As some of you may know, I used to work in the corporate world. In this previous life I would lead project teams to achieve a specific goal within an organisation. Whenever a new team was brought together they underwent four key stages of team development. Now I’m going to be so bold as to say that these are the same four stages that each class goes through. In September the class groups are mixed up and you may be teaching a particular group for the first time. There are four clear stages that you’ll go through together. In taking the time to understand these stages you’ll make your life a lot easier.
Below I’ve added my step by step guide to team/class development. By following this you’ll progress from an unfamiliar bunch of people to a tight knit group that is working together towards a common goal!
Stage 1 – Forming
Behaviours: In the forming stage there is a lot of excitement about the new class. Pupils may ask lots of questions and be a little unsettled. This is due to an excitement about the new situation and uncertainty around their place in the group.
Feelings: At this stage pupils are often excited and enthusiastic about the class. They may also be anxious or nervous about how they will fit in and what will be expected of them.
What you can do: As early as possible set your own expectations for behaviour, effort and teamwork. Be clear about what you want from each member of the class and what will happen if they don’t meet your expectations. If you have a preference for how work is completed, how homework will be collected, when work will be marked make all of these clear up front. The better each pupil understands what is required of them the more likely they are to comply.
Stage 2 – Storming
Behaviours: During the storming stage pupils begin to test the boundaries. They are trying to fully understand their role in the group. There can be conflict with other members of the class or with you as the teacher. Pupils can also feel frustrated as they adjust to the pace of the class and may voice their opinions openly.
Feelings: Pupils can feel frustrated or even angry. They can be opinionated or confrontational. Sometimes pupils can retreat into their shell as other, louder members of the class make their voices heard.
What can you do: Reinforce the expectations and boundaries set in stage 1. Share with pupils why you’re moving at this pace and what they can do to adjust. Don’t be afraid to change what you’re doing and how you’re teaching to suit the class. This can be an extremely challenging stage as a teacher but by remaining calm and strong you’ll move through this. Reassurance and reinforcement are better than getting as frustrated as your students.
Stage 3 – Norming
Behaviours: This is when the class really starts to gel. They begin to work together well and are able to solve simple disputes between themselves. Everyone communicates well and there is an open and honest dialogue. This can include being honest with you as the teacher when things aren’t quite right. This is the stage where the pupils may develop in jokes with you and feel much more comfortable in the classroom.
Feelings: At the norming stage pupils are feeling much more confident and comfortable. They’re open to collaborating and are happy to work together with each other and with you. Everyone feels like they’re part of the team.
What can you do: Enjoy it! This is when you’ll start to see serious progress within the class so keep everyone happy and motivated. Encourage the honesty between you and your students, it will prove invaluable!
Stage 4 – Performing
Behaviours: This is the dream stage for teams and classes. The class are working well, hitting their targets and consistently making progress. Pupils know the routine for your lessons and are regularly meeting or exceeding your expectations. They will also encourage one another to perform well and naturally hold their peers accountable.
Feelings: Joy! The class should be feeling good. They should be happy with progress and enjoy their lessons. Even if they don’t enjoy the subject particularly they enjoy the comfort and familiarity of your classroom.
What can you do: Keep up the good work! This is when you’ll really start to see the results. Be wary of things that can knock your class back to a previous stage. This can include new class members joining, room changes or other disruption. Maintain a good relationship with the class and keep up your expected standards. This builds pupil confidence and trust in you, which is key to your success.
Hopefully a lot of that sounded really familiar to you. Even though there are four stages of team (and classroom) development, not all classes will hit each stage. In particular, it’s important to note that not every class will reach the performing stage. In fact there are some classes that will get stuck at storming and never reach the calmer norming and performing stages. That happens when the conflict is perpetuated and clear boundaries haven’t been reinforced. Remember to set those expectations for behaviour and have clear consequences for when pupils fail to meet them. With time and patience you’ll be able to hit the performing stage which is where the most fun and greatest success happens!
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