7 Teamwork

“If I have seen further, it is by standing on the shoulders of giants.”

– Isaac Newton, in a letter to Robert Hooke (Newton 1676)

Working well in a team is a core professional skill in mathematics and physics. It allows you to tackle more interesting problems by combining different strengths and viewpoints, sharpen your explanations for both specialists and non-specialists, plan and share tasks so work is delivered to agreed deadlines with accountability, and build the habit of giving and receiving constructive feedback. You also learn professional behaviours, such as, listening carefully, asking clear questions, and making decisions that the whole group understands.

In this module you will work with different groups of peers on different tasks. Start by agreeing a clear goal and a short plan for how you will reach it. Share tasks fairly (especially mathematical tasks) and rotate roles where helpful (chair, scribe, checker, presenter). Communicate openly and early with the teaching team if you are stuck or need help. After each activity, take a minute to reflect on group dynamics including what worked and what you would consider changing next time. The aim is not only a good solution, but a good way of working that you can carry into future study and employment.

7.1 Code of conduct for group work

We are building an environment where everyone can contribute and learn. The following expectations apply in fact-to-face meetings, online spaces, and written communication.

Expectations

Treat everyone with respect by listen actively and being punctual and prepared.
Strive to collaborate effetively by sharing mathematical tasks fairly and rotating group roles.
Communicate openly: ask questions, summarise decisions, and record actions.
Raise issues early with your group and, if needed, speak to the teaching team.
Value diversity and create a welcoming environment for all.

Unacceptable behaviours

Discriminatory or belittling comments; inappropriate or hostile language.
Intimidation, bullying, or repeated dismissive interruptions.
Unwanted physical contact or attention.
Recording or sharing images/audio of others without consent.
Plagiarism or misrepresenting someone else’s work as your own.

If problems arise, use the active bystander toolkit below and, when appropriate, inform the teaching team.

7.2 Be an active bystander

We do not anticipate problems in this module, but learning how to respond to poor behaviour is a professional skill you can carry into labs, workplaces, and public life. Figure 7.1 presents four actions (the 4Ds) that you can take to call out innapropriate behviour. The aim of these actions is to reduce harm, support those affected, and uphold a respectful learning environment.

mindmap
  root((Active</br>Bystander</br>Toolkit))
    Direct action
    Distraction
    Delay
    Delegation

Figure 7.1: The 4Ds of the active bystander toolkit: four strategies for supporting active bystander interventions.

The 4Ds are options to help you act in ways that are safe and proportionate. Choose what D fits the situation. If a situation feels unsafe or escalates, prioritise Delegation and Delay. After any incident, note what happened, support those affected, and, if appropriate, follow up with someone with responsibility or authority.

Support

We want you to know that the teaching team for this module will support you in being an active bystander.

Direct action

Address the behaviour immediately.

This strategy is useful when you feel safe, the issue is clear, and a simple prompt can reset the tone. It is important to name the behaviour, set a boundary, and say why it matters for the group. Avoid sarcasm, public shaming, or debating motives. Focus on impact and the group norm.

Example phrases

“Please let them finish. Everyone gets a turn to speak because we need all ideas.”

Distraction

Change the focus to defuse tension.

This strategy is useful when direct confrontation may escalate things or could embarrass someone. To use this strategy, interrupt the pattern with a task, a process check, or a role switch.

Example phrases

“Let’s pause and check the task list” or “Can we look at the data for a minute?” or “Could you summarise the next step?”

Delay

Check in afterwards, then follow up.

This strategy is useful when the moment has passed, you are unsure what happened, or it felt unsafe to intervene live. Speak privately to the person affected, describe what you noticed, ask what support they want, and agree a next step. Avoid promising actions you cannot take or sharing details widely.

Example phrases

After the session: “Are you OK with what happened?” or “I noticed …; how would you like me to help?” or “Would you like me to raise it with the lecturer?”

Delegation

Involve someone with responsibility or authority.

Use this strategy when safety is a concern, behaviour persists, or power dynamics make self-intervention hard. Do this by giving a concise, factual account to a tutor or lecturer, including what happened, when, and who was present. Avoid diagnosing motives or assigning labels; report behaviours and impact.

Example phrases

Quietly inform a tutor or lecturer about a pattern of interruptions or exclusion: “I’m concerned about repeated interruptions in our group. Here is what I observed and when.”

