University of Phoenix
Dr. Gina Stafford
October 26, 2015
Coaches: Looking for ways to communicate with teachers in order to build relationships that will foster trust and openness of to new innovative ways to implements best practices in the classroom.
Teachers: Willing to have an open means of communication with both coaches and administrators to relay outcome in the classrooms it pertains to students learning.
Students: An unwritten page waiting be filled the knowledge that is so desperately needed to ensure a future overflowing with success. This can only happen if teachers are well prepared and has the tolls they need to make the vision a reality.
"The way we understand the world, our purpose in it and our power to control our destiny leads us to them. The structures of meaning which make the world orderly and predictable also define significant uncertainties" (Morris, 1996, p.18) within (Gudykunst, 2004). When we look at the age technology, we have to think f more effective and fast ways to communicate. E-mail is one form of communication that can be utilize to effectively pass on the messages that is beneficial to stakeholders. When is said and done, the communication process is like a ball dribbled across the field for the perfect goal.
Group collaboration is another communication forum that can elicit meaningful communication between coaches and teachers. When meaningful communication is in the norm, it looks like a beautiful magnolia flower blooming in the spring.
Coaches and coachees should have the dichotomy of conversations, but at the outcome, there will a consensus that all stakeholders will agree that ultimate outcome is for the best interest of the students. Just like a beautiful clear day, coaches and coachees will be able to see beyond the clouds into vast possibilities of success.
Steps towards conflict resolutions
This is the ideal outcome: a win/win situation. However, it requires input of time from those involved to work through the difficulties, and find a way to solve the problem that is agreeable to all.
Compromise or Negotiation
This is likely to result in a better result than win/lose, but it’s not quite win/win. Both parties give up something, in favour of an agreed mid-point solution. It takes less time than collaboration, but is likely to result in less commitment to the outcome.
Smoothing Over the Problem
On the surface, harmony is maintained, but underneath, there is still conflict. It’s similar to the situation above, except that one person is probably OK with this smoothing, while the other remains in conflict, creating a win/lose situation again. It can work where preserving a relationship is more important than dealing with the conflict right now, but is not useful if others feel the need to deal with the situation.
Communication Formats and Effective Strategies
- e-mail for future activities and/or PD as well as co-teaching possibilities
- informal walk throughs with a face to face follow for collaborative debriefing.
"The coach of a school improvement team supports the development of individual and group skill and knowledge in the areas:
- Team functions
- assessment of student learning
- assessment of school programs and practices
- effective instructional practices
- school policies and procedures that promote students achievement
- monitoring implementation
- monitoring impact of change strategies
- Action planning
The coach takes on the responsibility of strengthening his/her own skills in these areas, as well as identifying the needs of the team leader, who is the primary change catalyst" (Reeves, 2009) within (Laba, 2011). The job of coaching comes slew
of responsibilities, and thus both coaches and teachers should be able to bridge a relationship that will foster positivity.
Conflict Resolution. Retrieved October 26, 2015, from http://www.skillsyouneed.com/ips/conflict-resolution.html
Gudykunst, W. B. (2004). Bridging differences: Effective intergroup communication. Sage.
Laba, K. (2011). Coaching for School Improvement: A Guide for Coaches and Their Supervisors.