Constructive use of feedback

Modeling non-defensive behavior in the classroom
can be critical to demonstrating effective use of feedback.

Being non-defensive, open to listening, and delaying response are critical.

A classroom exercise:

Before the teacher leaves the classroom, students are instructed to form a line with one end being "This is the worst class I've ever taken; I should have stayed in bed" and the other "This is the best class I've ever taken; I hope it never ends" with degrees between the two extremes.

Once they have distributed themselves in that line, and the teacher has given them the following instructions and exited, they form small groups (of four) with those who are closest to them in the line. They then make one composite list of the reasons they put themselves where they did in the line.

When they have completed their lists,
they share their lists with then other groups,
then jointly prepare three lists:

stop doing, start doing, continue doing

put these three lists on the board.

They are given 45 minutes to an hour to complete the task.

When done,
the teacher is invited back to the classroom and presented the three lists.

The teacher takes the lists home, reflects upon them, and responds in the next class:

• What will change and
  how the changes should impact classroom "organization" and learning

• what won't change
  with those reasons why

Conflict resolution

One way to peacefully resolve conflict is for each side

• to come together voluntarily
• to work cooperatively on the issues
• under the guidance of a trained facilitator

The following process should be under the guidance of a trained facilitator.
Bring your conflicted parties together in a private location, and:

• Gather information: identify key issues without making accusations
  Focus on what the issues are, not who did what
  Do not accuse, find fault, call names
  
• Each party states their position and how it has affected them;
  Others listen attentively and respectfully without interruption
• Each party, in turn, repeats or describes as best they can
  the other's position to the listener's satisfaction
  (c.f. Franklin Covey's fifth habit "Seek first to understand, then to be understood")
  
• Parties try to view the issue from other points of view beside the two conflicting ones
• Parties brain storm to find the middle ground, a point of balance, creative solutions, etc.
• Each side volunteers what he or she can do to resolve the conflict or solve the problem
  
• A formal agreement is drawn with agreed-upon actions for both parties;
• A procedure is identified should disagreement arise
• Progress is monitored
• Progress rewarded or celebrated

Conflict resolution should be a voluntary process that

• reflects the school's values if applied throughout the school
• is also modeled and followed by teachers, administrators, and staff
• will fail if perceived as a process for students only

Each party in collaborative conflict resolution
should feel empowered to speak their mind, feel listened to, and feel they are a critical part of the solution. So also, each is obligated to respect and listen to others, try to understand their point of view; and actively work toward a mutual decision.

Collaborative/cooperative learning

Cooperative or collaborative learning is a team process where members support and rely on each other to achieve an agreed-upon goal. The classroom is an excellent place to develop team-building skills you will need later in life.

Cooperative/collaborative learning is interactive;
as a team member, you:

• develop and share a common goal

• contribute your understanding of the problem:
  questions; insights and solutions

• respond to, and work to understand, others' questions, insights and solutions.
  Each member empowers the other to speak and contribute,
  and to consider their contributions

• are accountable to others, and they are accountable to you

• are dependent on others, and they depend on you

What makes for a good learning team?

• Team activities begin with training in, and understanding group processes.
  An instructor begins by facilitating discussion and suggesting alternatives
  but does not impose solutions on the team, especially those having difficulty working together

• Three to five people
  Larger teams have difficulty in keeping everyone involved

• Teacher-assigned groups
  They function better than self-assigned groups

• Diverse skill levels, backgrounds, experience

  • Each individual brings strengths to a group

  • Each member of the group is responsible to not only contribute his/her strengths, but also to help others understand the source of their strengths

  • Any member who is at a disadvantage or not comfortable with the majority should be encouraged and proactively empowered to contribute

  • Learning is positively influenced with a diversity of perspective and experience
    increasing options for problem solving
    expanding the range of details to consider
    

• Commitment of each member to a goal that is defined and understood by the group

  • Confidential peer ratings are a good way to to assess who is and who is not contributing

  • Groups have the right to fire a non-cooperative or non-participating member if all remedies have failed.
    (The person fired then has to find another group to accept him/her)

  • Individuals can quit if they believe they are doing most of the work with little assistance from the others.
    (This person can often easily find another group to welcome his/her contributions)
    

• Shared operating principles and responsibilities, defined and agreed to by each member. These include:
  

  1. Commitment to attend, prepare and be on time for meetings

  2. Have discussions and disagreements focus on issues, avoiding personal criticism

  3. Take responsibility for a share of the tasks and carry them out on time
     You may need to perform tasks that you have little experience, feel ill-prepared for, or even think others would do better. Accept the challenge, but be comfortable in stating that you may need help, training, a mentor, or have to resign and take on different task.

Process:

Refer to the Group Project Guide

• Set up goals, define how often and with what means you will communicate, evaluate progress, make decisions, and resolve conflict

• Define resources, especially someone who can provide direction, supervision, counsel, and even arbitrate

• Schedule review of your progress and communication
  to discuss what is working and what is not working