on members.

 Fourth domain: POWER AND CONTROL

A certain amount of power and control is needed in groups to maintain orderly and efficient
group meetings and motivated members.

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 In the classroom, the teacher has a special role, in terms of power. There are five types of power
that a teacher can employ in the classroom (French and Raven 1959)
1. Attraction power: power that is due to the attractiveness of the teacher, how much the
teacher is liked by students.
2. Reward Power: this power is derived from the teacher’s ability to provide reward e.g.
grades, extra recess etc for the students
3. Coercive power: power that is based on the teacher’s ability to punish the student.
4. Legitimate power: power that resides in the student’s belief that teacher have the right,
simply because of their role or position to control student’s behaviour.
5. Expert Power: power that is based on the student’s belief that the teacher knows more and
has greater resources with respect to a particular body of knowledge.

Power and control are often associated with the designated leader, but to ensure the active
involvement and commitment of members, it is essential for designated leaders to share power
and control as the group progresses. Democratic Leadership is more successful.
This principle recognizes that members also can have power and control over each other.
This can be done by (1) encouraging member-to-member rather than member-to-leader
communications, (2) insuring that members have input into the agenda for group meetings and
the direction the group will go in future meetings, (3) supporting budding group leaders as their
attempts at leadership emerge during group interaction, and (4) encouraging attempts at mutual
sharing and mutual aid among group members. Members can also be empowered by
encouraging them to take on leadership roles in subgroups that work on specific tasks between
meetings, by recognizing their special skills and talents, and by praising and rewarding them for
their active involvement in the work of the group.

 Fifth Domain: CULTURE :

The culture of a group is defined by the values, beliefs, customs, traditions, and preferred ways
of doing business that are implicitly understood and shared by all group members.
Kurt Lewin (2001) views culture as having three levels of depth.
On the surface level are symbols and rituals that display the culture of the group. (namaste,
tika), At a deeper level, culture is displayed in the styles and approaches that group members
use when interacting with each other. For example, the way conflict or competition is handled
in a group says much about its culture. (Some cultures do not hesitate to keep their views openly
and strongly but some cultures do not speak unless asked to.) The deepest level of culture
consists of core ideologies, values, and beliefs held in common by members of the group.
How will you come to know about others?
Deeply held beliefs and assumptions that define a group culture emerge through interaction
over time.
How will you develop your group culture?

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 The values, preferences, and interpersonal styles of individual members that come from their
ethnic, cultural, and racial heritage, previous life experiences, and genetic disposition have to
be blended together before a group culture develops.
As members meet, they explore their value systems and interpersonal styles, searching for a
common ground on which to relate to each other.
Valuing members from diverse backgrounds involves facilitating an exploration of their
ethnic and racial heritages and experiences, their attitudes about themselves, and how these
attitudes and feelings affect their functioning.
It also involves leaders’ actively generating a set of group norms that are consonant with
the cultural values and perspectives of all group members
As a result of this process, a common set of assumptions, values, and preferred ways of doing
business emerge, forming the group’s culture.
Once a culture has developed, members who endorse and share in the group culture feel at
home, but those who do not feel isolated and alienated. For the isolated member, the group is
not a very satisfying experience. Isolated members are more likely to leave the group because it
does not meet their socio-emotional needs.
Feeling misunderstood and left out is demoralizing and depressing. More extreme feelings of
alienation can lead to rebellious, acting-out behavior. For subgroups that are not part of the
dominant culture, feelings of isolation are often equated with feelings of oppression. Subgroups
that feel repressed are likely to rebel in various ways against the norms, roles, and status
hierarchies that have been established in the group. By providing individual attention to
isolated members and by stimulating all members to consider values that transcend individual
differences, leaders can foster the full participation and integration of all group members into
the life of a group.

Thus, we have seen how the 5 domains of group process influence the behaviour of the
individual in a group.
Now, we shall the study group process of a group development.

GROUP DEVELOPMENT: Groups take time to develop. How long, of course, is impossible to
specify. It depends on size, frequency of interaction, structural features, and so on.

