Skills Necessary For Successful Collaboration Education Essay

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Go to the Assignments and Activities section of the Topic Collaboration, Consultation, and Co-Teaching in the MyEducationLab for your course, and complete the activity entitled Understanding Collaboration.

1. Name three important skills necessary for successful collaboration.

Effective interpersonal communication is one of the most important skills of collaboration which is the ability to be empathic, genuine, positive, open, clear, and assertive. Verbal and nonverbal communication skills can be developed by individuals through training and practice. The second skill necessary for interactive teaming is role clarification. Role clarification means each member of a team must understand his or her own role and responsibilities and those of other members. It is very critical to know your roles and responsibilities. The Third skill involved is interactive teaming related to adult learning. This skill involves being an effective team members who can role release to other members by teaching them about basic procedures and practices associated with their profession. Educating and leaning from others adults you develop core skills necessary for implementing the best integrated educational strategies for students.

2. Why is cultural competence important to successful collaboration?

Cultural competence gives you the opportunity to be aware of one's own attitudes, values, biases, and stereotypes ethnic minorities and non-minorities. Understanding the impact of ethic or non-ethnic diversity can affect the interaction among professional team members as well as among the students and families.

3. According to the article, what are some important steps for successful collaborative meetings?

Successful steps for collaborative meetings are:

1. Designate a team leader and make sure all person involved are notified of the meeting time and place.

2. Introduce all team members and state the purpose of the meeting.

3. Describe, in detail, the problem situation and allow team members to ask questions for clarification.

4. Reach consensus on a specific, measurable, and observational definition of the problem.

5. Prioritize the problems, if there are more than one, on the basis of the needs of the student and the family.

6. Determine the history and frequency of the problem.

7. Discuss any previous interventions that have been attempted.

8. Brainstorm possible interventions, encouraging full team participation.

9. Establish procedures for collecting data.

10. Determine how long the intervention will be applied.

11. Clarify the responsibility of each team member.

12. Develop timelines for activities and schedule a follow-up meeting.

13. Evaluate the intervention regularly with team members and make modifications if necessary.

14. Provide consultative and collaborative assistance to each member as needed.

15. Evaluate the team's effectiveness and determine whether any changes need to be made in operating procedures, team composition, or other areas.

Think about a situation in which you worked collaboratively with a team. What problems and success did the team have in working collaboratively? How did the team resolve the problems? What strategies from our text could you have employed?

Working with a team can be very challenging at times. For example, I played college softball for 4 years and I was selected to be team captain. So I though sure I can do this I have played ball for years this should be no problem. Well I quickly came to realize I had my hands full. I soon became the person that the team looked up to so every bad move or mistake I made was noticed. Some of my teammates became fearful of me to which this day I still do not understand. I tried to show everyone of my teammates that I wanted nothing but the best of them and in everything I was doing had a purpose in which to hopefully make us succeed and reach our goals. On the positive side I gained trust, and they noticed my love for the game which created long lasting friendships. In my case, all three strategies could of been used to be more effective as a team. Effective personal communication involves the ability to be empathic, genuine, positive, open, and clear and assertive. This gives each member the ability to understand one another and stay positive in challenging situations. The effective role clarification which means each member of my team must understand her own role and responsibilities and those of other member. Therefore, everyone would feel like they had a part in the team and doing something to reach our goals and to be successful. Role release is teaching basic procedures and practice. This would give each team member a chance to help a teammate in a time of struggle. Everyone can learn something from someone to improve your ability.

Given families' and students' rights to confidentiality, what would you do in the following situations? (1) Teachers are discussing students and their families during lunch in the teacher's lounge. (2) You notice that the students' records in your school are kept in an unsupervised area

Maintaining confidentiality is one of the most important jobs of all teachers. Guidelines for confidentiality to protect students and families rights are outlined in the Family Educational Rights and Privacy Act as well as the Individuals with Disabilities Education Act (Salend, 2010, p. 158). In situation number one I would talk to the other teachers individually so as not to cause a scene or make them feel like I am trying to tell them what to do. When talking to them I would ask them if they are aware that they are violating the confidentiality of the students and families by the things they are discussing in the teacher's lounge. I would explain to them that as teachers we are expected to keep information about the lives of our students and their families private. I would then proceed to say that the only time this should be discussed is in a meeting that has been set up or with another teacher in private who may also be involved in this situation. In situation number two I would ask to set up a meeting between myself and the principle to discuss my concerns about the way in which our student records are maintained. I would address the fact that I feel that the records of all students should be kept in a secure location where they are supervised in order to protect the privacy of the students. I would explain that the way in which the records are now kept that I felt like anyone could view the information whether or not they actually should have access to them or not. I feel that this could put the school in a very vulnerable position and information could possibly get in the wrong hands.

