The four stages of Tuckman’s framework include forming, storming, norming, and performing steps of group integration. This discussion describes my experience of playing on a volleyball team and analyzes my learning experience. At first, when I came to a sports section, I did not know any people there; I was enrolled in a volleyball section just formed, and the situation was similar to all the other teenagers there. It was the first stage of Tuckman’s framework, and we were making acquaintances. The trainer divided us into two teams, but initially, the teams were badly coordinated. Each player wanted to be the first to hit the ball, which resulted in accidental bumps and falls.
There was still very little progress with the second match, although the trainer did his best to keep things under control. After the second match, which we, as a team, lost, there was a fierce discussion in the dressing room where we tried to define our group roles. It was the second stage – storming – where we voiced our concerns and developed some ground rules to follow. The next stage was norming, when we began to trust one another and do our best to perform as a team and not as individuals. After several matches, we managed to win for the first time. Finally, in the last stage, performing, we focused on achieving common goals through teamwork. At this stage, success came, and we were invited to play for our sports club in another city.
The most memorable occasion when I learned to do something in a group was when I attended drama classes at school. Apart from memorizing parts and wearing fancy clothes, these drama classes provided educational opportunities I had not envisaged. We staged a play called “Alice in Wonderland” and were given our roles. We had to memorize our parts, but apart from that, the lessons turned out to be the perfect occasion for mastering social interaction skills. I am somewhat shy by nature, and sometimes it was difficult for me to approach individuals with questions. However, there were so many things to do at this school theatre, like painting decorations, arranging the light, and singing songs together, that I lost my reserve and learned to voice my concerns and ideas.
Painting decorations together, we learned to consider different opinions and seek a compromise; we learned to engage in discussions to find the best solution instead of discussing who is right. This experience helped me to overcome my shyness and make many friends. Now I firmly believe that what I acquired at the theater was not so much about roles and performance as about social interaction skills I developed. I think the very process of learning was in itself a social activity through which we learned to respect other points of view, show tolerance to one another’s drawbacks, and respect our drama teacher.
Tuckman and Vygotsky’s theories explain how social interaction in groups fosters the process of learning and state the central place of teamwork information of social skills. From Tuckman, I learned that initial disagreement and debates are an integral part of group formation, so there is no need to be afraid to voice my opinion. Nevertheless, group members should not be overcritical of each other and focus on a common goal rather than each others’ drawbacks. From Vygotsky, I learned that social activity is a necessary educational process, which is beneficial for developing social interaction skills. Now I am looking forward to our group work in this course to apply my newly acquired knowledge to our group projects.