A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Teaching and learning in small groups
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PHASES OF GROUP DEVELOPMENT
Social group theorists describe the initial phases in the life of a group using a variety of
terms such as inclusion, forming and approach–avoid ambivalence (see e.g. Tuckmann,
1965; Adair, 1996). These works discuss the behaviour of individuals working in groups.
What is also recognised is the conflicting tendency to avoid the situation of joining groups
because of the demands, the frustration and even the pain it may bring about. This
‘moving towards, pulling away’ behaviour can easily create tension in the early stages of
a group if it is not handled sensitively. Certain behaviours may be a natural part of the
initial joining stages rather than a conscious act of defiance or withdrawal by a student.
Understanding how students are likely to behave can assist the tutor to provide a
framework that fosters confidence and allows trust to develop.
The ending of the group often brings to the surface many issues to do with termination.
How intervention is handled at this stage will have a bearing on helping members move
on. The tutor needs to be aware of appropriate ways of ending different types of group
activity. For discussion and guidance on managing behaviour in groups see Jaques and
Salmon (2006).
Interrogating practice
Consider small group teaching sessions you have facilitated. Think about the
different types of individual and group behaviour you have witnessed. What
were the possible causes?
SIGNIFICANCE OF THE SETTING
Our buildings should reflect our beliefs about learning and teaching and mirror our
concerns about inclusion, participation and community. If we do not design our
buildings to play to the wide variety of difference in our learners then we are
continuing the practice of exclusive higher education.
(Watson, 2007)
This advice, given by one of those involved in designing the innovative Saltmire Centre
at Glasgow Caledonian University, draws attention to the setting of group teaching.
Few tutors in higher education work in an ideal setting with tailor-designed group
workrooms. A great deal can be done, however, in setting up the room to encourage
participation and interaction. The research into the influence of environmental factors on
interaction has been fairly extensive and shows that physical arrangements have a
powerful effect. For example, Korda (1976) documents the effect on encounters when one
person is seated and the other is not.