Think about several persons you talk to regularly. How do their communication styles differ in terms of eye contact, wait time, word meanings, facial and physical gestures, voice quality, personal space, and physical contact? How do these differenced affect you? How do you adjust your communication style to accommodate these differences? What are some other strategies you could use to promote effective communication?

According to the textbook, communication styles and patterns vary from culture to culture and things such as "eye contact, wait time, word meanings, facial and physical gestures, voice quality and tone, personal space, and physical contact have different meanings and purposes in various cultures" (Salend, 2010, p. 166). The people that I talk to on a daily basis include my coworkers, classmates, friends, and professors. One of my coworkers is very rude and likes to make everyone around him feel like he is better than they are. When he comes around I try to find other things to do to avoid being in the same room with him. I find that when looking around I am not the only one that does this several of my other co-workers seem to be doing the same thing. Most of my other coworkers on the other hand are very nice, fun, work oriented, and are really fun to be around which makes my job for the most part a fun place to be. When communicating with these individuals I tend to be more confident than when communicating with the one that is so rude. One way that I think I could promote effective communication between myself and my rude coworker is by calling him on the phone and asking questions instead of asking them in person. By removing the face to face contact he would not have quite the same opportunity to make you feel beneath him as he has in person.

Chapter 5

How are persons with disabilities and those from various cultural and linguistic backgrounds pictured in books, television shows, movies, and cartoons? How do these portrayals affect you and your students' understanding and acceptance of individual differences? How does your textbook suggest you approach the task of teaching acceptance?

There are very few books, television shows, movies or cartoons that portray individuals with disabilities or people from different cultures and linguistic backgrounds in positive ways. Most of these show these individuals in a negative, and disrespectful way, and are often times making fun of them. Children seem to ultimately want to believe everything they see on TV or read in books. Therefore children who view these negative portrayals of individuals with disabilities and different cultural and linguistic backgrounds are very likely to view them negatively in the real world. This often times creates problems with their acceptance of these individuals. As teachers, creating a positive classroom that promotes acceptance of everyone is very important. To do this, use friendship activities including books, cooperative academic and nonacademic games, and learning centers to establish an environment that supports friendships. (Salend, 2010, p. 204). Some of the most important factors for teachers in making students successful in understanding the differences in other people include: viewing everyone as capable individuals with unique personalities, qualities, likes, dislikes, strengths, and challenges; promoting the view that similarities and differences are natural and positive and that we all benefit from diversity and accepting and understanding individual differences; fostering sensitivity rather than sympathy; providing information, direct contact, and experiences that share important information about and counter stereotyped views of others perceived as different; and engaging in actions that support others such as writing positive comments about your classmates (Salend, 2010, p. 178-179).

Think (and respond in writing) about how you would respond to the following situations: Students are telling anti-Semetic jokes; using terms such as Indian giver; mimicking a student's accent; denying their racial, ethnic, or religious identities; teasing a male student who liked to sew.

These are all situations that will be uncomfortable and sometimes difficult to deal with. In these situations I would like to use the example from chapter 1 in which we would have a community meeting in the classroom and discuss the problem that has come up without calling anyone out or directing attention to anyone in particular. I would like to have the students discuss what happened and why it was wrong and what they thing should be done to correct the situation. I think making the students a part of the solution helps them understand exactly what happened and why it should never happen again. It also lets them share how they would feel if it was done to them and hear and understand how other people would feel if it was done to them. I would then present my opinions on these phrases or comments and explain to my students why these comments are unacceptable and should not be used. Some of the examples that the book provides for dealing with insensitive and intolerant behaviors and comments are using attitude changing assessment instruments, knowledge of individual differences probes, observations, sociograms, teaching about friendships, teaching social skills, and using activities that develop social skills and encourage communication among students. (Salend, 2010, p.207).

Think about a situation in which you were stereotyped. What factors contributed to that stereotype? How did it make you feel? How did it affect the outcome of the situation? Think about a situation in which you stereotyped someone. What factors contributed to that stereotype? How did it make you feel? What would you do differently?

