Five Stages of Team Development

The five stages of team development are; forming, storming, norming, performing, and adjourning. In the adjourning stage, the project is coming to an end and the team members are moving off into different directions (Abudi, G., 2010).

For me, groups in which there is positive interaction, high performance, and honest communication are the hardest groups to leave. These groups become sort of a family unit in which you are all working together to complete a common goal. Groups that are the easiest to leave are the groups in which not every member pulls their own weight, there are negative interactions, and low performance.

Thinking back to groups I have worked in, there have been no clear closing rituals besides presenting our information or project and thanking each other for their work. In groups that are successful and positive, I would like to get together after the fact in a more casual setting and discuss things other than the project.

At the end of the Masters program, I believe that I will thank the colleagues I have worked with for helping me on this important journey. It is harder in this context because everything has been online, and I have not met anyone in person.

Reference

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

Since the start of the school year, I have been experiencing some conflict with my Principal regarding one of my students and how they are handled. To this date, the student has physically hit me four times, thrown scissors, rocks, and other objects at me, ran out the door of the classroom and down the hallway towards an exit door, and many other things. I have gone to my principal on a daily basis asking for help with this student since none of the strategies I have incorporated seem to be helping the negative behavior. When the behavior occurs, very little is done besides having him sit in the office for 15 minutes and then sent back to class. Each time I go to my principal for help, I am met with very little help, no sympathy, and no constructive ideas. This is very frustrating for me, and in turn I have gone to others asking for help.

            Some strategies that I have tried are to play Devil’s advocate and bring up the scenario of this student hurting another student in the classroom. I try to make my principal realize that this is not a chance that can be taken, and even though the physicality has only been limited to me so far, it’s only a matter of time before it’s directed at someone else. I also bring up the fact that because of this negative behavior occurring on a daily basis, he is requiring so much of my focus and attention, that the other students are not getting the attention that they need and deserve, and it’s also only a matter of time before I start getting behind in curriculum because of the constant need to stop lessons and correct behavior. Another strategy I have tried is to be open and cooperative with parents, and try to work together for a positive outcome. This has been a challenge because the parents seem to be in denial about their child’s behavior.

            I ask you, my colleagues, what would you do in this situation? What other strategies could I try? It as been a very stressful and exhausting year already, and I am open to any comments and suggestions. Thank you!

Communication can be a tricky thing. Sometimes it can be very easy when you are speaking with someone you have a lot in common with. With these people, your conversation is going to flow and there will be a variety of topics you can discuss. On the other hand, communication can be rather hard. If you are speaking with someone you have little in common with, or someone from a different culture, your conversation may not flow as easily and topics could be scarce.

In thinking about this, I would say that my communication style changes depending on whom I am talking with. Below you will find three examples.

1) With my kindergarteners I speak in an expressive and supportive demeanor. I want them to know that I care about their thoughts and ideas, and I also want them to be excited about the information I am conveying.

2) When speaking with colleagues, or my Principal, I usually speak in a confident tone. I want to express my professionalism and also my commitment to my job.

3) In talking to those I do not know well, I speak with my feelings and emotions. I want them to feel comfortable and also have them know that I am genuinely interested in what they have to say.



Competent Communication

            In thinking of someone who demonstrates competent communication, I immediately thought of a professor I had during my undergraduate studies at Central Michigan University. Her name is Dr. Holly Hoffman, and she taught my Introduction to Special Education class. Before this class, I knew very little about Special Education. Dr. Hoffman taught with such knowledge, excitement, creativity, and understanding, and this created a wonderful collaborative learning environment. Even in the great big lecture hall, she made it seem like we were in a small classroom. She would walk up and down the aisles as she spoke, instead of just standing at the front. I learned so much in that class and felt so much more comfortable with special education terminology and issues afterwards. 

            I would definitely model communication behaviors after Dr. Hoffman. I hope in speaking to my young kindergarteners that I convey information in an exciting manner that makes them eager to learn. I also hope that they look forward to coming to school and being in my classroom, and feel special the way Dr. Hoffman made each of her students feel. 

ONE HOPE: When working with children and families from diverse backgrounds, one hope that I have is that they are able to attain any help needed when acclimating to the school environment. A lot of times, to a diverse family, starting school can be even more daunting especially if they come from a different area or country, or speak a different language. My hope is that the school system and teachers are aware and have a plan in place to help these families adjust as comfortably as possible.

ONE GOAL: A goal I would like to see every school system and staff member have when it comes to diversity, equity, and social justice, is to have the children’s best interest in mind and in heart. A lot of times I have seen teachers and other staff members get away from what is in the best interest of the child, and instead think in a way of “what is best for me, or what is easiest.” This is wrong on so many levels, and is heartbreaking to see. If we do not advocate for the children, who will?

I would like to thank my wonderful colleagues for a GREAT 8 weeks!! We discussed some difficult topics, and shared some personal stories, but I felt comfortable talking to each and every one of you. I wish you the best of luck in your continued education and also in the fast approaching school year!!! THANK YOU J

Welcoming Families from Around the World

1) My family’s country of origin: Hungary

2) Five ways I will prepare myself to be culturally responsive to this family:

-         Learn Hungarian words and sayings to make my student and family feel     welcome.

-         Incorporate books with a multicultural theme, including books from or about Hungary

-         Learn and teach a native Hungarian children’s song or rhyme

-         Play native Hungarian games like Hungarian hopscotch

-         Play Hungarian music

I hope that these ideas and activities will not only make this new family feel welcome, but also prepare myself and my students by introducing bits of the Hungarian culture into our classroom. Ultimately, the comfort of my new student is key, and I want school to be a place that they feel excited coming to and sharing their culture and ideas openly.



The Personal Side of Bias, Prejudice, and Oppression

An example of a time that I saw prejudice was when watching the TV show Big Brother. Some of you may have heard about this instance, as it has been talked about since happening. One of the contestants made a comment to an Asian housemate and said, “why don’t you go and cook some rice.” I could not believe that this comment was made, but it shows us that prejudice is still very much a part of our society today.

This comment diminished equity because it is a nationally televised show, associated with a specific TV broadcasting channel. CBS had no idea that comments like these would be made, and after they were, they quickly put up a disclaimer at the beginning of the show. This disclaimer made it clear that in no way were the comments made by houseguests in affiliation with CBS or its employees.

In watching this incident, I felt sad. Not only did I feel sad for the people the comments would affect, but I also felt sad for the person who made such comments. It is obvious that they are a close-minded individual, and most likely have not been educated in diversity or other cultures.

While this was a horrible incident, the positive is that it can be turned into an opportunity for educating people on differences, and how making these types of comments can be very hurtful.