Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Interactions: Collaboration Skills for School Professionals
Document related concepts
no text concepts found
Transcript
Judy Hannigan Governors State University [email protected] This presentation will introduce strategies and skills to be effective collaborators in the school setting. This will include but is not limited to nonverbal strategies, effective listening and speaking skills as well as suggestions for improving co-teaching and collaboration within the elementary and high school settings. Is an integral part of today’s schools. Means more than working together. Occurs both formally and informally. Is the common thread in many current initiatives for school reform Is not a synonym for other terms such as teaming, consultation, inclusion, or co-teaching. Cannot exist in isolation. Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 3 Is a style of direct interaction Between at least two co-equal parties That are voluntarily engaged In shared decision making Working toward a common goal. Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 4 Voluntary nature Parity among participants Mutual goals Shared responsibility for participation Shared responsibility for decision making Shared resources Shared accountability for outcomes Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 5 The most productive collaborative relationships are characterized by mutual trust, respect and open communication. Central to these relationships are the following beliefs: 1. All participants must have equal status. 2. All educators can learn better ways to teach students. 3. Educators should be involved continuously in creating and delivering instructional innovations. 4. Education improves when educators work together rather than in isolation. (Knackendoffel, 2005) IEP teams Least-restrictive environment, Co-teaching Highly qualified teacher requirements Assessment Transition Discipline and behavior support Paraprofessionals Mediation and dispute resolution Parent communication Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 7 When meeting the needs for RTI implementation, teachers need to collaborate with their colleagues to make sure that: ◦ Lessons are researched based ◦ Lessons address the wide variety of needs in the general education classroom ◦ Lessons ensure access to the general education curriculum for diverse learners ◦ Ongoing data collection and progress monitoring is occurring ◦ Students in tier II and III are able to receive specialized and more individualized instruction in small groups. (Murawski and Hughes, 2009) School structure oFosters professional isolation Power in the relationship oRequires interactions based on parity Pragmatic Issues oRequires resource sharing Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 9 Personal commitment ◦ Your beliefs about working with, and the value of learning from, others Communication skills ◦ The building blocks of collaborative interactions Interaction processes ◦ The most common interaction process is problem solving. Programs or services ◦ Teams, consultation, and co-teaching are interactive processes used to design and deliver student services. Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 10 A complex, transactional process through which people create shared meanings through continuously and simultaneously exchanging messages. Interpersonal communication is transactional Communication occurs through multiple channels People create meanings in communication Environment and noise in communication Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 11 Interpersonal Communication Is Unavoidable o “One cannot not communicate” Interpersonal Communication Is Irreversible o Everyone knows that they do not reverse the message Interpersonal Communication Has Both Content and Relational Dimensions o The content level involves the explicit information being discussed, and the relational level expresses how the people involved feel about each other Interpersonal Communication Effectiveness Is Learned o Communication competence, is largely a set of skills that can be learned and continually refined Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 12 Perspective The personal lens through which you filter information. Perception The process of selecting, organizing, interpreting, and negotiating meaning from all of the information available in a given situation. Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 13 Attending and Selecting Organizing Interpreting Negotiating Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 14 Understand your personal views Analyze your personal state Avoid early conclusions Seek clarification Watch for confirmation or disconfirmation biases Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 15 Defined as effective and appropriate communication that achieves its intended outcomes in ways that maintain or enhance the relationship in which it occurs. Four factors central to the development of communication competence • Develop a Skills Repertoire • Choose and Adapt Behavior • Watch Yourself! • Communicate Ethically with Others as Unique Individuals Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 16 Become a Student of Communication Nurture and Communicate Openness Keep Communication Meaningful Use Silence Effectively Adapt Your Communication to Match the Task and the Relationship Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 17 oThe ability to skillfully use and understand others’ use of nonverbal behaviors is essential. oNonverbal messages are the central mechanism for communicating emotion and attitudes. oNonverbal messages are generally more credible than verbal ones. oMeaning is created by a combination of verbal and nonverbal messages. Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 18 Body Language The category of body language includes body movement, posture, facial expression, and gestures. Vocal Cues Paralanguage includes voice tone, pitch, volume, speech rhythm, and pacing or tempo, as well as the use and timing of silence. Spatial Relations Spatial relations refers to the physical distance you keep between yourself and another in an interaction. Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 19 Listening involves the process of selecting, attending to, understanding, recalling, and responding to verbal and nonverbal messages. Listening is the foundation for all interactions, and helps establish rapport and build relationships. Listening helps obtain sufficient and accurate information necessary for participating in a collaborative activity. Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 20 Faulty Assumptions Insufficient Time for Communication Daydreaming Rehearsing a Response Filtering Messages Being Distracted by “Noise” Lack of Training Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 21 Establish Listening Goals Eliminate Distractions Talk Less Avoid Prejudgments Avoid Interruptions Focus on the Content of the Spoken Message Focus on the Context of the Message Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 22 Prompting A category of responding that involves nonverbal and very limited verbal communication is prompting. Paraphrasing In paraphrasing, you restate in your own words what you think another person has said. Reflecting Reflection is similar to paraphrasing but more complex and involves inference. Questioning Questions can be useful in gathering information that will sharpen your understanding of a situation Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 23 Descriptive Rather Than Evaluative or Advisory Feedback Specific Rather Than General Feedback Feedback Directed Toward Changeable Behaviors and Situations Concise Feedback Feedback Checked to Ensure Clear Communication Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 24 Solicited Direct Rather Than Imposed Feedback Rather Than Indirect Feedback Culturally Sensitive Feedback Well-Timed Feedback Interaction: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 9780132787383, © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 25 Ask a question without directing it to a particular person. Pause and wait for one of the participants to develop and offer an answer. If no one responds after the pause, look for cues that someone may want to be involved and direct the question to him or her. Construct questions that incorporate the characteristics most likely to elicit the desired response while being Interactions: Collaboration Skills viewed as inviting participation. for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 26 A brief description of the behavior that is unacceptable The concrete effects or outcomes of that behavior on you personally Your true feelings about the behavior A description of the behavior that is preferred Example: ◦ I am disappointed that I was not notified that the program is not working because I feel jointly responsible for its success. In the future I need to be included in decisions that effect both of us. ◦ (Instead of saying…You should have told me you didn’t like the program. You make me upset. ) Use the following format: I feel ________when (describe behavior) ..because (how it affects you). What I need is _____________ Try this: Ms. Brown gave one of your resource students (Tom)a reading homework assignment after you had both agreed that you would be responsible for all reading assignments for Tom. Completely ineffective May alienate the other person May be judgmental condescending Examples: ◦ You do not understand…. ◦ Surely you do not expect your students to… ◦ You need to design a new program if you expect me to help you Reflection and introspection helps understand how personal frame of reference may influence interaction with others. Elements to self-examine include oMotivation oOpinion oPersonal perspective oFrame of Reference Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 31 Statements are the most commonly used verbal means for providing information to others. Descriptive Statements oDescribing Overt Information oDescribing Covert Information Guiding Statements oExplanations oAdvice Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 32 Passive Overly Expressive Overly Talkative Pseudo Preoccupied Distracted Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 33 Service Delivery Option Two highly qualified educators presiding over a classroom – a teacher and related educational professional Shared purpose for instruction Both teachers are engaged in teaching Share a group of students Single classroom – no pull out services Joint accountability Participation may vary, but related educational professional must be responsible for some large group instruction or credibility is lost. Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Not synonymous Co-teaching requires some level of collaboration Co-teaching can exist with limited collaboration “Co-teaching is like a professional marriage” May not be for everyone Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. • Listed as the single most important element in successful co-teaching • Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Shared goal ◦ Both teachers should have similar education philosophies ◦ Both must learn what to embrace in each other and what to let go Knowledge and Skills ◦ Personal needs must be discussed ◦ Both teachers must have similar knowledge and skills in relating to students ◦ Both teachers must have professional knowledge and skills Collaboration ◦ Parity, clear communication, respect, trust, and commitment to building and maintaining the professional relationship ◦ Shared roles and responsibilities Classroom Dynamics ◦ Clear roles and responsibilities ◦ Specific approaches ◦ Instructional flow while meeting individual needs ◦ Efforts are monitored Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 1. 2. One Teaching, One Observing ◦ Both teachers are present in the classroom ◦ General education teacher is responsible for instruction ◦ Other educator circulates and provides assistance and support to individual students or small groups Station Teaching ◦ Active involvement from both educators ◦ Instruction content is divided and each professional is responsible for planning and teaching ◦ Students will move from one station to another ◦ Active learning and exposure to more information and teaching styles ◦ Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. 3. 4. Parallel Teaching ◦ ◦ ◦ ◦ Lower the teacher-student ratio Teachers jointly plan the instruction Class is divided into two heterogeneous halves Teacher delivers essentially the same instruction to one half of the class Alternative Teaching ◦ ◦ ◦ ◦ Highly intensive instruction within the general education classroom Pre-teaching, re-teaching, supplementary, and enriching can occur Beneficial for students with learning needs and attention problems, as well as those who need repetition and reassurance about their skills and knowledge Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Teaming o Both teachers are responsible for planning and sharing instruction for all students o Structure can occur in large group, monitoring independent work, or in facilitating groups of students working on a shared project o Instruction is interchangeable 6. One Teaching, One Assisting o One teacher is teaching while the other supports o One teacher has the primary responsibility of managing the classroom and leading instruction o Other teacher walks around the room to assist students who have questions or need redirection 5. o • Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Topics to discuss before school starts: ◦ Personal philosophies, beliefs ◦ Student behavior (how this will be handled/rewarded) ◦ Environment (how to set up the classroom, rules, etc.) ◦ Assessment (formal and informal) ◦ Homework policies (late work, how often, etc.) ◦ Teacher responsibilities (grading, teaching, attendance, etc.) Beginning Stage Compromising Stage Guarded, careful communication Uncomfortable, possible exclusion Increased communication Give and take Collaborative Stage High comfort level Mutual admiration Various timetables Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Can lead to stress for some Characteristics of the co-teacher Flexible Committed Good interpersonal communication skills Problem-solving Decision-making Be familiar with the curriculum Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Co-teachers must be flexible Commitment to co-teaching is essential Co-teachers must be able to discuss with the other person their concerns Co-teachers must be willing to share materials, methods, and all responsibilities Co-teachers must plan together Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Make the special ed teacher feel welcome Avoid the paraprofessional trap When disagreements occur, talk them out Go slowly Friend, M.& Cook, L. (2013). Interactions: Collaboration Skills for School Professionals (7th ed.) Boston: Pearson. Knackendoffel, E. (2005). Collaborative Teaming in the Secondary School. Focus on Exceptional Children, 37(5), 1-16. Murawski, W.W. & Hughes, C.E. (2009). Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change. Preventing School Failure, 53(4), 266-277.
