What You Learned About The Process Of Working

As an educator being respectful of students and their time can be depicted in many ways, one of which is being mindful of projects and deadlines. When it comes to group projects being able to remind students about what they should expect is important. Providing ELL students with examples of what projects and work should look like would be helpful. In ESOL classrooms it is important to keep communication clear and transparent. In higher education,

It was clear that our agreed upon norms placed a significant level of responsibility on the group leader. In this instance, Kristian served the role well. Due to the variance in time zones the use of Google Docs as a collaborative effort, was helpful to ensuring that each member was able to participate effectively. One member of our group, had difficulty accessing the internet on a regular basis and email the group portions of the assignment for the leader to incorporate into the draft. While this allowed the individual to contribute, it placed an additional burden on the leader to incorporate the suggestions into the final draft of the assignment. Additionally, during one assignment, the leader formatted the document early in the day and email it out prior to allowing everyone to contribute. This created confusion regarding whether the Google Doc or the emailed draft was the current working copy. Through email communication, this small obstacle was overcome and the group was successful over

The beginning of the chapter two included a section that discussed the dilemma of trying to introduce what is learned in the classroom in the work place. I recently just experience the difficultly of trying to utilize material I am currently learning in my EDPH 502 Individual Learning Differences course, at my fieldwork site. I tried to give feedback to my supervisor of how to improve the Puente program and was given a practical response of the program lacking the resources and a full time staff to monitor sections of the program can be improved at the moment. Collaboration was another topic in Chapter two that connected to me at my current employment as a Student Program Advisor for the USC Trio Educational Talent Search (ETS) Program. Ardoin (2014) mentions how an individual has to be patient when searching for a collaborative project. At the moment I am working on assignments that were given to me, but it was only a few months ago that I was asked to collaborate with other colleagues of mine on a project. The inclusion of being asked to assist with a group project allowed my opinion matter and

For this class project, I think my group worked well together on the assignments. We all saw we had responsibilities and were expected to do our own parts for each assignment we worked on. For each assignment, we would split it equally among us and used a tool called Google Docs so we were each on our own computers but working together on one file. Google Docs really made the process easier with reviewing all the information and having it all in one file. If any questions came up we had a group text to communicate when we weren’t on campus grounds for class.

However, if we spent a few moments to get to know each other a bit better, we might find that bonding a positive component in working together in this group and completing assignments. Individuals in group G have expressed their concern with another class group they have and how the communication is not flowing as it does in this group. They are frustrated and overwhelmed with the issues that are problematic in the other groups. There has been descriptions of social loafing and levels of conflict in discussing some of the issues the individual group members have expressed. One of the main complaints is based on how they communicate which is a slow process if only done via email, which one of the group mates has express of how they

We made sure to stay onto of our work and were able to go back and help other group member who worked after us with their parts as well. Because we worked through Google Drive, we were able to all work on the project equally at the same time. We all logged in, created our slides, added our information and picture, and left comments for one another on there. Bhavik introduced me to a new meaning to the quote, ”I don’t want to see you—die—trying not to suffer,” which I was able to later use in my presentation (Baldwin 264). I set up a group text message so we were able to ask each other questions and stay connected at anytime. Our group also met up in the library the morning before presenting so we could discus how we would present to the class. Working in the group setting was very important because we were able to hear each other’s different interpretations of scenes we did not understand or scenes we analyzed

This was an issue because some of the group members did not live on campus and could not meet up as easily as others. Our group tried to meet up around once a week so that we did not fall behind on anything or leave something till the end. Also, the times that some members were able to meet, others had class. Some group members also had other assignments that required a significant amount of their time. This hindered their ability to meet up during the free time that they had. The confusion caused a lot of excess work in having to plan around peoples schedules in order to find an ideal time for all group members. We were able to overcome this by meeting on more than one occasion instead of all at once. This allowed for each group member to figure out the next step with another group member. We also created a Facebook group chat to be able to communicate with each other. We used this platform to message about any questions or to discuss anything and to plan meet up times. As it was discussed during lecture, this issue is a result from the barriers of communication. When the assignment was introduced, we were forced to answer the question of what barriers of communication we might see. We thought that for sure we would encounter physical barriers. The major physical barrier we encountered was people living off campus and having trouble meeting up. When looking at how our group worked with each other, what must be considered is our utilization of the four functions of management. These four functions are: planning, organizing, controlling, and leading. When our group first met up, we realized that in order to be successful in this assignment we would need to effectively follow these four functions. Another barrier of communication that was encountered was language barrier. One of my group members was still learning

