q2 pod product

4 Threads Week 1 Reflection Week 2 Reflection Week 3 Reflection Week 4 Reflection Relationships We are a new group. Pay attention to my feelings in the group. This feeling response gives information about what’s going on in the classroom. Forming – The task of the group is to answer the question: Is there anything worthwhile for me here? The task of adolescence is to separate from the adults. This is a recapitulation of Rapprochement – the toddler stage but without the over-the-shoulder look back at mommy. I became very interested when classroom material was discussed. We talked about bridging. There was a tension in the room between letting go of control and being a powerful teacher. Tension: Empowered Group versus Powerful Teacher. Several people showed up late. Joan made space for us to talk about it. She said, “Is this a metaphor for what goes on here?” This opened up a rich discussion. We discussed lateness and the second stage of group development: Storming. Storming is the stage of group development marked by conflict. The leader’s role in this stage is to help the group cohere by helping them direct their aggression towards the leader. This takes skill and courage and a pretty certain idea of the outcome. This helps a group progress. Progression is cyclical. Regression in service of progression. Groups regress in order to progress. Two steps forward, one step back. Joan mentioned that aggression, while scary, is a creative force. We discussed the role of safety. How do I foster safety in my classroom? The group seemed quiet today. We talked about different students’ behaviors, which led to a discussion of Joining – joining students in feeling and outlook in order to produce feelings of being understood. This is a communication at the feeling level. It’s not the literal content that we’re joining but the feelings. Norming is the third stage of group development. The group is answering the question, “What do we want the task to be and how can we get it done?” Start by helping the group understand their goal. We talked about the holidays being stressful for the students – that it could (does) provoke regression. Parallel Process – admin sends helpful message to the staff. Can teachers do the same with kids? Joan responded to a concern in the room by saying that she is NOT suggesting any kind of therapy techniques. This is group theory. Training to become a therapist is a long training. We discussed joining the resistence. Some people wanted their students to believe they were actually fair. Joan asked us to imagine that a student leveled an egregious complaint about us – it’s more important to deal with the emotional content than address whether or not I’m a racist or a liar. I thought about the idea that joining does not work if it’s not done with the right feelings. Another teacher made the analogy about being in a relationship. Working with students is like being in a long-term relationship. The biggest predictive factor of success is the relationship we build with students. The big idea is to work with the class on the group level in order to develop and influence a group culture rather than simply as a collection of individuals or subgroups Process Curiosity Resilience

Upload: david-rothauser

Post on 09-Apr-2018

217 views

Category:

Documents

0 download

Report

Download

Embed Size (px):

TRANSCRIPT

8/8/2019 Q2 POD Product

http://slidepdf.com/reader/full/q2-pod-product 1/2

4 Threads Week 1 Reflection Week 2 Reflection Week 3 Reflection Week 4 Reflection

Relationships

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 – the

toddler 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 a

powerful 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 the

group 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 the

feelings.

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 their

goal.

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 with

the 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. Working

with 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

Process

Curiosity

Resilience