The most influential model of the group developmental process - has been that of Bruce W.
Tuckman (1965). While there are various differences concerning the number of stages and
their names - many have adopted a version of Tuckman's model - forming, storming,
norming and performing. He was later to add a fifth stage - adjourning (Tuckman and
Jensen 1977). To begin we will look at his original formulation.

• Tuckman’s 5 stage model of group developlment

 Forming

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  Storming
 Norming
 Performing
 Adjourning
 Stage One: FORMING

When the group first gets together, Group members get to know each other. People tend to find
out about each other, consider purposes, brainstorm ideas and possible structures for tasks and
consider their own roles within the group. It is the social time in the life of the group.

 Definition: Stage 1 groups are generally new teams that are learning how to work together
 Characteristics of stage 1 groups: Members tend to be tentative and polite and to have
little conflict. Feelings involved are excitement, apprehension, and confusion.
 Personal Relations: Testing and Dependency:
In the first phase, participants generally act as if they depend on the leader to provide all
the structure. They look to the leader to set the ground rules, establish the agenda, to do all
the "leading," while the group members acclimate themselves to the setting.
Group members exhibit behavior to test what behavior is acceptable and what is taboo,
and begin to establish boundaries, to consider themselves as individuals vis-a-vis the
group, and to define the function of the group and the leader.
 Critical skills and activities: Stage 1 groups need to identify their purpose, develop group
norms, identify group processes, define roles, build relationships and trust
 Role of facilitator/leader: Stage 1 groups usually need a strong leader who can help the
group go through its forming activities. The teacher can help by facilitating introductions,
using ice-breaking tasks, and explaining the tasks and purpose of the group. The needs of
group members are to be oriented to the task, that is, to define the task, specify issues,
identify expectations, and explore the nature of the work. From this members develop a
common understanding of the group's purpose and reach common goals. That begins to
answer the questions: Why are we here? What are we supposed to do? How are we going
to get it done? And, what are our goals?

 Stage two: STORMING :

As the group begins to settle in and individuals get to know each other, they may start competing
for status and role in the group. Disagreements occur, where some members may try to assert
strong opinions or leadership tactics, others may withdraw If tensions are not mutually dealt with,
they tend to disrupt group communication and activity, and most importantly, mutual respect for
the roles of members.

Ms. Namrata Saxena.

  Definition: Stage 2 groups have moved past the early forming stages and are now
encountering some disagreements and/or conflict. This is natural, but groups need to find
effective ways to handle conflict before they can move on to stage 3.
 Group characteristics: Members of stage 2 groups tend to exhibit increased conflict,
less conformity and “jockeying” for power. Disagreements occur, where some members
may try to assert strong opinions or leadership tactics, others may withdraw
 Critical skills and activities: Stage 2 groups need to learn how to resolve conflict; clarify
their roles, power, and structure; and build consensus through re-visiting purpose. If
tensions are not mutually dealt with, they tend to disrupt group communication and
activity, and most importantly, mutual respect for the roles of members. Storming is
natural, but groups need to find effective ways to handle conflict before they can move on
to stage 3.
 Role of leader(s): Stage 2 groups need leaders and other group members who are willing
to identify issues and resolve conflict. The teacher can help by clarifying and reflecting
ideas, smoothing over and moderating conflicts and acting as a go-between between
members.

 Stage three: NORMING

Group usually begins to settle as members have found a common approach to the task , that all
agree upon or accept.

 Definition: Stage 3 groups have successfully moved out of the storming stage and are
ready to move to a higher level of communication and problem-solving.
 Group characteristics: Members of stage 3 groups demonstrate an improved ability to
complete tasks, solve problems, and resolve conflict. Group usually begins to settle as
members have found a common approach to the task, that all agree upon or accept.
 Critical skills and activities: Stage 3 groups need to learn to engage in more
sophisticated problem-solving and decision-making, continue the use of effective
strategies for conflict resolution and take greater levels of responsibility for their roles
Action plans begin to emerge and people find space to begin working on tasks. Unsettled
conflicts can be problematic as they will probably reoccur later
 Role of leader(s): In stage 3, leaders become less directive, group members feel
empowered, and multiple leaders emerge The teacher can help by clarifying ideas and
ground rules, encouraging more reticent people to participate and moving the group
towards its purpose.
 Stage Four: PERFORMING

The group achieves optimum efficiency and work gets done. Definition: Stage 4 groups are at the
highest level of performance and can process their strengths and weaknesses while accomplishing
their goals.

