We attend group meetings where we discuss any challenges, issues, and problems. At these meetings, we often exchange ideas or brainstorm new ones with each other and come up with the best and most creative team solutions as potential answers to those perceived problems. As a team, our second team leadership role is that of a Summarizer. We're all good recorders/communicators seeing as how everyone takes notes on team progress, team decisions, and any assignments that need to be completed in the future. We created an agenda for the team and at the end of the group meeting the recorder of our group would then distribute copies of the responsibilities we equally share across the team to each team member.
From day one our group has been very open to discuss issues which groups need to have to be successful. Our meetings usually always have a short period to talk about personal issues to loosen tension to Segway into discussing the agenda to accomplish our goals. As many of our jobs and works are still in the works until a date is set we still are planning and the group has stayed positive and excited to meet. The oversight committee has a large task which chair member are contacting including ours for future details to help the 5k planning to go smoothly. Positives of having a diverse group allows us to have a variety of resources available to our group.
Lets begin with the various stages a group will find themselves in when becoming a team. The Introduction Stage In this stage the students that will be working together on a group project are meeting and greeting each other. This stage is very important, because it allows the students to get to know each other by sharing their past experiences, what they are good at, and, perhaps, what they aren’t so good at. This is a good time to set up a schedule for meetings and deadlines that every member on the team is able to maintain. This schedule should accommodate each member’s time schedule, and focus on completing the various project goals.
The students also have time to work with their peers during this lesson and have student to student interactions. The students are asked to turn and talk to their peers for discussions during whole group as well as able to work with their table groups to complete their work. For example I ask the students several times during my lesson to turn and talk to their table groups, I say, “Turn and talk to your group about what is ten less than 45?”. The students then have time to interact with other students in the classroom. The students were all very positive in their communication with one another.
Here, I realised the real meaning of learning. This is because, while we were having some discussions between friends and lecture, everyone contributed their ideas and opinions. Usually the ideas come from their prior knowledge which is from various sources such as from reading and their experience. From this situation, I would like to propose that learning is a continuous process to know things better, to find out new things and it is collaboration between people that will never stop since we are children. This idea is supported by Piaget and Vygotsky.
This was also shown throughout our group work as everyone did their own research and shared it with one another, but if anyone had questions the rest of the group would try to help that person out. As a whole, our group “strived to transmit knowledge” (Adler et al., 2011, p. 336) with one another so that we could all create a well-formed educational debate. Before we began preparing for the project, our group got together and set up dates and deadlines for our own individual ... ... middle of paper ... ...hey] can help the group reach its goals” (p. 386). I worked as hard as I could to come up with competent information at an acceptable level to present to the class. Overall, I was satisfied with my contributions to the group.
Before every session, I had the students tell me what they already knew about the topic or remembered from last time. This helped the students pull from their prior knowledge by recalling information. I also incorporated a number of activities such as games, partner work, individual groups, full group instruction, and technology throughout my lessons. I found that the students really learned a lot from the full group instruction and really understood what I was teaching them. I had them work individually to see what they were able to accomplish alone and to see where they were on their understanding if the topic.
There is great deal of different styles and different concepts that each group has that you never really think about until you learn how all of these different concepts effect the group and how the grow works together. This was a great learning experience and I also think that learning these concepts is really going to help me in the real world. Understand how something should be done and what the boss is going to expect based on their different leadership styles. Works Cited Kinicki, Angelo, and Mel Fugate. Organizational Behavior.
Learning how to speak in front of my peers, the attributes of a good leader, and what type of leader i am, this life in leadership class has enabled us all to figure out how to be not only a leader for others, but a leader for ourselves and our life 's journey. Another thing that we did in Life and Leadership that encouraged strong leadership skills was read and discuss the book “Habitudes”. This book gives examples of every day lessons that we can take into our every day lives and use to reflect on how we are living and if our lives relate to these short stories. We are taking the next step to better our lives and broaden our view, so that we may understand more about the “real world” that we are stepping out into. Our leadership abilities will help us get to the point where we want to be and this is why Concordia provides these classes for their students.
A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class). During small group time, I was able to circulate around the room. I could assess student understanding informally and in qualitative ways (IE: I noticed that Gabby had a strong answer to a key question), which also helps me to build and foster a strong rapport with my students.