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From forming to performing: group dynamics

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My slides from the ILC IH Brno teacher training conference Imagine on Saturday 24th February 2018.

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From forming to performing: group dynamics

  1. 1. Imagine - a conference for English teachers ILC International House Brno Teacher Training Centre
  2. 2. From Forming to Performing: Group Dynamics James Egerton IH Riga www.jamesegerton.wordpress.com
  3. 3. ‘Human beings are group beings’ - Rupert Brown
  4. 4. class = human interaction
  5. 5. teacher = facilitator Rogers´ attributes of an effective facilitator: ● empathy ● acceptance ● congruence
  6. 6. Lewin’s 3 Leadership Styles Which one best summarises your teaching style? Autocratic Laissez-faire Democratic Do this! Do this or that as you see fit. What do you think we should do?
  7. 7. Group formation
  8. 8. Tuckman’s stages of group development
  9. 9. Hersey and Blanchard's situational leadership theory Forming Storming Norming Performing
  10. 10. Optimal leadership style: (more authoritarian) Means fully supervising students’ work and giving the sense of direction.
  11. 11. ice breakers sharing agreeing
  12. 12. Help me to help you! ...Ss’ favourite hobbies
  13. 13. I enjoy long distance running I have a dog called Harry At primary school I played the violin
  14. 14. “Tasks have a social function and not just a pedagogic one” - Dornyei and Murphy.
  15. 15. (50%)
  16. 16. Optimal leadership style: (authoritarian – democratic) Occurs when the ‘teacher-leader’ convinces the students of the importance of the task; the students become more aware of the value of their learning process
  17. 17. c Care but don’t take it personally
  18. 18. Engaging in conflict = downward spiral
  19. 19. Revisit agreed norms + Positive reinforcement
  20. 20. Don’t label the person. Be specific about the behaviour.
  21. 21. Beware of ‘boxing’ a learner into a role. “I don’t ask him because he never answers.”
  22. 22. group roles
  23. 23. teaching each other
  24. 24. “Better have a valued goal, or you can't get any positive motivation… How are you going to hit something if you don't know what it is?” Jordan Peterson, Professor of Psychology, University of Toronto.
  25. 25. Mastery Goals Performance Goals experiences, applying knowledge grades, ranking, praise, extrinsic reward
  26. 26. Mastery Goals Performance Goals experiences, applying knowledge grades, ranking, praise, extrinsic reward EXAMPLES To write more clearly with a higher level of vocabulary and grammar. To have intelligible pronunciation when speaking to my cousins in Scotland. To be the English speaker on our family trip to London - ordering at restaurants, talking to taxi drivers etc. To be able to understand the plot of a film without subtitles. EXAMPLES To get 9 in the Year 9 English exam. To beat my friend Vlad in the exam. To get in the top 3 at the next English Olympiad. To get 5 gold stars from my teacher this month. To get 50 euros from my parents for passing the Year 12 English exam.
  27. 27. Optimal leadership style: (democratic) Leadership style allows the students to share their ideas and cooperate.
  28. 28. Nelson (2008): A cooperative enterprise could in some way be done...by a single person. cooperation
  29. 29. Optimal leadership style: (democratic – laissez faire) Passing the responsibility for the learning process on to the students; the teacher is facilitating the group processes mainly by monitoring group work.
  30. 30. Numerous studies show that collaborative learning, as compared to working independently, results in deeper information processing and more meaningful psychological connections among participants...Group cohesion.
  31. 31. PBL - Island Project
  32. 32. I → We My → Our
  33. 33. What would you do if…?
  34. 34. (Added later - 1975)
  35. 35. A negative ending “could have detrimental effects on future L2 learning experiences.” Dörnyei and Malderez.
  36. 36. celebrate
  37. 37. Questions? get in touch jamesegerton89@gmail.com www.jamesegerton.wordpress.com Slides and write up on here now!
  38. 38. Bibliography Dagmara, G., 2012. Teacher's Action Zone in Facilitating Group Dynamics, LINGVARVM ARENA Vol.3 (89). Dörnyei, Z. and Murphey, T., 2003. Group Dynamics in the Language Classroom, Cambridge University Press: Cambridge. Haynes, N.M., 2011. Group Dynamics: Basics and Pragmatics for Practitioners, University Press of America: Lanham Hermann, K., 2015. Field Theory and Working with Group Dynamics in Debriefing, Simulation and Gaming Vol 46 (2), Thousand Oaks: Sage Publications. Heron, J., 2006. The Complete Facilitator's Handbook, London: Kogan Page. Kozar, O., 2010. Towards Better Group Work: Seeing the Difference Between Cooperation and Collaboration, English Teaching Forum Vol.48 No.2. Phu Quy, P.H., 2017. Group Dynamics: Building a Sense of Belonging in the EFL Classroom, English Teaching Forum Vol.1 Snider, B, 2005. Clowning Around: There's a Comedian in Every Classroom, Edutopia. Available at: https://www.edutopia.org/clowning-around (Accessed 23/1/2018) Williams, M., Mercer, S and Ryan, S., 2015. Exploring Psychology in Language Learning and Teaching, Oxford: Oxford University Press. Wijayadharmadasa, S.M.T., 2010. The effectiveness of group dynamics in English language classrooms, University of Colombo, Sri Lanka: Colombo.

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