The Week Against Bullying gives teachers the opportunity to talk even more about how they and the pupils want to work together during the coming school year. This is even more important this year due to the coronavirus situation. By setting standards together, the group regains structure, and stability and emotional calm prevail in the classroom.

The teacher plays an important role: initially, they are responsible. Subsequently, they share responsibility with others. Together with their pupils, they establish (new) standards. Consciously guiding the group and carefully moving through the norming phase ensures a milder storming phase. In the long term, this results in less bullying behaviour in the classroom.

Group formation takes place in phases

A group process on which a teacher exerts no conscious influence goes through a number of phases. This pattern roughly starts over each time after a longer holiday, such as the summer and Christmas holidays. The exact duration may vary from phase to phase. The following phases occur chronologically:

  1. Forming – In this phase, the class comes together for the first time (again) – ‘What is my relationship to the rest of my classmates?’
  2. Storming – Positions in the class are established. A turbulent phase.
  3. Norming – Standards are determined – ‘How do we interact with one another?’
  4. Performing – With positive group formation, the pupils are productive in this phase. This phase may not be reached if the group is not guided (properly). In that case, the process comes to a halt.
  5. Reforming (evaluation) – The phase in which it becomes clear that the end of the group’s composition is approaching.

Guiding group formation

As a teacher, you guide the group process by paying attention to the following:

  • Be aware of the phases of group formation mentioned above.
  • Be aware of your role. A teacher is part of the group and has a leadership role in it.
  • Constantly respond to what you see.
  • Approach your group positively.

Storming ⇔ norming

Bring the norming phase forward in time. In other words, actively reverse the order of storming and norming. By consciously establishing the standard together with the class first, the storming phase will be milder. The effect: less problem behaviour.

Examples of practical guidance tips for each phase

1. Tips for the forming phase

  • Stand in the doorway on the first day and greet everyone. Shake the pupils’ hands and make eye contact.
  • Make your intention for the year clear. For example: ‘My intention is for us to become the best class in the school.’
  • Then ask the pupils to write down what they envision as a fun class. Make a top five from these ideas and discuss it as a class. Do the pupils also want the class to interact in this way? The outcome forms the basis for how they interact with one another.
  • Play games to get to know one another better. For examples, see Handbook on Positive Group Formation (Bakker-de Jong & Mijland, 2009).

2. Tips for the norming phase

  • As explained above, guide the process so that the norming phase, rather than the storming phase, comes second.
  • Continue to pay attention to respectful interaction. Address pupils by name and show your interest from time to time. It is important that everyone continues to get to know one another better.
  • Have the class make decisions together. This promotes cooperation.
  • In this phase, emphasise the similarities, not the differences between the pupils. See the example exercise for this.

3. Tips for the storming phase

  • The process of fighting over positions within the group will take place more mildly in the guided group process, in which storming and norming are reversed.
  • If the hierarchical struggle gets out of hand, address the pupils regarding the interaction standards devised during the forming phase. Because they established these themselves, the pupils are receptive to this.
  • Give positive feedback for good behaviour.

4. Tips for the performing phase

  • There is a good chance that proper guidance has created a positive working atmosphere. Nevertheless, the group process remains vulnerable. Above all, continue to observe carefully what is happening at group level and respond accordingly.

5. Tips for the reforming phase

  • When group formation has proceeded pleasantly for the pupils, parting may be difficult. An outing or dinner is therefore a good way to conclude being together during this phase.

The different roles in group formation

Everyone at school has their own role in ensuring that the group process proceeds positively. First and foremost, this begins with the school management setting a good example for its employees. Is there a safe atmosphere among the staff? Teachers also fulfil a shared role, as do the pupils’ parents. This joint effort is very important.

The role of the school management

  • Put group dynamics on the agenda. Attention to this topic creates a safer atmosphere, which can lead to less bullying and better performance.
  • Always have the first introduction to classes conducted by the mentor (secondary education). This is the person who provides a stable foundation for the pupils.
  • Organise joint (informal) activities for the pupils (sports afternoons, shared meals, open stages).

The role of the teachers

  • Remember that you are part of the group and that, from this role, you can assume a leadership position. Your role is decisive.
  • The mentor (secondary education) leads the guidance of the group process. As a mentor, actively involve the other colleagues in the process after the forming phase.
  • Keep discussing with one another what is observed in the group from a group-dynamics perspective. Together, you hold all the pieces of the puzzle.
  • Parents are responsible for their child. It is therefore important for you as a teacher to maintain good contact with them. At parents’ evenings, make it clear that you support them and the child. Parents must know and feel that the school and parents are working together towards a safe environment.

The role of the parents

  • Parents are responsible for their child. It is therefore important for you as a teacher to maintain good contact with them. At parents’ evenings, make it clear that you support them and the child. Parents must know and feel that the school and parents are working together towards a safe environment.