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  Group characteristics: In stage 4, the group takes a flexible approach to roles and
structures depending on the task at hand. The group is able to evaluate its effectiveness
and views conflict is viewed as an opportunity. Stage 4 groups tend to be energetic,
creative, and fun!
 Critical skills and activities: Stage 4 groups need to hold high expectations for their
performance. They often use sub-groups as well as the large group for decision-making
and task completion. Groups also recognize the need to ensure that all members are in
agreement with the role and purpose of sub-groups. It is important to know the team work
strategies. This is done to best utilize the expertise of the group members. It is also useful
be aware of time spent on each task through a log or diary
 Role of Leader: In a stage 4 group, it’s often difficult to identify the leader, because
everyone is sharing in leadership. The teacher’s role is to keep the group focused and to
encourage and facilitate as necessary.

 Stage Five: ADJOURNING/ MOURNING

• Having satisfactorily got through the group tasks, if the group has been successful in
working together, despite initial tensions and conflicts, we often see members sad to
leave each other.

• This is where mutual respect and achievement is felt most significantly.

• Future individual tasks may seem more mundane in comparison and in feedback it often
comes through that this has been a very memorable task in comparison to others.

• Often sub-groups form from the larger groups to continue with personal or professional
development interests.

• Leader should celebrate the achievements of the group.

CONCLUSION OF GROUP DEVELOPMENT: Wheels within wheels

All these stages can go on, at a number of different levels, simultaneously. It can happen within a class
meeting, over a semester, and over an entire course. Remember that when a group is already
established, your arrival as the new teacher is a substantial disruption, so most of the Storming phase is
likely to involve you, in the form of testing-out.

Ms. Namrata Saxena.

EDUCATIONAL IMPLICATIONS OF STUDYING GROUP DYNAMICS:

S WI F T E A G L E

1. Socializes individual: If teacher has basic knowledge of group dynamics then he/she can
provide appropriate guidance to his/her students for their adjustment. As we know that
education aims to make socially adjustable citizen of the country, we want that our
students should have positive adjustment with their friends, classmates, playmates and
others. Sometimes students can face certain problems regarding their process of
adjustment. If teacher is well-equipped with the basic knowledge of group dynamics, if
teacher knows how a student should interact with other members of his/her group
positively then he/she (teacher) can provide proper guidance to students about their
adjustment.
2. Improves Work efficiency: A teacher uses the knowledge of the group development
model and becomes aware of the different stages of group development. Teacher is able
to identify if the class or the work group is going through a storming stage by the
characteristics of conflict. Teacher then is able to provide guidance for the group to go
through the storming stage to norming and performing. Thus it improves the work
efficiency.
3. Identify Stars & isolates: Techniques like Sociometry can be used by a teacher to identify
the Stars and the isolates. Also, a study of the interaction patterns in the class can help
teacher to be aware of them. Identification is important to socialize them.
4. Friendship/co-operation: Through the study of group dynamics, a teacher can guide
his/her students for making proper adjustment and healthy interaction with each other.
Teacher can use the steps to make a class cohesive like making the students know each
other, to improve the emotional and social climate of the class. The role of teacher in the
forming stage is to provide ice-breaking activities, facilitate interaction. All this leads to
better friendship and co-operation among students.
5. Thinking processes development: A teacher with knowledge of group dynamics ensures
healthy group development which is directed towards achieving the group goals. And in
a healthy group, the sharing of ideas, skills and thinking processes takes place without
any inhibition and thus results in the development of the thinking processes of children
from each other. Also, teacher uses the knowledge of group dynamics and rather than
being autocratic leader, uses democratic rules to promote thinking and problem-solving
rather than giving solutions to the students herself.
6. Reduces Enmity: If the students of the class have negative attitudes about each other, if
they act unsociably as enemies, if they do not care emotions, needs, expectations of
others then we cannot expect a successful transaction of teaching-learning process in that
kind of class. Most of the time enmities are developed due to lack of communication and
pre-conceived notions. Teacher uses the knowledge of group dynamics techniques to

