Small Group Dynamics in the Classroom

Robert K. Conyne, Ph.D.

Professor and Director
Counseling Program, University of Cincinnati
The first major point about small group dynamics in the classroom is this: Every
classroom provides the opportunity for small group work. Yes, even the largest of
classes--with ingenuity and effective monitoring- can be redesigned to become a
number of small groups. But using small groups within a large class is a topic for
another time.
For the present discussion, I want to focus our attention on working with just one
small group within a classroom as a way to highlight three important forms of group
dynamics:
(a) group development
(b) group processes, and
(c) learning forces.
It is of great help for instructors to understand and be skillful in using all three forms
of group dynamics within their classroom applications.
Group Dynamic A: Group Development
A classroom group has a developmental life span, similar to that of any other living
organism. Some 115 different developmental models for groups exist to describe
how a group may progress over time. To boil these down to basic and common
elements, any group has a beginning, a middle, and an ending phase, with each phase
being characterized generally by somewhat predictable dynamics. In the beginning
phase of a classroom group, students can be expected to look for direction, to
become oriented, and to search for an increasing degree of security and trust. In the
middle phase, assuming the earlier dynamics have been appreciably satisfied, student
group members are more ready to engage with the task and to work more concertedly
on task accomplishment. They learn how to relate to each other well and, if prompted
and encouraged, can be led to learn about themselves and others through intentional
group interaction. Moving toward the ending phase will find student group members
dealing with closure around their involvement with the task and with each other. The
dynamics associated with each group development phase can be very helpful in
instructor planning and responding and, if explained to them, can assist members to
understand and normalize what is occurring.
Group Dynamic B: Group Processes
Instructors in classrooms using a group approach need to become skilled in
observing, understanding, and using group processes in their teaching. By group
processes I mean such events and activities as the quality and quantity of member
participation, levels of influence in the group, how decisions get made (e.g., by

consensus, majority vote, railroading, etc.), attention to working on the task and
given to group member thoughts and feelings, and the rules and norms governing the
group, among other processes. In groups, it is the processes of interaction, that is,
how members interact with each other, that at least equaland often can surpass in
valuethe actual focus on the group task or product (e.g., to produce a project
paper). Why? If the processes are effective and appropriate, then the product is
enhanced; if the processes are not working, the product is negatively affected.
Group Dynamics C: Learning Forces
Classroom groups can unleash the power between. That is, in a well- functioning
group, a synergy can emerge from the combination of member interactions. Ideas can
beget ideas. Individual thoughts can be interwoven into a new fabric of thoughts that
can exceed each separate one. An inner-directedness can be expanded to include an
other-directedness, with the combination yielding learning forces that can be
exhilarating and productive. Members can feel connected, supported, and challenged
in a well-functioning classroom group, leading to a collaborative form of studentcentered learning that can trump that produced through other instructional strategies.
How so? Members in classroom groups can reach course goals while they also learn
about themselves. Effective group work is well-equipped to advance members skills
in team work, problem solving, and interpersonal communication and to help them to
learn course content material.
A Potential Dark-Side
Not all classroom groups are sunny and bright, though. There can be the dark side,
at times. Sometimes these groups fail. Sometimes they limp along sluggishly, not
mattering much to anyone (but causing the instructor much alarm). Occasionally,
they can be destructive in one way or another, an eventuality that is never acceptable.
Students of instructors who are aware of and skillful in the use of group dynamics are
far less likely to suffer such negative consequences, however. And the very good
news is that group dynamics can be learned by interested faculty. Seeing the
classroom as a group, and using group dynamics to guide the instructional process,
can provide a powerful learning experience like none other.
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Copyright Information 2003
Last updated 7 December 2003, 5:29:55 PM