Group Dynamics in Instruction: Principle of Least Group Size

account in the planning and administration of instruction, in-service training of teachers, and general programs of community development. The work of Jennings, Tryon, and Bonney on sociometrics; of Barker on motivation and molar behavior; of Lippitt and White on climate; of Redl and Bettelheim on characteristics of therapeutic groups; of the Yale group on frustration and aggression; of Henry on group-process diagnosis via projective tests; of Davis on social-class and acculturalization problems in the school -studies such as these provide convincing evidence that teaching can no longer be guided by ideas limited substantially to the unit organization of content, pleas for friendly interpersonal relations, descriptions of "desirable" personality traits of teachers, and a handful of "teaching methods." Educators must see the classroom for what it is-an extremely complex, shifting web of interpersonal relations describable in terms of such dimensions as conflict, reinforcement, contagion, resistance, goal-direction, frustration, efficiency, expectancy, productivity, and the like. To the administrator or teacher