Attitudes and Group Dynamics

The Learning Challenge – Narative

One of the key aspects of formatting an inclusive environment in the classroom is making each student feel at ease, have a sense of belonging in the class group regardless of personal characteristics (such as identity, educational level, learning preferences etc.). Additionally, the students have to feel that they are supported both intellectually/academically and emotionally. For this reason, the educator has to ensure that the climate between the learners is one of respect and acceptance, while strategies and specific guidelines for equal participation, effective communication and appropriate behavior are implemented. Overall, the educator will monitor the learners’ attitudes and the group dynamics and also foster a “growth mindset” in which intelligence is not “fixed” but can change and grow over time.

Solving the Problem: Activities for Learning Groups

Title of activity

We have an appointment! (Meeting clock)

Working on the activity – Suggestions

Summary: The Meeting clock (or Appointment clock buddies) is an appropriate method to enhance communication and collaboration between participants of a group or to share experiences. It is an ice-breaker activity that can bring the students to get to know each other.

Objective: For each learner to successfully exchange personal information with another four learners.

Description: Utilizing the Meeting Clock method, each student receives a sheet with a drawn clock. The educator asks the learners to agree on several dating times with each other (12 noon, 3 pm, 6 pm, 9 pm) and write them down on the clock. When the clock is completed, the educator announces the first meeting and formulates a question to be discussed during that date. Depending on the complexity of the question, 3-5 minutes are allowed for the interview. The date is followed by a brief reflection (Have we learned something new?; Was the meeting helpful?) After reflection, the same process is repeated with a different question/topic.

Suggestions: As mentioned before, this method works great if the members of the group little known each other -so it is reccommended to take place during the first days of the formation of the class. Additionally it can be used when communication and collaboration is difficult within the team or when you need to share experiences in order to solve a problem or when you want to find out the views of the learners on specific issues.

Learn more

Appointment clock buddies: https://www.lauracandler.com/appointment-clock-buddies/

Title of activity

Getting everyone to safety(Amoeba electric fence)

Working on the activity – Suggestions

Summary: Team-building games, such the one suggested below, are great for engaging learners emotionally thus creating connections between the participants that ultimately lead to the formation of strong and sustainable teams with a common goal. In that regard, inappropriate behavior between the students is a lot less likely to happen.

Objective: For the learners to co-operate in order to successfully pass over the “electric” fence.

Description: The amoeba electric fence is an activity that builds on the trust between the members of the group in order to overcome an obstacle, the “electric” fence, that proves to be fatal. The educator builds that fence by connecting the backs of two chairs with a string. The learners as a team have to go over the fence but they must always remain in contact with one another. They can change positions and move around, only if they are constantly touching others, thus creating the effect of an amoeba. Of course, the fence must not be touched by anything, otherwise the whole group “dies”. It is understandable that a higher level of trust is required to successfully complete the challenge. So, if it fails, you can always keep on working with the group until, in the future, they reach that level.

Suggestions: This activity should be supplemented by a group discussion prior its start and after its completion. You can talk about the hurdles (the “fences”) that as individuals and as part of a larger group we have to face in order to reach a goal and also realize that, socially, we are dependent on others and there needs to be cooperation and a feeling of respect between us (in any social setting).

Learn more

Amoeba electric fence: https://www.youtube.com/watch?v=t0FaWhRaVbY&feature=emb_title

For a detailed description, see also pp. 9-12 on the Team-building games e-book on the resources/training section.

Title of activity

With a little help from my classmates (Peer feedback)

Working on the activity – Suggestions

Summary: Utilizing the peer feedback method, learners will have the opportunity to learn from each other and, as it is a two-way process, cooperation is promoted between them.

Objective: For all the learners to provide constructive feedback to one another in the form of corrections, opinions, suggestions, or ideas.

Description: After certain assignments the educator can employ the peer feedback method. This method refers to learners giving feedback to their classmates in the place of the educator. In that way, not only the new knowledge is consolidated, but, most importantly, connections are formed between the learners as each will try to help the other. It will also be beneficial to see the inner workings of the others’ minds and, in a way, get to know them better which will strengthen the group dynamics. Additionally, the pairs can work together and present an improved assignment.

Suggestions: Not all assignments will be suitable for peer feedback as the students may not have the necessary knowledge. So, it is advisable to make sure that all the learners can respond to it or be specific on the type of feedback it is required (for example, opinions or suggestions instead of corrections).

Solving the Problem: Self-reflection (educator’s reflection)

Reflect ‘n’ sketch
This activity enables the learners to reflect in a more creative outlet (and it’s especially useful for those that have difficulties expressing their thoughts verbally). Essentially, the students are given a blank page and are requested to draw their reflections on a project/activity. Additionally, the reflection can become more focused on certain topics if the educator -beforehand- draws panels and adds a prompt on each one (e.g. I accomplished…, Obstacles to my success…, I overcame the obstacles by…, From this experience I learnt…, Next time I will… and so on). In this way, the educator, after reviewing the results, will be able to see if the measures taken to overcome the challenge of attitudes and group dynamics have been effective or not.

In-class troubleshooting sessions
In an activity similar to peer mentoring, the educator can hold troubleshooting sessions which, in reality, couple as reflection sessions. The educator has explained the purpose of the activity prior to holding the meeting. The learners will be free to raise issues, make complaints, and ask questions. It can be as focused or “open” as the educator sees fit. From this session the educator will be able to collect feedback on different aspects of the educational procedure and, more importantly, on group dynamics through observation and smart poised questions.

Taxonomy of Reflection
Based on Bloom’s taxonomy, Peter Pappas developed the “Taxonomy of Reflection” which is consisted of four installments and one of them refers to the reflective teacher. This model provides sample questions for each level of reflection that are structured parallel to Bloom’s taxonomy. For a complete overview of the model visit the author’s website (https://peterpappas.com/2010/01/reflective-teacher-taxonomy-reflection.html) and, as he underlines, not every question needs to be asked after each lesson -the educator is free to pick whicever works for them.

Points for Discussion with your Organisation

The first step, when becoming a part of an organization’s team, is to learn about the organization’s policies (if you haven’t done already before joining them). So, after studying the policies, you can arrange for a meeting with your coordinator/supervisor to discuss any possible issues or enquiries you may have and what aspects of school life you can control (such as school time). You can ask about the way they want to handle problematic situations and their preferred strategies. You can contribute your own insight as well and judge from their reactions if it’s welcome or not. In either way, when an issue arises do seek guidance if it’s too much to handle.

Suggested Training Course available online