Exploring Tuckman’s Theory in Practice
We’ve just delivered the Tuckman’s theory as part of Module Two in the Level 5 Diploma in Teaching (FE & Skills), we explored how this theory supports group dynamics in the classroom settings.
Tuckman’s stages Forming, Storming, Norming, Performing, and Adjourning offer valuable insights into how learners interact, collaborate, and progress as a group of learners.
How do we use this to enhance teaching in FE?
How do you recognise and manage the storming stage effectively?
What strategies help move a class toward performing?
How can adjourning be structured to ensure positive transitions, particularly for learners with additional learning dynamics?
Tuckman’s Theory of Classroom Development
Also known as Tuckman’s stages, was developed by psychologist Bruce Tuckman in 1965. The theory proposes that there are four stages that groups go through as they develop: forming, storming, norming, and performing. Each stage is characterised by different behaviours, attitudes, and dynamics, and understanding these stages can be useful in managing and facilitating group work in the classroom setting.
Forming: This is the initial stage of group development, where individuals come together and start to get to know each other. At this stage, group members may be polite and cautious, and may be uncertain about their roles and responsibilities within the group.
In the classroom: The forming stage can be facilitated by icebreaker activities or team-building exercises. Teachers can also set clear expectations and goals for the group to help establish a sense of purpose and direction.
Storming: This is the stage where conflict and disagreement may arise as group members start to assert their opinions and ideas. This stage can be challenging, but it is also an important part of group development as it allows for different perspectives and ideas to be shared.
In the classroom: The storming stage can be managed by encouraging open communication and providing opportunities for group members to voice their opinions and concerns. Teachers can also help to mediate conflicts and ensure that all group members feel heard and valued.
Norming: This stage is characterised by increased cooperation and collaboration as group members start to develop a sense of shared purpose and common goals. Group norms and expectations may also start to emerge at this stage.
In the classroom: Teachers can facilitate the norming stage by encouraging group members to work together and celebrate successes as a team. Setting clear expectations and guidelines for behavior can also help to establish a sense of cohesion within the group.
Performing: This is the final stage of group development, where the group is able to work together effectively and efficiently towards their shared goals. Atthis stage, group members have developed a high level of trust and mutual respect.
In the classroom: The performing stage can be facilitated by giving group members autonomy and responsibility for their work. Teachers can also provide opportunities for the group to reflect on their achievements and identify areas for improvement.
Adjourning: The concept of “adjourning” is sometimes added as a fifth stage, indicating the dissolution of the group after the completion of its task. However, in the context of a classroom, especially with learners who have additional learning needs, the concept of adjourning may not be as straightforward.
In the classroom: While the concept of adjourning may not fit precisely within the traditional Tuckman model, adapting it to the unique needs of learners especially those with additional learning dynamics can involve celebrating achievements, planning for transitions, providing individualised support, and fostering a positive emotional environment during times of change.
How have you used this theory in your teaching practice?
Overall, Tuckman’s theory of group development can help manage and facilitate learning in the classroom. By understanding the different stages of group development and the behaviours and attitudes associated with each stage, teachers can help to create a positive and productive learning environment for their learners.