Traci Lynn Patterson Blake
E6925 Capstone Project
M6A2: Project Review 2
Competence in the area Interpersonal Effectiveness Learning
Dr. McIntyre
4/10/2011
This is part of the work I have completed during my Argosy Master’s Program for Adult Training and Education. This is an example of work that demonstrates competence in the area Interpersonal Effectiveness Learning (Argosy, 2011).
Reflection on Work Sample Demonstration of Outcome
The work that demonstrates competence in the area of Interpersonal Effectiveness Learning
is assignment M7A2 from the course E6235 Interpersonal Communication . This assignment illustrates my knowledge of the use of the educational theory of Interpersonal Communication and my writing skill. This assignment reflects the aspects of the educational theory of Interpersonal Communication by demonstrating my knowledge of the use of developing positive relationship skills that endorse personal and ethical professional development by means of effective communication, support, compassion, respect for others, and self-awareness. This assignment also reflects my writing style.
After completion of the course, I have created a modified version of the assignment, it is reflective of my current level of knowledge and skill. The following is the modification of assignment M7A2, E6235 Interpersonal Communication. It is reflective of the facts that now I provide apply active listening skills, use feedback to construct and uphold relationships, facilitate consensus building, through communication,by means of mediation, attain objectives with nominal disagreement and conflict, use my skills to promote the growth of others and assess nonverbal communication in interpersonal and organizational relationships . I also use writing to articulate conflict affecting interpersonal communication and conflict resolution.
Areas for Improvement in the Work Sample
The area I feel I need to improve in as a result of learning over the course of my program is the application of specific conflict resolution methods at specific times and when to effectively use them. I would also change mechanics issues connected to my writing in terms of written communication to make the solutions more clear to make communications better.
Reference
ArgosyUniversity (2011).E6235 : Interpersonal Communication:
Module7.www.myeclassonline.comwww.myeclassonline.com
Traci Lynn Patterson Blake
E6235
M7A2
The central characters in this conflict are the regular teacher, the child, and the
resource room teacher.
Are the threats to their interests or concerns perceived or actual?
It appears that the concerns are actually occurring, not just perceived . The resource teacher feels as if the child is very disruptive in the resource room. Although the child is disruptive is the resource room, he is showing good progress in the second grade class. According to Maheady, Harper, and Mallette (2001), sometimes there is extensive academic and interpersonal difficulties that pupils with disabilities encounter in school (p.4). This information will be contextualized within the guidelines of a regular education teacher who must at the same time meet the extensive educational needs of the students and those of their normally higher–achieving peers.
How is the conflict affecting interpersonal communication?
The conflict is affecting interpersonal communication because there are choices that need to be made. Wherever choices exist there is possibility for difference. Such differences, when handled correctly, can produce a better-off, more effective, creative solutions and communication. Usually it is hard to constantly turn differences into opportunities. When a disagreement is inadequately dealt with, the outcome can be an argument or conflict. Conflicts create a sense of emotional aloofness between people, such as feelings of dislike, bitter opposition, opposition, and estrangement. According to Billikopf (2009), Several foes often combine to create a conflict:
· Our first enemy is the natural need to want to explain our side first. After all, we reason, if they understand our perspective, they will come to the same conclusions we did.
· Our second enemy is our ineffectiveness as listeners. Listening is much more than being quiet so we can have our turn. It involves a real effort to understand another person's perspective.
· Our third enemy is fear. Fear that we will not get our way. Fear of losing something we cherish. Fear we will be made to look foolish or lose face. Fear of the truth ... that we may be wrong.
· Our fourth enemy is the assumption that one of us has to lose if the other is going to win: that such differences can only be solved (p.3).
Fortunately, there are solutions to make communications better.
The plan of action that can lead to the successful resolution of this conflict
The plan I would devise to lead to successful resolution of this conflict is to get the child’s parents involved. I would have the parent arrange a meeting with the school principal and discuss a new trial schedule between the regular classroom and the resource room. During this new trial schedule a log will be kept paying close attention to the child’s academic performance and behavior. At the end of the trial schedule period, a determination would be made as to where the child would be placed. The parent’s opinion and home observations would be crucial here. An overall evaluation would be made of the child’s academic performance and behavior.
A multitude of educational experts consent that teaching in the 21st century will be more challenging than at any time in the past. Our teachers need to be ready to use classroom based interventions that can successfully meet the needs of diverse learning groups and be applied in a timely and socially acceptable approach.
References
Argosy University. (2010). E6235: Interpersonal Communication : Module 7.
Billikopf, G.(2009), Conflict management skills, Berkeley, CA: University of California.
Retrieved from http: www.cnr.berkeley.edu/ucce50/ag-labor/71labor/13.htm
Maheady, L., Harper, G., & Mallette, B. (2001) Interventions and students with mild
disabilities. Remedial and special education. 22(1) 4-14.