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

We need to try to create a resolution as a group to help with the issues. In James 1:19 it states, “Know this, my beloved brothers: let every person be quick to hear, slow to speak, slow to anger.” One thing that I have learned with the organization I work with is how to be a better active listener. I know this may sound odd but rereading an email before we send or rereading and email or discussion board before responded is how you can be an active listener electronically. Try not to jump to conclusions or be judgmental is keys to being a good active listener (Robertson, 2005). We all want to do well in the class. Being professional is important in all communication. Writing style should be at a MBA level and discussion boards or emails is best in communicating. Meeting the deadline ahead of time to ensure approval is completed by each member is important. I look forward to working with

To me, this tool will solves majority of our problems as we can use this throughout the semester to meet to complete our work. I feel like many people will enjoy their group this semester because no one will feel pressured to agree to a time that does not correlate with their schedule and have to rush to leave meeting, and as a group we only have under thirty minutes to knock out as assignment. This tool will allow our group to agree on time where members can meet for more than thirty mintues to complete and give feedback to each other on assignments and group discussions. Having valuable group time like I described in the previous sentence, gives each of us the ability to learn more, understand the material, and that as a group allows us to not turn in subpar work. In a previous class, this tool was recommended to all groups to use. I believe if we had used this tool it would have made the course a little more stress-free. To this day, I never met the people who I work with in that class, because no one wanted to meet and we just communicated through

For my Unit, I want my students to learn through stories and experiences of others because history is more than a stranger writing things down it; it is someone’s life. I want to ensure that all students will participate by encouraging class discussion. I started by picking a unit that I knew personally and could discuss and be very passionate about. I also wanted to make sure I had time to get to know many of my students before I implemented the unit plan because I may need to change activities based of the individual needs of my students. I write out my lessons on paper first so I can cross out and draw arrows and physically move things around. I finally settled for the current order. I felt that it was important to try and stick with

Strengths for our team include the fact that our group consists of upper level, business majors who have studied various aspects of business theory and knowledge. This knowledge will be used to the best of the group’s ability to develop and present a well-rounded final project. One notable weakness for our group is that we are having to communicate over a distance rather than work together in a single setting. This provides some obstacles as e-mail communication is often tedious when it comes to working together in a group. However, opportunity wise, our group consists of different minded members who can provide various and diverse insights for our group project. As a group our biggest threat is mostly time and communication. Because this class ranges over a few short weeks it is imperative that our group is mindful of deadlines as well as maintaining clear communication between all members.

During week 9, we posted the articles we thought would be useful to our research, which helped us to get information together without face-to-face meetings. We did not use the online workplace to plan the presentation; we only used it to get an understanding of what the others’ focus was on the topic. After we finished our research, we met at the library to organize the presentation, power point, and plan each other’s section in the presentation. We got everything done in three hours and had some time left over to practice the presentation. I would have taken at least three days to get that amount of work done by myself. It is amazing how much can be accomplished when people work together. Working as a group was an exciting activity; we were able to recognize each other’s strengths, and help each other with our weaknesses. For example, I was better at making the power point, while someone else was much better at organizing information.

In conclusion, this class has changed my perspective about working in a group. Since my prior experience with groups was so unsettling, I believed that all groups were going to be the same. However, this class has made it possible to believe that there are groups that respect and take into consideration other members’

Availability of a course syllabus was one of the good things that defined the semester. The course syllabus explained the topics that would be taught throughout the semester. Thus, students oriented their minds with the requirements of the course. Such a situation contributed to a substantive part of the success achieved during the course. In addition, the professor encouraged groups work among the students. According to Brown (2014), group work enhance co-operation among the students. Undoubtedly, the teamwork resulting from the group work led to better understanding of business concepts as well contribution of new