Anne Marie Kengne Leadership MBA Case Study: Chris Peterson at DSS Consulting 1. Discuss the problem Chris Peterson was facing Chris Peterson had experience as a project manager in charge of implementing new technology in small schools district, in the past she had been successful in leading short term consulting projects. Based on this, she was chosen to lead a new cross-functional team. This was the first time that Chris Peterson was going to lead a permanent team. Many issues arise here for her: * Leading a team instead of individuals * Leading a long term project instead of a short term consultation * Implementing a new strategy that management was still testing and that was likely to change * Team members doubts about the new strategy and its impact on them Chris Peterson fully embraced her role as a team leader but completely lost sight of the organization strategy.
Gatto uses this example of knowledge to prove his point that not every successful child went to school. A second time Gatto uses exemplification is when he is explaining his own experience in the school system as a teacher. He remembers that “my own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: if we wanted to we could easily and inexpensively jettison the old, stupid structures and help kids take an education rather than merely receive a schooling”. He uses this personal lesson from life to convey that children are only obeying what they are being told, only learning what they need to in order to escape the prison called school. In an example from his childhood, Gatto remembers talking with his grandfather and he “complained to him of boredom, and he batted me hard on the head.
Therefore, if people only learn using machines they will lose the opportunity to learn important social skills and values. The teachers are invariably responsible for carrying a dual role. Most teachers act as not only an educator, but also a kind of father or mother-figure in taking care of students in school. The teacher is able to assist parents in solving a childs mental problems other than imparting daily knowledge. The computer, which is purely an algorithmic electronic device, cannot hope to assist in this regard.
According to Thomas Sergiovanni "In democratic communities norms count more than rules"(1994, p.120). This made me think about what norms are and how teachers can implement norms and not rules. Kids do not want to follow rules but if they are doing something everyday and are expected to do something everyday then they start to feel a belonging to the class. "When students share the responsibility for developing norms and when their commitment to these norms is expected, they know they belong" (Sergiovanni, 1994, p. 121). Sergiovanni explains in his article ways that educators can get control of their classroom.
At the same time, the students will feel comfortable in my class as well. As a teacher, rules are something that is very important to me, but it does not necessarily matter how many rules you have, if you do not enforce any of them. As I’ve observed in the classroom, I’ve seen many teachers make rules, and then enforce them and other days they just let them slide. This creates a problem in that students do not have the consistency they need in the class. As we have learned in class, consistency is one of main keys to managing your classroom.
I see it as techniques which we, as teachers apply to make the classrooms work. Lack of strategies to address the above issue, I believe, can lead to disruptive behaviour amongst students. I’m hoping that by undertaking a teaching degree it will provide me with great ideas in relation to classroom management. This concern is supported by recent research. “Given that beginning teachers continue to identify classroom management as a prominent concern and an area in which they seek more preparation (Meister & Melnick, 2003; Melnick &
Examples of the particular results includes the following: engineers in teaching and engineers out of teaching process demonstrate the similar communication characteristics, and very rarely differences: teachers (professionals in teaching process) choose the indulgence style of conflict resolution frequently than non-teachers. The conclusion is that teaching work doesn’t make spontaneous socialization of communication competence at the communication level formative to more effective teaching interaction. It is necessary to teach teachers’ communication skills both at the initial education level for the teaching work, and continually in the professional domain.  Teachers’ (professional) development is a lifelong process. It goes through several steps and requires some professional decisions – beginning with the child’s fantasy about being a primary school teacher similar to the teacher the child meets, over high school selection and the teacher faculty selection, to the employment within the school system.
The communication between the student and the teacher can provide a better atmosphere for a classroom environment. A teacher and student can communicate in many different ways. The teacher cold have their students write in a journal every day, or do different activities like have them show-and-tell items from home. Of course a teacher will not understand every issue a child will have in his or her classroom, but will be able to recognize students who are struggling in specific areas. Research indicates that academic success and student behavior are influenced by the quality of the teacher and student relationship (Powers).
The first drawback of a virtual school is lack of human contact, as opposed to a noted merit of traditional teacher-led education, providing students with ongoing daily interactions with teachers. This weakness can be solved by taking advantage of bandwidth network technologies. The interaction between students can be guaranteed when one can contact with another — whenever and wherever he or she likes—via email, post comments on message boards and chat rooms, or even videoconference for communication. Educators are also concerned that online learning cannot make all skills and knowledge transferable. For example, some
MI has been introduced but not all teachers cater the needs of the students in our campus. Students on the other hand, had not been assessed on what intelligences they have. If they found out the kind of intelligence they have, parents, teachers, and themselves will able to help enhance the kind of intelligence they want to excel. Upon assessing their multiple intelligences, one can prepare his lesson suited to the kind of learners being handled. Moreover, as the researchers were sent to trainings, speakers always pointed out that Multiple Intelligences should be applied as one of the learning styles to determine how a student had learned so that at the