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 improve interaction among students by making the children with some differences sit
with each other, or making them work on some project, make them resolve conflict etc.
7. To know Abilities of everyone: Group dynamics helps teacher to know the importance of
knowing each one’s abilities for better performance. The performing stage requires that
each one takes up their best roles. The ice-breaking activities and through
communication, teacher and students get to know the abilities of everyone.
8. Guidance/ Counseling: Group dynamics is able to throw light on the problems that can
arise due to communication problems, or due to status relations, or even through storming
stages. Teacher also gets the knowledge of conformity pressures by studying group
dynamics. Teacher can analyze the problems better with the knowledge of group
dynamics and thus give proper guidance/Counselling to the students or even refer to a
counselor.
9. Helps to set Legitimate goals: Group dynamics informs teacher the importance of
forming correct norms and goals which lead the members to be more productive and
improve the behaviour of the students. Also, with the knowledge of the abilities of the
students, the teacher can form the right goals along with students which are achievable
too. (legitimate means rightful or justifiable)
10. Encouragement: A teacher realizes the role of praises in promoting interaction among
students. Students thus feel encouraged to communicate and their self-esteem gets a
boost. Also, group dynamics makes teacher better prepared to help the group move
smoothly through the stages of storming to performing. No body likes to be in a conflict
and confusion stage. With better group process, students feel encouraged to participate in
the class and also to work towards the common goals of the class which is ‘learning’.
Thus, the knowledge of group dynamics is indispensible for a teacher.

c) Group Mind

Sociologists like Lebon have used this term for explaining the various characteristics of crowd
behavior. Lebon asserted that individuals behave in a peculiar way when there are members of
crowd. Explaining the reasons for this, Lebon says that individuals as a member of crowd are in
the grip of collective or group mind and thus behave differently. At this time, as a member of
crowd their unconscious personality disappears and it is their conscious personality moved by
the group mind that is responsible for their peculiar behavior.

Various sociologist and psychologist like Mc Dougall use this term as a concept to explain the
behavior of individuals as members of highly stable enduring groups like the army or some
political and religious organizations. He asserted that members of these highly organized well-

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integrated groups behave differently in these groups as they would otherwise behave as an
individual outside these groups.

Thus, the concept of group mind has been made into use for explaining our peculiar behavior as
a member of crowd or a highly organized and integrated group.

Development of Group Mind in the School

Group mind can be developed in the school in the following ways:

 Learning about each other: this fosters intermember relations, involving the students’
sharing genuine personal information with each other. Acceptance occurs only after knowing
each other and enemy images or a lack of tolerance very often stem from insufficient
knowledge about each other.
 Proximity, contact, and interaction: Proximity refers to the physical distance between
people, contact to situations where learners can meet and communicate spontaneously, and
interaction to special contact situations in which the behavior of each person influences the
others’. These factors are effective natural gelling agents, highlight the importance of
classroom issues such as seating plan, small group work, independent student projects.
 Shared group history: The amount of time people have spent together and “remember when
we”… statements usually have a strong bonding effect. Teachers have to share the founders
vision.
 The rewarding nature of group activities: Rewards may involve the joy of performing
activities, approval of the goals, success in achieving these goals, and personal benefits such
as grades and prizes.
 Group legend: successful groups often create a kind of group mythology that includes
giving the group a name, inventing special group characteristics (dress code) and group
rituals, logos etc which increase cohesiveness.
 Intergroup competition (that is, games in which small groups compete with each other
within a class): These can be seen as a type of powerful collaboration in which people unite
in an effort to win. The students who would not normally make friends easily, can be
grouped together to increase cohesiveness.
 Teacher’s role modeling: Friendly and supportive behavior by the teacher is infectious, and
students are likely to follow suit.
 Develop the feeling of group consciousness: by placing before them the traditions, aims and
ideals of the school and community.
 Moral and religious teaching: Through collective instruction