I would have to say factors that contribute to any stereotype start with prejudgment no matter if it is positive of negative. While playing softball everyone use to say that we get the free rides because all the teachers like us because we were athletes. I felt unhappy, sad, fearful, a had alot of different emotions all running at the same time. These emotions kept me from reaching my full potential because I feared what others were saying about me and often times what they were going to do to me. I made a Prejudgment or an overview about the characteristics of members in the band, based on an image (often wrong) about what people in that group were like until I became friends with several of them. I felt awful for judging this group and letting myself have a negative image of the people that were involved in this particle group. I try to never prejudge anyone and always try to give them a fair opportunity to express themselves and be who they are. God made everyone different so therefore we should respect everyone no matter of color, social status, group etc.

Chapter 6

Go to the Assignments and Activities section of the Topic: Transition Planning in the MyEducationLab for your course, and complete the activity entitled The Transition Plan Document to learn more about developing the ITP.

1. What are the important components of the Individual Transition Plan (ITP) document?

The ITP planning teams should use person-/student-centered planning processes that focus on the strengths, preferences, and cultural and gender-related perspectives of students and their families. (Salend, 2010, pg. 225)The ITP document provides specific transitional services that the school and District will provide for the student beyond high school graduation. The ITP is designed to provide parents, students and school communities with specific transitional services that will be provided to the student beyond the high school experience. The ITP must contain the following information:

High School Units/Graduation

Graduation date

Post-graduation study focus

Credits completed

Credits remaining

Transcript grade point average

Transfer of Rights for students 18 years of age

Student and parent signature required if student will be 18 years

old prior to the next annual IEP meeting.

ITP summary section of post-graduation study focus and current levels of academic performance in transitional area. (This section contains a narrative on the students' interest, aptitude and achievements.)

2. How do the transition goals/outcomes drive the transition action plan and related service decisions?

The SOP and ITP outline instructional activities and community experiences that help students develop the skills to obtain employment, live independently, and participate in postsecondary education. (Salend, 2010, pg. 224). These transition goals/outcomes allows the IEP team to follow the students goals and what progress he/she has made in obtaining those goals prior to going into the work force or college. These goals are based on the student's personal interest and skills. Therefore this allows the placement of the student in a skills setting that is of personal interest to him/her and where his/her unique abilities can be successful after high school. This also allows the team to look at what support the student currently needs to be successful in school/home environment and understand what resources the student will continue to need after graduation from high school. This will also help determine what agencies/services might provide and pay for these supports.

What learning strategies do you use? Are they successful? How did you learn them? What other learning strategies might be helpful to you?

The textbook states that, learning strategies are "techniques that teach students how to learn, behave, and succeed in academic and social situations" (Salend, 2010, p. 215). One thing I like to do when working on assignments, is to first read through all of the questions on the assignment, and then go back to the first question and read it again before I begin answering any of the questions. By reading everything before beginning I get an idea of what I need to be thinking about and in what directions the assignment is going. This helps me focus on the specific details as I work on each individual question. When taking notes I use bullet points highlighting what I feel the most important parts of what the teacher is saying instead of trying to write everything he or she is saying. I know that we all can improve in one way or another but for now my strategies seem to be working because I usually do well in all of my classes. That is not to say that I do not struggle from time to time in which I think we all do. One strategy that I found in the textbook that might help when writing papers is the POWER strategy (Salend, 2010, p. 400). The elements involved in this strategy are P: plan (What am I writing about? Who is my audience? Why am I writing? What do I know about the topic), O: Organize (How can I group my ideas? What can I tell them), W: Write (write the main idea sentences for my main groups, add details, evidence, examples), E: Edit (does it make sense? What questions will readers have? Did I implement my plan?), R: Revise (what should I add or delete? Should I rearrange my ideas?).

Research suggests that students with disabilities attending colleges are reluctant to disclose their disabilities and ask for the accommodations to which they are entitled (Denhart, 2008). Why do you think this is the case? What can be done to help them overcome this reluctance?

If a student is new to an advisor, the identification may be challenging for them. Students reluctance to discuss emotional concerns with advisors and faculty members may be from a fear of discrimination and stigmatization, and their fear may be well founded. Their reluctance may reflect prior experiences with advisors and faculty members who have been intolerant of students with disabilities. I feel that teaching students with disabilities self-advocacy skills at an early age and continuing to practice these skills on a daily basis is the most positive way to help with their transition to college. Students who understand their disability and what they need to be a successful learner will do far better in college than students that do not. Students should have knowledge of their strengths and learning styles, have the ability to explain their disability comfortably, and have information about needed accommodations. Students in college need to assume responsibility for their learning experience and be able to communicate clearly and assertively with others.