Week 6

Week 6

This week reading the five stages of team development motivated me to reflect upon my group own experiences. Thinking about the groups I have been in, ones that were high-performing groups were harder to leave.  I do feel that groups with the clearest established norms would also be hard to leave. These groups are normally high-performing groups due to goals and standards getting met. Thinking of a group that I have participated in which was hardest to leave makes me think of a group I haven’t actually left yet. This group is my teaching team. I feel I have a group and sub-group actually. The group in my entire building which is very close but my sub-group my kindergarten team is even closer. Our group has been together for several years now, so we have successfully worked through the different 5 stages of team development (forming, storming, norming, performing, and adjourning). Our group works effectively as a team. We are not focused on individual goals. We focus on the students, their needs, and each other’s. “The focus is on reaching the goal as a group. The team members have gotten to know each other, trust each other and rely on each other” (Abudi, 2010, para. 12). We have a relationship outside of work also which is great. We care about each other and their families. As team members, we have a respectful and trusting relationship with each other. “All members interact with each other equally creating an all-channel network” (O'Hair, 2015, p. 256). We do not have any role conflict in our group situation. “Role conflict arises in a group whenever expectations for a member’s behavior are incompatible (Baxter & Montgomery, 1996). Role conflict can make group communication profoundly challenging” (O'Hair, 2015, p. 260). I consider our group to be an effective, high-performing group, with established norms. This group will be a very difficult group to leave. “It is likely that any group that reached Stage 4: Performing will keep in touch with each other as they have become a very close-knit group and there will be sadness at separating and moving on to other projects independently” (Abudi, 2010, para. 16). Some closing rituals I have experienced in high-performing groups include recapping the set goals, having celebrations, and developing the next steps or goals that need to be reached. I have been in meeting such as my RTI student placement meetings which I discussed in my discussion 2 forum this week where these rituals have been very successful. Unfortunately, I feel my adjourning from the group of colleagues while working on my master’s degree may be different than others due to my taking time off in between classes. I have not been able to stay with a specific group of colleagues as most others have. Due to some personal situations, I have taken time off. I am hoping though that I can finish up the rest of my program with this group J I believe that adjourning is an essential stage of teamwork because this is a time where a group can celebrate their accomplishments and set the stage for positive future meetings. “The team leader should ensure that there is time for the team to celebrate the success of the project and capture best practices for future use” (Abudi, 2010, para. 15).

References

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

O'Hair, D. W. (2015). Real Communication (3rd. ed). New York: Bedford/St. Martin's.

Week 5

Week 5

I had a disagreement with a colleague about whether or not our early childhood building should get rid of our classroom play kitchens. I felt that the play kitchen area was developmentally appropriate and critical for young children to learn from.  She felt it was a waste of time and took too much space in her room. She did not see the importance of keeping it in her classroom and wanted everyone in the building to get rid of theirs. Two strategies I have learned that might have helped manage the conflict were the cooperative strategies, compromising and collaborating. “In a compromise, the goal is to find the “middle ground” between two positions. Each party gains something but also gives up something” (O’Hair & Wiemann, 2015, p. 232). My colleague and I could find a middle ground by compromising on the amount of kitchen items in our classroom and the allotted time set aside for this type of play. “To reach a truly win-win solution, in which both parties end up fully satisfied with the outcome, requires the collaborating style. Collaborators are problem solvers who creatively work towards finding ways to meet the goals of both parties” (O’Hair & Wiemann, 2015, p. 232). My colleague and I could both win the conflict by each of us doing what we felt is right. I could keep my kitchen area and free choice time and she could get rid of her kitchen area and her free choice time. In the end the conflict really did end up this way.  Reflecting on the conflict, knowing what I do now, it may have gone smoother if I had focused on how I was communicating with her. In retrospect I think my body language and facial expressions may have put her on the defensive.  While I am glad it worked out, my new knowledge sure could have shortened the process and caused less tension.

References

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin's.

Week 4

Week 4

Reflecting on the similarities and differences between how I evaluated myself as a communicator and how others evaluated me one thing that surprised me the most was how close the overall scores were. The first-grade teacher that took the evaluations scored within a few points of mine. I also had a family member do the evaluations and his score was within ten points or less than mine. The results surprised me because I didn’t think they would be so close to mine. I thought the family member would be closer than my colleague. Two other insights about communication I gained this week are how significant nonverbal communication is and how listening styles vary.  This might inform my professional work and personal life by making me aware of my nonverbal gestures such as body language and my facial expressions which I know I need to work on. When in my classroom with twenty-five kindergartners, I use many expressions to communicate but have to remember when communicating with adults, my exaggerated expressions may be misinterpreted!  The other insight about communication I gained this week was the varied elements of listening styles. It was interesting learning how others listen. Taking the self-assessment and having two other people take the evaluation analyzing my listening style was enlightening. I have e few things to work on!  This might inform my professional work and personal life by making me more aware of my listening during communication interactions. I want to be sure that how I listen truly reflects what I am thinking as I listen.