Power of Synergy: Unlocking the Potential of Group Dynamics Through Team-Building Practices in Junior High School

Abstract

Cooperative learning has proven to be a valuable approach to education, benefiting students in a variety of ways. However, before a team can function productively, there needs to be a period of practice and adjustment to the process of cooperation at large; this is what we call team-building. This case study examines the way in which teams are developed in a language course at the junior high school level. For this purpose, qualitative research has been carried out. The sample consisted of a class in the first year of junior high school (students aged 13 to 14). Research data were collected through participatory observation and semi-structured interviews. The findings revealed that students progress through four stages (Forming, Storming, Norming, and Performing) before developing intergroup dynamics and becoming fully acquainted with the cooperative process. In addition, students need time to establish the conditions of cooperation and non-standard rules of behavior at the stage of disagreement (Storming).