e) Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each. f) Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable. Reflection Discuss whether Christine was an effective group leader in this case. Why or Why
You should use these to cross-reference your work. Q1.Explain how a learning support practitioner may contribute to the: a) planning, b) delivery, and c) review, of learning activities. Answer a) Planning: A learning support practitioner contributes to planning of the short term plans these are for the week or day and will incorporate learning objectives and state how the class or group will be organised. Contributing in your own way by putting forward suggestions of your own, particularly if you support an individual pupil. The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas.
First you need to start out with a Leadership Team. This is generally volunteers from the school’s teacher population along with some administrators. Next, the school has to come up with a commitment that all teachers and staff will follow. This entails being role models for the desires behavior as well as being on board 100% with the Leadership Team’s decisions. The next step will depend on how proactive you want to be.
The conversation started with a short briefing of what was going to be discussed for anyone who hasn’t been informed, after the briefing everyone had to mind map the budget and then put our idea across, whilst doing these the group leader realised their was some confident people were as the others were less confident in a new environment for this reason the group leader planned to discuss the rules at ‘The Warren’ which is underlined as no judging. Towards the end we had loads of ideas on how the budget could be used successfully. The conversation was very formal because it was a very important meeting for staff and attendees at ‘The Warren’. In relation to Tuckman’s theory, all of the basic foundations and stages are present. Which shows that Tuckman’s theory even in forced conversations still occur which shows that we must have learnt from the previous meeting how a conversation is to be held.
Identify possible ways of moving the helping relationship forward – 2.3 During this week, after taking part in the class activity about the helping relationship, I have discovered that I can now identify many ways of moving the helping relationship forward. I believe that when the helper has been congruent from the beginning in the helping interview stages, this will display to the client that the counsellor is totally transparent, non-judgemental, that the counsellor has empathy towards the client and understands them. The Relationship as a working alliance works well when the bond forms from trust and confidence. The relationship is a meeting for relearning and I agree that both helper/client have responsibilities related to outcomes. Tasks will bring the client closer to his or her goals and a healthy relationship is developing as a result.
I will create this environment through an engaging curriculum, personable interaction, topic orientated discussions, and group work. Since my license will include an endorsement in Special Education my classroom management will include a focus on flexibility defined as the ability to respond to the moods, emotions and the capabilities of my students on any given day. Meeting the needs of my students, based on their individual need, will be a crucial part of my classroom management structure. I will accomplishment this by promoting self-management and self-efficacy in my students to the best of their abilities. Creating a predictable, consistent, and success-oriented environment will promote self-management in my students by creating, basic, daily routines with limited changes (Savage & Savage, 2010).
I will try to reaffirm the trust in them so that our team can have a solid foundation. The Team Charter (Moman, Ladans & Sharma (2009). Learning Team B Team Charter) which we all have prepared together, will be the first stepping stone and will help us to improve our teams
Cognitive Coaching Anjanette L. Briggman EDL/531 February 10, 2011 Shana Henry Barton Cognitive Coaching This paper will include information regarding application of cognitive coaching in the current climate of education and how it relates to educators consistently growing in their role. The word coaching can have multiple meanings based upon the content in which it is being used. As it relates to this paper the coach will be noncritical, create an environment for reflective practice, and encourage self-directed learning. The coach will maintain a clear purpose for the coaching sessions by asking exploratory questions will push the limits of the mentees thinking, self-awareness, opinions, and idea of norm. The intended outcome is to
A series of counselling sessions begins when the client attends their first counselling session. In this first session the client and counsellor will often meet for the first time and form their first impressions of each other. Hopefully the counsellor will begin to form a rapport with the client through using the core conditions. This will hopefully gain their trust and allow them to feel comfortable enough to embark on a counselling relationship. In the opening session it is important to ensure that the client is made aware of what is on offer throughout the counselling sessions and what boundaries will be put in place.
It is also about finding out information about each other and also tests each other to see if trust can be established. For example, an anger management group meeting up and assembling together for the first time to begin a session. Storming: This is the stage where the group discuss about the team functions and structure. It is also when they pick a group leader. For example, the anger management assembles together to pick out who is going to be their group leader and also finding their differences and personalities.