ASSIGNMENT 7
Jeansandra
WEEK1REPLIES-DUESATURDAY.docxASSIGNMENT DISCUSSION 4
ASSIGNMENT 1 REPLY INSTRUCTIONS
Either politely agree or disagree with a classmates’ thread and write a reply. Support your arguments with biblical scripture and logic. Required word count (100-words).
REPLY 1
Role identity within a group is a relational aspect of how members interact with each other within a given context. In the online educational setting these roles develop within group assignments. There are both positive and negative attributes related to each identity. For the purpose of this post the discussion will be focused on the roles of agreeable enabler and supportive worker.
The role of agreeable enabler is discussed as a negative role in that the enabler allows another individual to decrease productivity of the group without accountability. The agreeable enabler’s actions create an environment where the other group members must compensate for the lack of work by one member. In dealing with these situations from a Christian perspective, one would discuss the importance of accountability in learning objectives and workloads. Leading to a discussion of how enabling causes harm to both the individual and the group. Setting individual goals for those within the group from the start of the project is always beneficial for productivity and accountability. However, it is also important to set check-in times so, that if a person is not progressing, the group project will still succeed. Assisting the agreeable enabler in understanding the danger of lacking boundaries will strengthen the group and the person which is a Christian response (1 Thessalonians 5:11, NIV).
The second role discussed is a supportive worker. The supportive worker assists with efforts to get the project completed, on-time without additional conflict, but with accountability. Motivating others through encouragement and requested feedback. This role is seen from a positive perspective because of the effective communication skills utilized to bring everyone into the project from a non- authoritarian approach. From a group perspective this role would be easy to work alongside. The communication and agreeableness coupled with boundaries is beneficial for all parties. Hebrews 10:24-25, states that individuals should motivate each other and encourage those around them to remain faithful in showing love and good deeds, not giving up on one another, and to do so until the end (NIV). Supportive workers can be seen as serving leaders, as Christians are called to be known first and foremost by their service. An ideal group would be one where every individual is a supportive worker, which would eliminate the need for a leader. If Christians follow a biblical perspective, all are supportive workers and look to Christ as the group leader.
REPLY 2
I feel that collaboration is key when doing group work. I have worked in several group projects in work and in my educational journey; some experiences have been positive where others left much to be desired. Reading the Williams article really opened my eyes to the complex dynamic of group work. There are several different personalities that must work together to complete a task. Although each person is different, they all contribute something unique to the project.
The text offered one positive group member, who I think is the supportive worker. Yes leaders are important, but completing an assignment requires a group member to actually do the work that's often left aside. I am a very detail oriented person, so I kind of see myself in this aspect to some degree. The supportive worker is going to do what needs to be done. Being the "I don't mind" person offers a lot (Williams, et. al, pg. 57). Working with this type of person is easy because they are willing to pitch in and collaborate. Galatians 6:12 says, "carry each other's burdens, and in this way you will fulfill the Law of Christ".
The spoiler is the most frustrating person to work with, in my opinion. I previously worked in a group with an individual who didn't tell us that he had a vacation planned the week of a presentation. We were extremely frustrated at the fact that he wanted us to work around his schedule, as noted in the text. It was a huge inconvenience for our group and forced us to present work that was rushed. This person's lack of commitment to consistency and follow-through is extremely frustrating for group members. Even though we were frustrated, I maintained my composure and we all picked up the slack. That's the Christian way; we didn't chastise him. We accepted the fact that he wasn't going to contribute to the group and continued our work.
Williams, K., Morgan, K., Cameron, B. (2011). How Do Students Define Their Roles and Responsibilities in Online Learning Group Projects? Distance Education, 32(1), 49-62.
ASSIGNMENT 2 REPLY INSTRUCTIONS
REPLY BY sharing tips, strategies, or advice you have received from others for overcoming and persisting to completion. Each reply must be 250 words.
