Group dynamics in such an environment produce psychological and energy changes "fuelled by the underlying forces of motivation and anxiety"(Tyson, p.47).
Stacey (1998) maintains that study of group dynamics in an educational setting is important because group interaction is seen as a "interaction is a "critical variable in learning and cognitive development" (1990 p.43 in Stacey, 1998, p.77) specifically in the "socio-emotional variables of group interaction, including motivation, satisfaction and anxiety reduction that are important in effective learning" (Stacey, 1998, p. 77). Group dynamics is thus a 'critical variable' whose effect on learning "cannot be ignored" (Stacey, 1998, p.40).
In an educational setting, the leader plays an important role especially at the beginning of the session when every member in the classroom is unfamiliar with his environment and his peers. Bion (1961) concludes that initially a group may face three possible problems known as dependency, flee instinct and rescue. It means that in the early stages, students turn to the leaders, in this case a teacher to resolve conflicts. Bion identifies these instincts as Basic Dependency, Fight/Flight and Pairing. This is parallel to what we mentioned earlier in the paper. This is the forming stage and team members are generally wary of each other.
With the passage of time, students enter the storming stage where conflicts occur as members try to vie for a more powerful position. Students are likely to engage in power struggles as they respond to the new environment and develop a sense of competition that paves way for rivalries. In some cases, single loop learning is noticed in this stage as students pay little attention to existing rules and norms while trying to climb the power ladder. In double loop learning scenario, a more mature approach is adopted as students question the existing norms and "invite each other to confront their views and to alter them in order to produce a position that is based on the most valid information possible, to which people involved can become internally committed" (Tyson, 1989, p.158).
In the...
By this stage, students have a clear idea of their roles and responsible and of each other's capabilities. The teacher who was hitherto working as 'anxiety controller' can now delegate work to class 'monitors' or any responsible member of the team in case of his absence. Students learn to communicate better and their ability to communicate with other members is a sign of group's maturity.
The performing stage is the time when students are required to take tests or exams to show what they have learned. This is a critical stage as it determines the success or failure of the group. The group that came together with the common objective of learning must now exhibit their skills and capabilities. The teacher has by now become a detached component of the team as he/she is no longer required to guide the team.
The adjourning stage comes as the team breaks up to pursue their respective interests after successful completion of the academic course. This is how group dynamics work in an educational setting. The group in this case is formed on the basis on some shared goals and values. They work together to achieve those goals and in this process becomes mature individuals. Conflicts are common as is the case with any group but they are mostly limited to the initial stages of interaction. As time passes, these team members develop strong bond of trust and friendship that may last even after the adjourning stage.
References
Bion, W.R. (1961). Experiences in Groups. London: Tavistock
Stacey, E. (1998). Study of the Enhancement of Learning through Group Interaction by Computer Mediated Communication, unpublished Doctor of Philosophy Thesis
Tyson, T. (1989). Working with Groups. South Melbourne: MacMillan
Tuckman, B.W. & Jensen, M.A.C. (1977) Stages of small group development revisited. Group and Organizational Studies, 2, 419-427
The Axelrod Group: Case Studies Accessed online 18th Jan 05: http://www.axelrodgroup.com/case_studies.shtml
