When I first read about Tuckman’s stages of group development at SIT, there was a lot of nodding going on in my dorm room. I recalled when I first met people who would inevitably play an important role in my life (clubs, teams, classes…). Images of those awkward moments all came back to me: trying to make sense of our roles; fighting for our ideas; comparing our strengths and weaknesses. A real ego showdown. Then, how at some point, we all managed to make it work to the point where we dreaded the day we would part.
Learning about this group psychology made it easier for me to be a part of future groups. As if those definitions made everything okay, or at least, much less unnerving. I wanted our course participants to read about these stages for the same reason. I wanted them to understand that all those difficult moments they were going to face in their six months together were just signs they were growing together, and that if they noticed they were growing apart, they had the power to take some control over it.
Over the years, I tried different ways of introducing the reading to them, but each time this dialogue fell short. Part of the problem was I didn’t help them break down the text into digestible chunks. Well this year, I think I found the right recipe.
I separated the participants into four groups and assigned each group to read a description of one of the stages, 1. Forming 2. Storming 3. Norming 4. Performing, from the linked website. I chose this reading because I thought they would be able to focus on the meaning and not get bogged down in the language.
Note: I won’t go into the details of each stage since you can find a wonderful explanation at Adam Simpson’s blog, Teach them English at his post Have you ever wondered why your group activities fail to inspire students?. Just scroll down a bit to find his descriptions of each stage. He also describes the fifth stage Tuckman added to the model ten years later. I didn’t ask the participants to read this stage, but will definitely consider adding it in the future. I think there is great value in thinking about how a group comes to terms with its end.
Then I suggested they read their assigned stage individually and after discuss the meaning as a group. They collaborated to make sense of new expressions and concepts. I only intervened if I noticed they needed support. Once they felt like they grasped the concept, they had to draw a visual representation of the stage. I could already see a little “storming” going on as they decided what to put on their posters. Once the were done, each group was responsible for explaining their stage by using the visual representation they designed.
And below we see all the confused emoticons at the bottom of the poster, each with their own colour which describes the “storming”. But as the conflicts occur, compromise and understanding also becomes part of the dialogue. This is represented by the multi-colored faces in the middle. Finally the result is a happy face that encompasses all the colours of the group.
Just to reiterate, none of the groups were aware of what the other groups were creating. It was wonderful to watch all the pieces come together. As each group explained their posters, they referred to what the previous group spoke about. Once the “performing” group presented their poster, all the puzzle pieces came together.
What does all this mean? I hope it means that the teachers (participants) are now aware of the shifts that might happen during their time in the program. I also hope they extend this understanding to their students. Personally, I am very excited to see how this may change the conversation that usually occurs in our program.
* I also recommend reading Adam Simpson’s The power of the poster. As you can see from this post. I am also a huge advocate of posters. Posters are a powerful tool.