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  Writing model sentences: Mottos pertaining to group mind such as “Unity is strength” etc.
should be written at important places in the school.
 Celebration of days and festivals: annual functions, Alumni meet; school flag and banners
should be used for such functions to put everyone under one name. Some functions such as
celebration of birthdays of great leaders, annual function, prize distribution function, parents’
day etc. should be organized in the school, to develop group mind. All this leads to enhanced
interaction among students and between students and teachers. New techniques of teaching
like project method, team teaching, supervised study, etc should be used to enhance
interaction leading to development of group mind.
 Acquainting students and teachers with the high traditions of the school: Every school
should have some high traditions and the students and the teachers should be fully acquainted
with them. So that they are aware of what is expected of them as students and teachers.
 To entrust jobs of responsibility to students: Students should be entrusted with jobs of
responsibility in the school so that leadership traits and group mind may be developed in
them. The students should be allowed to do the planning, implementing, etc on their own.
Through this leadership and social values will be developed which will help in developing
group mind.
 To appoint teachers on a permanent basis: Teachers should be appointed on permanent
basis in the school, only then will they take a greater interest in the affairs of the school as the
development of group mind takes a long time.
 To keep students in the same school till they complete their schooling: It is essential for
development of group mind among the students that they continue their education in the
same school. Development of group minds is possible in children every year that they are
there.
 To give opportunities of expressions of feelings, of healthy rivalry and cooperation: At
times, the school should provide the students with opportunities of expression of feeling of
healthy competition & cooperation in play, cultural and class groups.
 To develop feeling of group consciousness: The feeling of group consciousness should be
developed in the school in order to have a group mind.
 To enroll the students as member of various groups: Students should be enrolled as
member of many groups that has own aims, traditions and methods.
 To arrange for Hostel accommodation: Hostel accommodation should be arranged in the
school where the students may develop group mind by community living.

School as a Group

School is a social group .All the students and teachers are its members. A School has a
purpose of imparting education .The atmosphere of school persuades new members to join the

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group and continues making efforts to modify the behavior of elder members. Several types of
conditions are essential for building up an organized school community. They are as under

1. Continuous existence of the community - The school community is not like a crowd. It has
stability .Teachers remain in the school for long time. A large number of students study in the
school and in this way it is stable. For its stability, it is essential that the teachers do not
change often and students do not leave it after studying for sometimes. They stay at school
for considerable time is necessary so that they may understand the value of school society
and acquire its good virtues.
2. Aims of school - All schools have aims and ideals to be realized. They have their own
traditions which help in molding personality of the child as per the requirements of the
society. There is a close affinity developed towards their institution by participating in
various activities. The schools should organized activities like annual day ,sports day
exhibitions, morning assembly etc so that there is a lot of interaction among students and
with the teachers which helps in developing we feeling ,thus instilling pride towards their
school(alma mater)
3. Social feelings and pride in traditions - The young students of a school feel proud of their
school. The students of different schools compare the activities of their schools and each
students tries to prove at his school is the better one. Individual compete in debates, sports
Games, one act play etc develop in the students for the school. Tradition of the school,
results, sports, cultural activities etc produces a feeling of rivalry among the students.
Students are ready to do many a thing to bring self respect & glory to their alma mater. All
these things help in developments of social feelings in them.
4. Co-operative and creative atmosphere - The school is an organized group. It is essential that
the students work in co-operation with each other. In order to achieve this, the teacher will
have to lead them. As far as possible, individual competition should not be encourage but
group game should be organized e.g. inter class game competition, etc.
It is essential for the school environment to be creative and progressive. It should change
with time so that it remains the mirror of the school. Its aim should be decided .It should lead the
society. Such a thing is possible only in the creative atmosphere of the school.

