Case Study #3 Building a Coalition MGMT 591-10559 Leadership & Organizational Behavior Part I: Group Development The group is at the forming stage. Our textbook states the forming stage is characterized by a great deal of uncertainty about the group’s purpose, structure and leadership. Members “test the waters” to determine what types of behaviors are acceptable. After reading over the case study I was torn between the group being at the forming stage or the storming stage. The group does have purpose as they plan to create an after-school program which will improve school performance both by the students and the teachers.
A Traditional Class vs. an Online Class As technology progresses substantially, it has bearings on every area of our life, even onthe way of learning. At present, we could either attend traditional classes in brick-and-mortar learning institutions, or virtual classes in online universities and colleges. Despitesharing some superficial similarities, the differences between a traditional class and anonline class are remarkable. Both types of learning require instruction from teachers, andhave comparable method of assessments. Though, they differ from one another in termsof scheduling, learning process, and communication.The first distinction between a traditional class and an online class is scheduling.Traditional class requires a fixed place or environment for learning and teaching.
(2008, p.153). These two statements make sense because if a student feel's excluded and their needs are not met, then they will most likely not be motivated which may inhibit their overall development. Ann Gravells says in her book that ‘differentiation is about using a range of different approaches and resources to meet the needs of individuals and groups.’(2011, p.63). This means that teachers should endeavour to meet learning needs and create an environment where all students can be included in the learning process. This would involve planning, examining teaching methods and styles, effective use of resources and also how we, assess the students and ourselves.
This is what the students would particurally like, but what about the parents? What good advantages might they get out of it? In this next paragraph I will tell you why they might consider this. Wouldn't parents love not to rush on getting their work done befvore they leave work? Well with a longer school day they can actually have time to finnish their work and consentrate on it.
Stress may result from trying to meet up with additional time constraints of meeting deadlines from work and school. It is important to learn how to work within given constraints. In this paper, I will be discussing my three personal and three professional challenges and the time and stress management strategies in overcoming them exploring available resources. Personal challenges Balancing work and school schedule; Make a monthly, weekly, and daily schedule to involve school syllabus for each due course and work Performance Management Process SMART goals for the year in a monitor. Draw up weekly “To Do List” dictating which task comes first giving 24hrs gap for tasks completion before deadlines.
Although they all play important roles in educating students and helping people get their start in life, it helps to keep their basic differences in mind as you think about which may be better for you. When it comes to choosing your next educational step, you’ll need to think about how much of a time and money investment you’re prepared to make as well as what kinds of jobs you can see yourself holding in the future. To help you figure out where your next move should be, here’s a short breakdown of the pros and cons of two- and four-year colleges. TWO-YEAR COLLEGES Although four-year schools get all the media hype, many high school graduates head right to a two-year institution. Looking at the facts, it’s no surprise why.
Graduate Study Challenges and Strategies for Personal Success HCS 504 September Monday 12, 2011 Graduate Study Challenges and Strategies for Personal Success The challenges adults face when deciding to return to school begins with the decision to pursue graduate studies. This decision should not be taken lightly, but only after serious consideration of personal and professional goals. Evaluating the variety of programs, whether traditional classroom versus online classroom, availability of financial aid, employment while in school, time needed to complete assignments are examples of decisions one needs to make before dramatically changing your life (Weston Kramer, 2007). Once the decision was made to return to school, I had to examine my rationale for returning to school. My personal goal of obtaining an advanced degree before retirement age spurred me to start this process.
• avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H.
The difference between disequilibrium, and equilibrium and its impact in the classroom is as significant as Piaget suggests. If a student/person feels like they know how to solve a problem (or are at equilibrium), they will not want to learn about it. Although, if they are able to create a disequilibrium, or the inability to solve a problem by receiving constructive feedback and create competition, one will want to learn more about the subject/job and will hopefully retain a lot more information. An example of this can be seen in the classroom or workforce. There are many children in primary school who rely on their parents/peers to tie their shoes for them as they constantly have support in the area and have no motivation to learn themselves.
Parents might want to consider teaching their children about autonomous motivation which promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being. Parents can still rely on teaching their children the same cultural morels as they were taught growing up, but they should highly consider learning new ways to adapt autonomy to their children’s lives. In order for this change to work, parents need to add autonomy more in their parenting yet, keeping the values they think is best for their child. Autonomy for children is a growing