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Q2 POD Product

Q2 POD Product

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Published by David Rothauser

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Published by: David Rothauser on Jan 09, 2011
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08/14/2013

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4 ThreadsWeek 1 ReflectionWeek 2 ReflectionWeek 3 ReflectionWeek 4 ReflectionRelationships
We are a new group. Payattention to my feelingsin the group. This feelingresponse givesinformation about what’sgoing on in theclassroom.
Forming
– The task of the group is to answerthe question: Is thereanything worthwhile forme here? The task of adolescenceis to separate from theadults. This is arecapitulation of Rapprochement – thetoddler stage but withoutthe over-the-shoulderlook back at mommy.I became very interestedwhen classroom materialwas discussed. Wetalked about
bridging
. There was a tension inthe room between lettinggo of control and being apowerful teacher. Tension: EmpoweredGroup versus Powerful Teacher.Several people showedup late. Joan made spacefor us to talk about it.She said, “Is this ametaphor for what goeson here?” This openedup a rich discussion.We discussed latenessand the second stage of group development:Storming.
Storming
is the stage of group developmentmarked by conflict. The leader’s role in thisstage is to help thegroup cohere by helpingthem direct theiraggression towards theleader. This takes skilland courage and a prettycertain idea of theoutcome. This helps agroup progress.Progression is cyclical.Regression in service of progression. Groupsregress in order toprogress. Two stepsforward, one step back. Joan mentioned thataggression, while scary,is a creative force.We discussed the role of safety. How do I fostersafety in my classroom? The group seemed quiettoday.We talked aboutdifferent students’behaviors, which led to adiscussion of 
 Joining
 joining students infeeling and outlook inorder to produce feelingsof being understood. Thisis a communication atthe feeling level. It’s notthe literal content thatwe’re joining but thefeelings.
Norming
is the thirdstage of groupdevelopment. The groupis answering thequestion, “What do wewant the task to be andhow can we get it done?”Start by helping thegroup understand theirgoal.We talked about theholidays being stressfulfor the students – that itcould (does) provokeregression.
Parallel Process
admin sends helpfulmessage to the staff.Can teachers do thesame with kids? Joan responded to aconcern in the room bysaying that she is NOTsuggesting any kind of therapy techniques. Thisis group theory. Trainingto become a therapist isa long training.We discussed
 joiningthe resistence
. Somepeople wanted theirstudents to believe theywere actually fair. Joanasked us to imagine thata student leveled anegregious complaintabout us – it’s moreimportant to deal withthe emotional contentthan address whether ornot I’m a racist or a liar.I thought about the ideathat joining does notwork if it’s not done withthe right feelings.Another teacher madethe analogy about beingin a relationship. Workingwith students is likebeing in a long-termrelationship. The biggestpredictive factor of success is therelationship we buildwith students. The big idea is to workwith the class on thegroup level in order todevelop and influence agroup culture rather thansimply as a collection of individuals or subgroups
ProcessCuriosityResilience

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