Ms. Namrata Saxena.

Class room group

There are many kinds of groups in a school e.g. club, team, literary societies, classroom
group etc. Class room group is the most important of all these groups.

According to Kuppuswami, class room as an instructional group helps its members to

satisfy their needs and achieve the goals.

Importance of developing Group Mind (Group Cohesiveness): -

1) To improve the behavior of students - In a class room group, the students come into contact
with each other and acquire appropriate type of education.

2) To develop mental processes - Some sort of exchange of thoughts goes on in the class group
through which intellectual activities like reasoning, memory, judgments, decisions, thinking and
imagination develop.

3) To develop the feeling of self sacrifice - The students in a class room group remain in close
contact with each other. Therefore so much love, good will and sympathy develop in them that in
the time of need they do not hesitate to sacrifice themselves for the sake of others.

4) To prepare for future social life - Children in class room group live together for pretty long
time and try to adjust their thoughts, habits and view points to others. Such a type of experience
prepares them for future social life.

5) To excite sympathy of numbers - A student starts doing as other students do. Their tendency is
called sympathy of numbers.

6) To develop qualities of leadership - Students in classroom groups plan or organize a number

of co curricular activities. Thus qualities of leadership are developed in them

7) To acquire more knowledge - In a classroom group the students learn the habits of
competition and imitation and get an inspiration to acquire more knowledge.

8) To develop the feeling of co-operation - The teacher encourage all the members of a
classroom group to work together and thus feeling of cooperation is developed in them.

Ms. Namrata Saxena.

 SOCIOMETRY

John W. Best: Sociometry is a technique for describing social relationships that exist
between individuals in a group.

Bronfenbrenner: Sociometry is the method for discovering, describing and evaluating social
status, structure and development through measuring the extent of acceptance or rejection
between individuals in groups.

Method of preparing sociometry

 Each pupil in the group is asked to write his first, second and sometimes his third
choices about various significant types of social settings.
 Every pupil has to select names from the group itself.

For e.g. he may be asked questions like:

 Whom would you like to sit next to you in the class, in the bus or while going for a
picnic?
 With whom would you like to work in the laboratory?
 With whom do you enjoy most in a gathering?

All these are positive questions and hence show social acceptances. Negative questions may
also be given to show social rejections like:

 Who are the people you dislike the most?

How to administer sociometric test?

 Build a relationship with the class which will enhance the usefulness of the test.
 Decide what information you want and how you will use it.
 Phrase the questions carefully so that they are clear.
 Distribute a list of names of all students in the class. Such a list will remind the
students of any who are absent that day.

5. Distribute cards on which choices are to be indicated. The following might serve for the
purpose-

Your name- -----------------

Your first choice - --------------

Your second choice - ----------------

6. Set the stage for the best results.

During the administration, explain the purpose of the test. To minimize jealousies and fears,
tell the group that the findings will not be disclosed to the other children.

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7. Finally be sure to give the children sufficient time to make their choices, but not so much
time that they reveal their choices to each other.

How to tabulate the data

 Let the members be numbered from A to Z.

 Write ‘choosers’ in the vertical column and ‘chosen’ in the horizontal column.
 Total choices received by each member are shown at the bottom.
 In the cells, check marks may be shown.
 Let ‘F’ stand for first, ‘S’ for second and ‘T’ for third choice respectively.
 Add the number of each choice.
Sociogram

 A Sociogram is a graphic drawing using certain symbols and marks to indicate the
pattern of social acceptance and rejection among members of a social group.

How to interpret Sociogram?

 One student may be concentrated at a time.

 A detailed study of the choices made and received should be made.
 The ‘stars’ and the ‘isolates’ may be looked for.
 A ‘star’ is a member of the group who receives most of the choices. An ‘isolate’ is
one who is not chosen by anybody.
 After identifying the ‘stars’ and the ‘isolates’, efforts should be made to discover the
causes for such selections.
 An individual may be isolated for several reasons:-

• He may be of shy nature.

