Collaboration is where people work together to achieve a common goal in academic and professional settings. Basic indicators for this is making contributions to the group by sharing information and materials, supporting decisions made, volunteer to participate and make relevant contributions, support others work, and plan by prioritizing with others while establishing professional goals inline with everyone else. Out of these indicators, I personally believe that I am most lacking in supporting decisions made, especially if they differ from my own. I am a very loud person and when I have an idea, unless another on sways me or blows mine away completely I will fight for it tooth and nail. Now this is not to say that I believe I am better than …show more content…
Indicators for this are: that we model the behavior expected by students and our own peers, communicate without deception, gives credit where credit is due, and acts with honesty and integrity in all situations. With these indicators, I believe that giving credit where credit is due is my hardest point. Many a times I have taken someones idea and revamped it, indirectly claiming it as my own as I had forgotten to give credit to the source that inspired me to do so in the first place. It is a nasty habit that I actually have been currently working on this semester. How I have been going about it is by actually writing it down in my notebook. Typically when I revamp and idea I will write down the revamped version and pull it out to explain it to someone if I mention it in conversation. Now however, I write the original idea down as well as who created it and then next to it I create the revamped version so that way it is more solidified in my mind that it was not all my idea and to give the credit to where it is …show more content…
Indicators are: values knowledge and experiences in academic programs and continues to have a positive attitude towards learning, takes initiative in delving deeper into expanding their knowledge by seeking out new opportunities to learn different abilities due to their intellectual and academic curiosity, and being actively involved in instructional times by uses credible sources and demonstrating enthusiasm for the subject. Out of these, the only one that I see myself struggling with is having enthusiasm for a subject, more specifically for one that I do not particularly enjoy. Most subjects I will have no problems with as I enjoyed school greatly as a child and my classes typically were fun, however there were just a couple subjects that I dreaded having. More specifically, any that deals with Social Studies. It as always such a boring class and it never retained my interest past the first five minutes of lecture. The only way that I can see myself moving past disliking a subject is by making it fun for myself in someway shape or form. This I would do by making games that would correspond with the lesson and trying to make it as interactive as possible instead of having the kids listen as I just talk to them as most Social Studies classes
There are many characteristics that are necessary for teachers to have. First, it’s important for teachers to be vastly knowledgeable about their subject matter. Teachers need to be enthusiastic about whatever they are teaching, especially if they want to sustain students' interest. If the teacher isn't interested in the subject, why should the students? Educators should always be willing to learn all they can about the content in which they are teaching—making the content as relevant or interesting as possible. Another characteristic that is vital in a teacher is having respect for students. Showing respect towards students means valuing each student’s ideas and opinions. It also means exemplifying respect for
Indicator 1b: Teachers treat students equitably and with dignity. They recognize the individual differences, and they account for these differences in practice.
I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.
These qualities were quickly recognized early on in my college career, and as a sophomore, I was offered a teaching assistant position in the chemistry department. As a teaching assistant, I lead 25 students through a new experiment each week that correlates directly with the topics that have covered in lecture. As a teaching assistant, I have learned two very important details about running a classroom. First, a balance of friendship, respect, and business breeds the best students. Because I became a teaching assistant as a sophomore the normal age separation between teacher and student was not present. Therefore, I needed to assert myself as the leader, but at the same time avoid patronizing my students. I realized that my students were willing to work hard for me when I respected them, treated them as equals, and got to know them as individuals. We could have our few minutes of fun, but when it was business time they knew to respect my authority. This type of dynamic is something I will bring to my future classroom. Secondly, effective communication is key. When I first became a teaching assistant I had trouble explaining things in a manner that all of my students would understand. I would explain
I like how you had stated that you had a negative understanding collaboration back when you were in school. I can agree, that I had similar negative experiences with collaboration and force collaborations felt like the group was paddling Upstream; although, the tasks were completed the effort that was needed it was exhausting. I found collaboration that is not forced and with individuals passionate about an end goals, seem to run smoothly, are fun and flow.
