The purpose of this paper is to examine the nature of small group teaching within a TEFL (Teaching English as a Foreign Language) setting. The benefits of small group teaching will be examined as well as the potential pitfalls of this approach. And finally, practical methods of small group management, and their relationship to group cohesion through an observance of group processes, will be presented.

There appears to be many benefits for students learning in small groups. Grantham (2003) and Jacques (2003) both noted that this forum is beneficial because it allows students ready access to the tutor as well as to their peers. Such access facilitates the development of many skills, including: listening; presenting ideas; persuading and; teamwork (Jacques, 2003). The sharing and testing of ideas promotes learner involvement and increases motivation in the subject matter (Teaching Small Groups). Small group work also provides opportunities for self reflection, self development and the monitoring of one’s own learning which moves the learner towards self direction and independence (Grantham, 2003; Jacques, 2003). Among the many benefits, however, there can be potential pitfalls for the teacher of small groups.

Although small group teaching can offer many advantages, it appears that there is also plenty of scope for proceedings to be derailed. Such pitfalls include: lack of preparation by students or the teacher (Grantham, 2003; Teaching small groups; Jacques, 2003) ; the teacher over talks (turning it into a lecture) (Grantham, 2003; Jacques, 2003) students do not participate (Grantham, 2003; Teaching small groups; Jacques, 2003); lack of focus in discussions (Grantham, 2003; Teaching small groups); one or two students dominate the discussion (Teaching small groups; Jacques, 2003) and; students behaving in a distracting manner (Teaching small groups). Many of these issues, however, can be circumvented through an awareness of the pitfalls and in taking action in terms of the preparation of small group teaching.

An awareness of the potential pitfalls can enable a teacher to prepare in advance. One important aspect of preparation is the establishment of ground rules. These may include such things as a commitment to listening to what everyone has to say or that no-one is to ‘hog’ the conversation (Grantham, 2003). Others may include arriving on time, completing required preparation material and treating everyone else with respect. Teachers can also arrange the furniture in the room so that is more conducive to student interaction, that is, so that it is possible for each student to make eye contact and observe body language (Teaching Small Groups). Arranging chairs in a circular pattern, as well as the teacher positioning themselves so that all students can feel included are good strategies to use (Jacques, 2003). The employment of such strategies are further enhanced with an understanding of group processes.

Group process theory posits that groups evolve, change and develop over time and that, as a consequence, teaching approaches need to match the group’s stage. Harris and Watson (1997) proposed four stages of group development. The first stage, the orientation, involves the group meeting and getting acquainted and ice breaking activities are appropriate for this stage. Next is the transition stage where any communication and leadership issues are resolved. In this stage the teacher needs to employ activities that embrace the group input whilst valuing differing points of view. The third stage, the working stage, is where the group performs and reaches its peak in terms of communication and problem solving. The final stage, the ending stage, is where the group disbands (Teaching Small Groups). Being able to be aware of the group’s processes and design a lesson to suit group needs, individual needs and curriculum demands also can provide opportunities for group cohesion.

Group cohesion refers to the openness between group members and their ability to achieve collective goals. Cohesion is encouraged by the teacher designing activities that need group effort, employing tasks that require student to student interaction and rewarding group performance (Michaelson, Fink & Black, 1996). In addition to the encouragement of group activity, the teacher can employ specific teaching strategies that further encourage student to student interaction. Such techniques can include: problem solving in small groups; fishbowl (where a smaller group is observed by the larger group); role play; presentations; buzz groups (in pairs for one way, five minute communication) and; snowball groups (an extension of buzz groups where pairs join to form fours then eights and then report back to the whole group).

The ability of small learning groups to achieve desired outcomes and become successful rests largely with the teacher. Achieving successful outcomes and avoiding potential pitfalls can be achieved through an awareness of group dynamics and planning carefully for each lesson. Lessons should be planned with group stages, individual need, group need and the goal of group cohesion in mind. These needs can be met through the utilisation of the many group working techniques, such as the ones mentioned in this paper.

References

Harris, S.A. & Watson, K.J., (1997) Small group techniques: Selecting and developing activities based on stages of group development in DeZure, D & Kaplan, M (Eds.) To improve the academy, resources for faculty, instructional and organisational development, Vol 16, The professional and organisational development network in higher education.

Michaelson, L.K., Fink, L.D. & Black, R.H., (1996) What every faculty developer needs to know about learning in groups, in Richlin, L (Ed) To improve the academy, resources for faculty, instructional and organisational development, Vol 15, The professional and organisational development network in higher education.

Sharon Condon