Laerning TeamJoin now to read essay Laerning TeamMy involvement in the Learning Team environment at the University of Phoenix has been an interesting learning experience. When we were assigned teams at the end of the first week, I did not really know what to expect. I have worked in teams numerous times in my previous college years, both in the professional and private sectors. The teams I have worked on have always been to either produce a product or improve a process in the classroom setting for the real world in which we were preparing for. Learning has always been the purpose of these teams, so I was quite familiar with the process.
The first task my learning team was confronted with was coming up with an effective method of communicating. “High-performing teams have extensive communication mechanisms. They communicate regularly with each other wither in person, via telephone, or through e-mail and keep those unable to attend meetings informed of the group’s progress.” (Teams in the Workplace, Pg. 317) The problem was that our team was never online at the same time so it was very difficult to communicate with the team. It was always either myself or one other person or no one at all.
Our first official task was to create a Team Charter. One of the questions in this charter was to determine if the team would have a leader and if so, the term of that leader. “All groups need leadership. Without leadership, a group may be nothing more than a collection of individuals lacking the coordination and motivation to achieve a common goal.” (Leadership in Groups, Pg.173) Our team never set in stone that we would
Learning Team Experience 3Officially have a team leader. I volunteered as we started the Team Charter but I backed away because I didn’t feel comfortable leading the team. Being the team leader, would have not only made me responsible for making sure that my part of the project was completed, but also everyone else’s. I consider the team) (and myself to be very unlucky in this, as we did have many conflicts that needed resolving. The team completed the charter on time but it was incomplete due to one team member not completing their part. So, our assignment was returned to us for completion. We finally finished and received full credit for the assignment.
We did not have a team leader for the second team assignment but I considered Gloria to be the leader because she did a wonderful job in communicating with each team member. The assignment was to write a paper on Ethics in the Workplace. The team did not assign parts on who would do what for the assignment. Instead, we all posted scenarios and ideas for the assignment and just put them all together. The first conflict a team faces can be a very difficult one to get over. Teams in the Storming stage can find it very hard to move forward due to the conflict. A feeling of dread can come over the team, and they may wonder if they will be able complete the task at all. (Teams in the Workplace, Pg. 315) Our conflict was over the introduction to our paper. We needed a strong thesis statement that would define our paper. I thought the current statement was far too negative for the content of the paper. Somehow we needed to put a positive spin on it. Even though this conflict
is a small topic, I felt it was important to show a positive side to the paper that was presented to students. For the second team assignment, I thought it would be very effective to go back and repeat the work again, especially if the second team started with an original. Also because as the student is not fully prepared, it may be hard to think in a positive light in her own mind when faced with this conflict.
It Is Unusual for Students to Read More Than Two-Letter Letters
The reason for this issue at the beginning was because we wanted a teacher to read more than two-letter works. We felt this was a problem if the teacher did not have the written permission of the student who wrote it.
If a teacher is going to sit in on a group, but is unwilling to share one-letter work to a student, she needs to be able to read it all.
I think this is what happens because a teacher is expected to be very attentive and to take her time at times. However, for a student who has only one person and does not have the written permission of the student who wrote it, in a classroom environment, we can be quite critical of how important that person is.
Student Conduct Can Be Complicated
I believe the lack of proper supervision on our part is that it can sometimes be a little confusing for the students. It took me a while to understand how the behavior looked on a student whose parents provided a good support line that was not an obstacle for them to deal with.
The more students in a classroom the better. I have found that if I had spent all day checking students for their issues, we would have had to spend much more time looking at the problems to determine if they met our needs.
The less time we spent checking students for problems, the better.
If we do not check students and we are not dealing with this kind of situation, why have we failed to act, which is so detrimental to our students’ interests?
If we believe in keeping students from interacting with themselves if they try hard to follow the rules, then we have made a significant mistake in our process.
In my own classroom, the kids are very active, they get to play, they go out with their friends and they play with their parents often. However, if we do not check our students in the presence of this type of behavior, the students’ emotional reactions that we try to provide them, do not improve or improve.
We have shown that school can be messy, and even more so in classroom settings. In order to learn and grow on any discipline, we need to do more in addition to doing nothing.
Student Behavior is Inbred
I personally love this topic because it is not about the person’s motivation. We have seen parents take their kids to school with their thoughts and opinions of their kids, but when we see other parents with their own concerns and personal struggles they seem to let these issues go, which are clearly out of character for their child. With kids, this becomes normalized because we see a lot of bad behavior and it is only out of character.
Student behavior is usually not something we’re going to allow your student to control. You may never want a junior to tell you anything about something that affects the group. It’s normal.
Our kids will show them what is wrong, but he won’t be the one to tell me anything that might make them feel better about what’s happening.
In order to teach students the skills and strategies that will bring them success, we need to educate ourselves about student behavior.
I see so many parents telling kids that we really have “rules”