Why is it that some groups work smoothly together, whereas for others it always seems to end in arguments? It may seem logical to avoid group work with classes where it often leads to disagreement, but is there such a thing as ‘healthy disagreement’?
Perhaps the groups that appear to be working well together are actually just letting one or two people do everything? This would certainly avoid conflict, but they might also be avoiding learning very much.
Sometimes conflict is a necessary step that teachers (of all subjects, not just language teachers) have to acknowledge as an important part of a learner's development.
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The psychologist famously argued that conflict within groups is entirely normal, and can even be desirable. the typical stages of groups learning to work together effectively as Forming, Storming, Norming, and Performing:
When the group is forming, most members will be polite. They will be looking to you or to a more confident group member to take the lead. Many of the group members may actually be quite disengaged.
Storming happens as they start to feel more confident and comfortable within the group, and willing to take a more active role. People may be trying to sort out what the unspoken rules are, or what roles everyone is taking. Or they may be more willing to point out potential problems.
Norming is when things start to sort themselves out and people are working together better. It’s very common for teams to keep going back and forth between storming and norming for quite a while.
Finally, performing is when the team successfully achieves the goal.
Essentially, Tuckman was saying that, without at least some conflict or storming, groups are unlikely to be able to perform successfully. It is necessary to go through this stage and out the other side.
Being able to deal effectively with conflict is a very valuable skill, both at school and in life. So how can we help students to develop this skill?
Listening is the most important skill we can teach our language students. Unfortunately, many of us are not as good at listening as we might think. A lot of the time, we are busy thinking about what we are going to say next, or even thinking about something else altogether.
Students can practice active listening by having to reflect back on what their partner has said. For example: ‘So you’re saying that…’ or by asking relevant questions.
If feelings are running high, we can teach them to still let the other person finish. They should then check they have understood, rather than jumping in too quickly with their own side of the story.
We can also encourage empathy by asking students to put themselves into the other student’s position. They should try and explain how they think they are feeling, or why they have such a different opinion.
Finally, we can get students into problem-solving mode, rather than staying with personal feelings. We can do this by asking them to suggest ways of coming to an agreement.
As long as it is managed well and doesn’t get out of hand, conflict and disagreement can ultimately lead to better outcomes than overly polite agreement, because more is at stake.
So, make sure to help students develop the confidence to deal with conflict in group work and disagree with each other, but also the interpersonal skills to do so in a productive and empathic way.
It's incredible to know that there are thousands of languages spoken across the world, each with its unique set of challenges for learners. A question that often pops up is: "Which language is the hardest to learn?". Today we take a closer look at this question and consider different factors that make learning a language challenging.
Preparing students for the modern world of work can be challenging; it's constantly adapting and changing which can be hard to keep track of. Today's post is a Q&A on the teaching of employability skills and the essential skills and qualities students need to thrive in the 21st century. offers insights to answer common questions and help you improve your language teaching skills.
My advice is to push the issue back to the students by putting them in groups and asking each group to identify a different job/career that involves people working with others. Then ask "What would happen if this job was competitiveinstead of collaborative?" You may have to re-explain the concepts, but let students write a little story about a situation in which the workers suddenly all turn competitive.
For example, It was chaos in the women's soccer/football game. All the members of the blue team suddenly became competitive. Each one still wanted to win, but each decided that she would shoot a ball into the other team's net. This included the goalie, who ran up to the front of the field and purposely shoved and tripped members of her team ….
Or for more traditional jobs, In the middle of the operation the nurse pushed the doctor out of the way and picked up the instrument. The patient also wasn’t completely asleep, and he tried to do the operation himself, then …
It's all absurd, of course, but it can lead into other tasks asking students why collaboration is so important in each job. Then, turning it back to language, what kinds of language does each profession require to collaborate? For soccer/football players, this includes shouted requests and commands:Pass the ball to me! Shoot!as well as hand and body gestures. Similarly, doctors require professional jargon:Pass me the scalpel, please.Rather thanGive me the pointy knife thing!
One hundred years ago, in 1923, Thomas Edison predicted that motion pictures would replace teachers and books. Since then, similar predictions have been made for radio, TV and computers. It hasn't happened, and one of the reasons is that we crave the human touch in our teaching and learning. I recently read. "When it comes to getting knowledge to stick, there may be no substitute for human relationships. … I've been to former students' weddings and baby showers and funerals of their parents," says Millard, the high school English teacher in Michigan. "I've hugged my students. I've high-fived my students. I've cried with my students. A computer will never do that. Ever, ever.”(Waxman, 2023, para. 21-22)
But, that doesn’t mean teachers should stop learning about new technologies. We need to keep finding ways for them to help us and our language learners in the classroom. It can seem overwhelming, though, which is why I recommend shifting responsibility to students: “Do any of you know about ChatGPT? Yes? How do you think you could use it to help you learn?”
Although the world is in many ways competitive, there are countless examples of how students will do better by collaborating. Most of our students today won't be working in environments where they are competing against their co-workers. Instead, they'll be in teams and need critical thinking and negotiation skills to help them do so.
One way forward is to ensure that your classroom features more collaborative activities. Get students working in pairs and groups on all their assignments, but also create a buddy system so students always have someone else to ask for help. For example, if they're having to read a text and come across difficulties, it's often easier for them to text or call a friend than to wait until the next class. After a few collaborative activities, discuss collaboration versus competition with students and ask them which they prefer. Also, ask them for examples of what their friends and family members do regarding collaborating and competing.
As always, it's better to lead students to understand a new idea than to tell them.
If you want to learn more, make sure to check out Ken's webinar here. If you'd like to learn more about teaching future skills to students check out21st-century skills and the English language classroom.
Ehsan Gorji is an Iranian teacher, teacher trainer and teacher educator. He also designs strategic plans, devises study syllabuses, runs quality-check observations, and develops materials and tests for different language institutes and schools in the country. Ehsan has been a GSE Thought Leader and Expert Rater since 2016.
Reflective teaching, despite it sounding modern and sophisticated, has not yet become a common practice among English language teachers. However, the experientialproposed byoffers a practical approach for teachers. The cycle involves teaching a lesson, reflecting on "what we did" and "how we did them," and then using that reflection to improve future English classes. By using this approach, teachers can prepare for better teaching in the long term.
