How good are the relationships that you have with your colleagues? According to the Gallup Organization, people who have a best friend at work are seven times more likely to be engaged in their jobs. And it doesn't have to be a best friend:
Overlooks detail Overly optimistic From Martin, H. Martin Operating Styles Inventory. Colleagues should use a common styles inventory or a similar framework as a basis for understanding how they can best interact, discussing and acknowledging these preferences, and planning how to deal with issues that result from their differences.
Inventories that identify styles can be found in books or online.
The opportunity for team members, department members, and mentor-mentee pairs, for example, to look at their styles, acknowledge how they best interact, and plan how they will deal with differences that emerge in their relationships can forestall communication problems.
In the groups we've worked with, these conversations often begin with nervous laughter but soon turn to earnest sharing, discussion, and commitments to future interactions. Dealing with Issues The reality of conflict and difficult people surfaces in nearly every group. Conflict is not something most educators savor; therefore, most are enthusiastic about learning communication strategies for working through not avoiding conflict and dealing with difficult people.
The most creative and effective solutions often emerge from conflicts that are brought into the open. Once group members understand this basic truth, they value the role of conflict in group interactions. Some groups or teams find it difficult to gel because of underlying problems.
If the problems are caught early enough, the relationship may be revived. Relationships within a group often become unsatisfactory when A clear purpose and reasonable goals for the whole group are not articulated. Meeting times are not kept or are unrealistic.
Long-held resentments sabotage the relationship. The personalities of colleagues do not complement each other. Insufficient attention is given to the relationship—the rationale for partnering people is lacking. The expectations of the individual group members are significantly different.
Sometimes we ask educators to write a detailed description of the most difficult collegial interaction they have ever had. These real-world scenarios allow group members to identify common themes across the situations they describe and to practice problem-solving strategies around conflict.
We tell them not to identify the person, but to write in enough detail so that the issue is clear. We ask them to include a description of the behaviors that were difficult to work with related to the interaction.
In response, one teacher gave the following description: We spent months coordinating an interdisciplinary unit among 5 teachers. As we began final preparations for our culminating event, which had been agreed upon months earlier, one team member began to insist that it would never work and we couldn't do it the way we planned.
This person would not accept that we understood the concerns, but didn't agree with him.
The person walked away and refused to participate. Making Shared Decisions The principal is no longer the lone leader in the school. Lead teachers, parents, and community members often play critical roles in making decisions that support improved student performance.
Within schools, groups involved in decision making may include Departments. In high schools, teachers who teach the same subject areas often work collectively to plan curriculum, share assessments, and develop schedules.
Middle school organization is usually team based. Teams are often made of two to five teachers who share a group of students, plan together, and communicate with parents and with colleagues on other teams in the school.
Many tasks in schools are done by committees, representative groups working together in either short-term or long-term commitments to revise curriculum, plan professional development, select exemplars of high-quality student work, and choose textbooks.
Representatives of various subgroups e.educators’ relationships with children as central to supporting their learning.
Principle 1 in the EYLF is about secure, respectful and relationships with other children and adults (Standard ). Relationships with children The NQS Professional Learning Program is funded by the. Jan 06, · Understanding and maintaining professional boundaries in social care work – An interview with Frank Cooper by JKP Posted on January 6, Frank Cooper is a freelance trainer specialising in professional boundaries in social care, and has over 16 .
How good are your relationships with other adults in your work environment? 3 TDA Communication & professional relationships with children, young people & adults Maintaining a sense of humour – although the nature of our work in school is important, we.
Unit 1 - Communication and professional relationships with children, young people and adults The Importance of maintaining effective communication with children, young people and adults Effective communication is key to developing and then maintaining relationships at all levels of teaching because the pupils have to be able to understand.
Nov 11, · Maintaining personal, professional and protective boundaries is a crucial consideration for those working in our schools.
Sarah Morgan offers her guide for teachers and education professionals Professional boundaries are an essential part of our work as teachers. Oct 20, · how do you maintian a professional relationship at work with children and adults using good communication skills? this question is for my childcare assignmet and i dont know how to explain it.
please can you help:D xxxxStatus: Resolved.