3H — Group Dynamics, Part 2

Introduction

Chapter 1 — Social Action: An Overview

A & B —Social Action’s Role & US College Social Action

C & D — Benefits & Bring Into Class

E — Overcoming Challenges

Chapter 2 — Developing a Social Action Class

A & B — Course vs Co-Curricular & Prerequisites 

C — Creating a Social Action Syllabus

D & E — Teaching Style & Norms

F — The Students

G — Building Allies

H & I — Role of Place & Each Semester v Every Year

J — Maintaining Momentum

Chapter 3 — Launching Student Campaigns

A — On Your Mark

B — Students Choose Their Issue

C — Group Dynamics, part 1

D — Change Theory

E — Building Power

F — Campus Tour

G — Research

H — Group Dynamics, part 2

I — Strategy & Tactics

J — Campaign Kickoff

Chapter 4 — Planning, Implementation, & Evaluation

A — Campaign Plan & Timeline B & C — Implementation & Execution D — Campaign Evaluation E — Finals: Binder & Presentation

Chapter 5 — Where Do We Go From Here?

A & B — Next Semester & Mainstreaming TSA C & D — Internships & Pipeline to Jobs E — Status of Current Campaigns

CHANGE! A Guide to Teaching Social Action

• Chapter 3H: Group Dynamics (p. 97-98)

Group Dynamics (part 2)

Somewhere in beginning of the 2nd third of the course (around Class #11), you will want to have time for your students to do a check-in to see how the the different groups are dealing with their dynamics. Of course, you should be watching the groups during the 1st third of the course, and jump in if necessary, but this dedicated time in the semester is to ensure that if there are any issues, particularly if there are members of a student group that are dominating or not talking, or members not appearing to be engaged or doing little work.

To encourage students to speak about their dynamics of their student team, you may want to consider using the below Group Dynamic Worksheet. By having them in small groups and then having them discuss whether they are holding each other accountability, what is working well with their communication and what needs to be improved, what are the tensions and disagreements within the group, and are all voices being heard, the chances of the groups having a destructive group dynamic will decrease.

Here is Scott discussing how to teach Group Dynamics:

If there is a group whose dynamics are so problematic that the group is having a difficult time functioning, Scott recommends that you consider dissolving the group, and allowing the students to move into the other groups in the class:

Questions

1. How important do you think the group dynamics within the student teams will be for the success of the campaigns?
2. What did you learn about group dynamics from the readings that was new?
3. In light of the readings and your own knowledge, how will you teach group dynamics to your students?

Case Study

The below Mural Board post summarizes the approach that the Students for Filipino Farmworkers took to help ensure strong group dynamics. I had posted the green box under their campaign on the Mural Board, and they responded.

During the Research and the Group Dynamic sections, students are continuing to build power by tabling. Below is a student article that appeared in the campus press, as a reporter came by the table, was curious what the students were doing, and decided to write an article about their campaign.

During this time, the students also created a petition, which is a low-heat activity, and was directed at the Campus Planning Board and the President. Petitions can be given to the decision-maker as part of the target meeting.

Continue to 3I — Strategy & Tactics