REPLY 1
As I begin the final stages of the Doctoral Journey, I remind myself that my motivation is an intrinsic desire to complete a level of education that is the pinnacle in terms of certification and degrees of education. I have always competed to achieve at the highest levels. When I was a child it was sports or grades, as a teenager it might have been for relationships, as a traditional undergrad it was Darwinistic, and now as an adult it is more of a quest as to whether or not I can muster the energy and the skills needed to complete a degree program that I essentially started almost 9 years ago. This unique journey shall serve to make me a better educator for the groups of people with which I continue to develop relationships.
Although, I aim to acquire the title of Doctor for personal reasons, my ascension to the top of my field will echo in other parts of my life. I believe in service to others. I look forward to having and being a better, more positive influence. I want to altruistically impact all parts of the world. As a husband, father, teacher, mentor, coach, and active community member, I envision applying new information and formulating skills to add to my environments. Perhaps, one day, as a hired district leader, I will be able to affect change by calling on my years of experience, Doctorate Degree, and academic research. I look forward to having the proper credentials to be a factor at the district level.
According to the stages of the doctoral journey, I am very excited for about the consolidation stage. I have always been an eager learner, but have never thought of myself as an expert of anything. Looking to the future and being called on to expertly offer insight or assistance is a responsibility that I am thrilled and anxious to take on. In an era where accountability is often in question or discounted, I am one that is willing to make decisions and be an aggressive member of a problem solving team. I am aware that the consolidation stage calls for a “self-directed” learner, but I will seek to take all the components of the process and use new or reconfigured knowledge to benefit not myself, but a group for greater good.
As eager as I am about the entry stage leading up to the application of knowledge, I do have reservations about the dissertation process. At 42 years old and already obtaining 3 formal degrees beyond high school and many other certified accomplishments, I just do not know what lies ahead regarding a dissertation. I am not shying from the challenge, but the unknown can be a bit daunting. However, I am encouraged by the idea of collaboration with my prospective doctoral peers and also by the suggestions from Rockinson-Szapkiw and Spaulding that implore a relationship with university mentors to assist in all aspects of the journey.
REPLY 2
I have a few reasons that I decided to pursue my doctoral degree. I first wanted to challenge myself to become the best teacher I could possibly be. I felt that it would be integral for me to obtain my doctorate in order to reach this goal.
My second reason is a bit more complex. In my first two years of teaching, I taught at two different schools. Both schools were Title I schools in an urban setting, but in different states. During my time in these schools, I realized that the students I was teaching were not being reached on their academic, behavioral, and social-emotional levels. After collaborating with my grade level team, specialists, and my administration, I realized that the resources we had available to our school and district were not sufficient for my students. In the two years, I grew very frustrated with the purchased curriculum and the additional resources that we had. In my own searches, I also found that there were not many resources that would fit the students in my care. (I had a class of four different languages, newcomers, special education, and behavioral problems.) I quickly realized that the resources that were purchased by my school district were purposed for the "traditional" or "average" classroom, and my students were anything but that. It was from this experience that I knew that I needed more education and experience to be able to effectively teach the students by standards of success my State and district required of me. I also wanted to gain my doctoral degree to be able to create more resources for students, classrooms, and districts that would teach the state standards as well as addressing the specific groups of students I had in my classroom.
Once I complete the program, I would like to have a few more years as a classroom teacher and then eventually begin working at the administrative level at my current school or at the district level of a school system. I want to work with teachers in cultivating their teaching strategies and the curriculum they use in their rooms. My ultimate goal would be to eventually teach a college course, however, that is a ways away.
I am at the very beginning of my doctoral journey. This is my first class! I am very excited to be able to learn new things and be able to immediately apply my knowledge in my classroom as I am learning in the program. However, this will be my first time taking classes and teaching at the same time. I am very nervous about what the workload will look like and how I will have to pace myself in the doctoral program to be successful as a teacher and also as a student.
Overall, I am most apprehensive about the dissertation and defense. While I did have to write a thesis for my undergraduate and masters degree, I fully expect the dissertation to be significantly more strenuous. After looking at the Dissertation Handbook, I feel more anxious about the whole process and what it entails. However, I do like this class seems to have us looking ahead to the dissertation and how to be successful in all other classes.