{{< include preamble.qmd >}} # Teamwork {#sec-teamwork} > "If I have seen further, it is by standing on the shoulders of giants." > > -- Isaac Newton, in a letter to Robert Hooke [@Newton:1676sg] Working well in a team is a core professional skill in mathematics and physics. It allows you to tackle more interesting problems by combining different strengths and viewpoints, sharpen your explanations for both specialists and non-specialists, plan and share tasks so work is delivered to agreed deadlines with accountability, and build the habit of giving and receiving constructive feedback. You also learn professional behaviours, such as, listening carefully, asking clear questions, and making decisions that the whole group understands. In this module you will work with different groups of peers on different tasks. Start by agreeing a clear goal and a short plan for how you will reach it. Share tasks fairly (especially mathematical tasks) and rotate roles where helpful (chair, scribe, checker, presenter). Communicate openly and early with the teaching team if you are stuck or need help. After each activity, take a minute to reflect on group dynamics including what worked and what you would consider changing next time. The aim is not only a good solution, but a good way of working that you can carry into future study and employment. ## Code of conduct for group work {#sec-teamwork-code} We are building an environment where everyone can contribute and learn. The following expectations apply in fact-to-face meetings, online spaces, and written communication. ### Expectations {.unnumbered} * Treat everyone with respect by listen actively and being punctual and prepared. * Strive to collaborate effetively by sharing mathematical tasks fairly and rotating group roles. * Communicate openly: ask questions, summarise decisions, and record actions. * Raise issues early with your group and, if needed, speak to the teaching team. * Value diversity and create a welcoming environment for all. ### Unacceptable behaviours * Discriminatory or belittling comments; inappropriate or hostile language. * Intimidation, bullying, or repeated dismissive interruptions. * Unwanted physical contact or attention. * Recording or sharing images/audio of others without consent. * Plagiarism or misrepresenting someone else's work as your own. If problems arise, use the active bystander toolkit below and, when appropriate, inform the teaching team. ## Be an active bystander We do not anticipate problems in this module, but learning how to respond to poor behaviour is a professional skill you can carry into labs, workplaces, and public life. @Fig-4ds presents four actions (the 4Ds) that you can take to call out innapropriate behviour. The aim of these actions is to reduce harm, support those affected, and uphold a respectful learning environment. ```{mermaid} %%| label: fig-4ds %%| fig-cap: "The 4Ds of the active bystander toolkit: four strategies for supporting active bystander interventions." mindmap root((Active</br>Bystander</br>Toolkit)) Direct action Distraction Delay Delegation ``` The 4Ds are options to help you act in ways that are safe and proportionate. Choose what D fits the situation. If a situation feels unsafe or escalates, prioritise _Delegation_ and _Delay_. After any incident, note what happened, support those affected, and, if appropriate, follow up with someone with responsibility or authority. :::{.callout-tip} ## Support We want you to know that the teaching team for this module will support you in being an active bystander. ::: ### Direct action > Address the behaviour immediately. This strategy is useful when you feel safe, the issue is clear, and a simple prompt can reset the tone. It is important to name the behaviour, set a boundary, and say why it matters for the group. Avoid sarcasm, public shaming, or debating motives. Focus on impact and the group norm. :::{.callout-note collapse="true"} ## Example phrases "Please let them finish. Everyone gets a turn to speak because we need all ideas." ::: ### Distraction > Change the focus to defuse tension. This strategy is useful when direct confrontation may escalate things or could embarrass someone. To use this strategy, interrupt the pattern with a task, a process check, or a role switch. :::{.callout-note collapse="true"} ## Example phrases "Let's pause and check the task list" or "Can we look at the data for a minute?" or "Could you summarise the next step?" ::: ### Delay > Check in afterwards, then follow up. This strategy is useful when the moment has passed, you are unsure what happened, or it felt unsafe to intervene live. Speak privately to the person affected, describe what you noticed, ask what support they want, and agree a next step. Avoid promising actions you cannot take or sharing details widely. :::{.callout-note collapse="true"} ## Example phrases After the session: "Are you OK with what happened?" or "I noticed ...; how would you like me to help?" or "Would you like me to raise it with the lecturer?" ::: ### Delegation > Involve someone with responsibility or authority. Use this strategy when safety is a concern, behaviour persists, or power dynamics make self-intervention hard. Do this by giving a concise, factual account to a tutor or lecturer, including what happened, when, and who was present. Avoid diagnosing motives or assigning labels; report behaviours and impact. :::{.callout-note collapse="true"} ## Example phrases Quietly inform a tutor or lecturer about a pattern of interruptions or exclusion: "I'm concerned about repeated interruptions in our group. Here is what I observed and when." :::