According to Jacob Morgan, “there are 12 common habits or success factors for collaborative organizations” (Forbes, July 30, 2013). These start by assuring that individual benefits are as important as the corporate benefits. Leaders have the monumental task of showing employees how collaboration will impact them at the end. In this sense, it is very relevant to explain to employees first why they are expected to do something, then how they are going to accomplish it. Leaders must also practice listening to employees as well as getting out of the way, so employees find their rhythm in executing tasks. Besides, collaboration is received better when there is a reward program for teamwork not only for individual performance. This is key because employees feel integrated to achieve the team’s goal rather than just focusing on individual
Collaboration is often first learn with friends (e.g. a sandbox), within the classroom (e.g. team projects). Emily Eldrige also goes on to share her life story, and her tendency not wanting to work in groups. Collaboration, by society standards, is seen as a natural skill, that everyone possess. When student prefer not to work in group, rather than promoting team effort, it is best to ask the students, why are groups not an interest or a likeness. Collaboration falls into three categories: life experiences, personality, and contextual knowledge. Personality is the predominant factor for most students. During this phase in a person's life, he/she is making numerous personal decisions that he/she will carry for the rest of his/her life. When
A collaborating style is a type of conflict management style that is “high in both assertiveness and cooperativeness.” When I took the “Where Are You on the Grid?” In Family Communication I got a 31 on collaborating. I also took a quiz on Buzzfeed called “How Blunt Are You Actually?” And I was deemed “Very Blunt”. The quiz elaborated and said “You’re incredibly honest, but you know the line between honest and mean.” I personally, believe communication is more efficient when an individual says whatever they need to say. While there is fine line between mean and honest, I have defiantly found that working as a Student Advisor. The book mentioned collaborating requires individuals to “integrate the needs of both parties to the conflict so that
both independence and collaboration have there highs and there lows. But when it comes down to the real world, independece is more important . When it comes down to it you are the one that determines what is best for you. the way i see it, no one is going to be by your side holding your hand teaching you what to do and what not to do threw out your
On the other hand, collaboration is not useful when a quick resolution is needed due to the time involved. Problems are solved only when everyone has the same goal in mind and works as a team to achieve the goal. As a result, both leaders and coworkers win. In order for the collaborative style to be effective, individuals must be willing
In my personal life I have collaborated with many of therapist, service coordinators, arc committee, with doctors, specialist, and many more. When raising my child “me” became “we” because they needed more than me. We have got together numerous time to discuss what was best for my child. When we first enter into early intervention we started with one therapist and then we had to figure out if he need more than just that person. We created this whole team that all involved me and my children. When getting involved in this whole other world of doctors and specialist I had to accept that they wanted exactly what I wanted and that was what was best for my child. We would talk, discuss, disagree, agree, or just be undecided until one of us was willing to accept what the others had to say. Collaboration especially in a personal life isn’t easy. I had to accept that my children didn’t need just me. I had to accept that I had to go to others for help or I was hurting my child. I think that we all need to accept that even though we was a team I had to make the final decision on everything. When it came to setting goals, deciding health issues, setting up what therapist was going to see my child I had to be the “bad” person because even though we have created this “family” for my children I was the mother and I got the last say. I hated feeling like the bad person but I also knew that I had to be the bad person because I have to be the voice
Collaboration is when a student contributes to a group’s joint intellectual efforts through work ethic, leadership, and service. The artifacts I’ve chosen will come from my Honors English class and my Physical Science class. The artifact from my Physical Science class a video/ rubric from an in class bottle rocket competition that I participated in along with my friend Jacob in October 2015. The artifact from my English class is a rubric from a book club project completed in January of 2016. The purpose of the bottle rocket project was to display our understanding of velocity, and determine what factor could keep the rocket in the air the longest. The purpose of the book club project was to display our critical thinking skills and effectively
Twelve characteristics of an effective Early Childhood teachers are important to the growth and development of children. Many educators feel that effectiveness as a teacher stems from a combination of knowledge, skills and personal characteristics. Traits are distinguishing quality that typically belong to one person. A disposition is unconscious behavioral traits such as being organized. This is important to know because in early childhood, you see all the different types of traits and dispositions.
Respect for everyone involved in the student’s education. Relationships with the parents to work with them to help the student’s success in the class. Rigor is pushing the students beyond their comfort zone. Students don not want to struggle or fail when trying new things. They need to understand we are struggle and fail but we learn from our mistakes. Resilience is when the students able to bounce back after a circumstance and cope with the event. Some students have a stressful life and we need to understand this and make our classroom a place to learn and not stress. This makes me think of a poem I read about a student taking care of young siblings by waking them up for school, feeding them, making sure they have all their homework and lunch and the students get to school and the teacher fusses over a pencil he didn’t have. I want to be that teacher where the students can come in the classroom and learn and be willing to explore different approaches in learning and for those hours they are in school they don’t have to worry about taking care of anyone but themselves and know that someone there to help accomplish their
This is always a skill that I thought I could pride myself on, especially in the workplace, so seeing the low score was a little tough for me once I completed the assessment. I was reluctant to admit that I am not as apt to collaborate when I should as I thought I was. Upon reflection, I realized that I may not necessarily be bad at collaboration but I may not realize when I should be using the skill. I have always preferred to work alone, and I’ve always known that about myself. I tend to believe that this is a more efficient way to work most of the time, so when I take that into consideration it makes more sense that my collaboration score would be lower. I may not have considered my preference for working alone as a hindrance to my ability to collaborate when I should if I had not taken this assessment. I now know, especially in a work setting, that I need to be more willing to take on teamwork and seek the input of others on projects that I am working on. Doing so will allow me to learn more skills from the different points of view I will be able to take into