• He may not try to make friendship with others.

(c) He may be a new member of a group.

(d) He may belong to a lower or upper socio-economic level.

 Discover individuals who select each other. This reciprocal choice may be due to
following factors:
(i) common interests

(ii) close relations

(iii) neighbours

 Discover triangles. A triangle shows three persons selecting one another. It shows
evidence of sharp divisions or cliques in the group.
USE & IMPORTANCE OF SOCIOMETRY

•After a few weeks of the commencement of school, the teacher has to conduct this test.
•It is an attempt to know how feelings are transmitted among class members.

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• It is used to discover and analyze patterns of friendship within a group setting.
•Sociometry affords a basis for organizing subgroups which will work productively &
harmoniously.
•It provides clues to the reasons for behavioural problems.
•It offers a means to improve human relations because society is basically an attraction-
repulsion system.
•Sociogram tells the teacher whether his class is a well-knit group or a loosely knit one.
•Sociometry will help the teacher to prevent social maladjustment in children & to promote
social cohesion.
•Teacher’s evaluation and observation may not always be right. Sometimes a teacher may
underrate those poor in academic performance even if they are skilled in interpersonal
situation.
•It helps the teacher to screen the leaders, isolates, mutual choices, cliques and rejectees
for individual counseling or other remedial work in the area of social skills.
•It helps in knowing the qualities of leadership as being appreciated by a particular group.

Uses of Sociometry:

Teacher can use Sociometry

 For organizing classroom groups

 To improve socio-emotional climate in the classroom
 To understand and improved the social structures of the classroom groups
 To help those who have been isolated become more acceptable to their peers.
 To study the effects of certain experiences on a group structure.
 To study the relationship between a group structure and factors like sex,
religion, colour, age etc
 To study the stability of a group structure
 To reduce group conflicts by improving communication between pupils
 To form groups for projects or Activity clubs
 In seating arrangements in the class.
e) Psychological Perspectives- Constructivist Learning
Meaning:
Constructivism is a view of learning that believes that learners use their experience to actively
construct understanding that make sense to them, rather than have understanding delivered to
them in an organized form.

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Definition:
Good &Brophy, 1994:“Constructivism emphasizes active learners, the linking of new knowledge
to knowledge learners already posses, and the application of understanding to authentic
situations.”
Psychological Perspective reflects three traditions:
1. Developmental Perspective
2. Social Perspective
3. Humanistic Perspective
1. Developmental Perspective-
 Develops more sophisticated ways of reasoning and problem solving in the content area.
 Teacher tried to form a bridge between the existing way of thinking of a learner with better,
more complex way of thinking
 If new knowledge fits with old or existing knowledge it develops more strong and elaborate
pathway to knowledge.
 If it does not fit then either the existing thinking is changed or new knowledge is rejected.
 More emphasis on changing existing knowledge rather than adding more knowledge.
 Learner should construct not reproduce new knowledge.
 Teacher should always value learner’s previous knowledge and their way of thinking about
the subject matter.
2. Social Perspective-
 The main assumption is that children gain mastery of concepts through interaction.
 As Vygotsky says- The learning first takes place in interaction and then becomes a mental
process of an individual.
 He also says- Children actively participate in their own development and they learn through
activities.
 Vygotsky’s theory of Social Development states that- Every function in a child’s cultural
development appears twice. First on a social level (inter-psychological) and then on
individual level (intra-psychological)
 He also talked about ZPD- Zonal Proximal Distance i.e. the difference between what a child
can do alone and what he can do without supportive collaboration.
3. Humanistic Perspective
 Knowledge cannot be communicated only by directly observing nature or from person to
person.
 It is idiosyncratic-hierarchically organized framework of inter-related concepts.
 This is a continuous process which takes place by linking the new knowledge with the
existing knowledge.

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 Human constructivist assert that- No two human beings (including scientists) can construct
precisely the same meaning of an event or object when presented to them.
 Hence, a demand of change in our understanding of structure and outlook on how children
come to know of.

Ms. Namrata Saxena.