Gallery Of Participation Paintings

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Jumbo Klercq

Presentaiton of a workshop at Balaton Lake Balatonszeped Hungary

Gallery of participation paintings By jumbo’s workshop

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17 Week: Seven Group Communication: Leadership, Problem-Solving, Power, Knowledge (“Rich Subject Matter”) Objectives: Students will identify forms of power and communication at work (knowledge). They will also develop strategies to overcome abusive forms of power (skills). They will reflect on their own uses of power in the classroom (dispositions). Students will appreciate the relationship between leadership styles, power and the culture of schools. Key Concepts: theories of leadership as style (authoritarian, democratic, laissez-faire, contingency, person and task-oriented); as trait; as orientation (task vs. people), as contingency, transformational or charismatic, and as facilitation. Power (legitimate, coercive, reward, expert, referent, information, charismatic, traditional, legal-rational), discursive closure, communicative ethics, coordinated management of meaning. Discussion: Speaking Up/Keeping Quiet. Balancing participation in groups can involve stifling some members and urging others to speak up when they would prefer to be silent. Explore the ethical justification for these actions by answering the following questions. 1.) Are there any circumstances when it is legitimate to place quiet group members in the position of speaking up when they would prefer to remain silent? When does it become reasonable to urge group members to participate? Do discouraging talkative members ever violate the principles of free speech, or the group norms of respect and inclusiveness or tolerance? Describe when it is and is not appropriate to limit a member’s contribution. How do these questions relate to the topic of critical public spheres? And how do they relate to the school culture? On-line Activities: Trace sites that refer to “critical public spheres” or “public spheres” based on the principle of the “ideal speech situation.” Take a look at a problem solving video at: http://www.pctc.k12.oh.us/hs/icostein/Video/Problem_solving_Final.wmv. Assignment(s) for Week Seven: Describe how legitimate, coercive, reward, expert, referent information power can be used ethically and unethically in your workplace (classroom, staff room, school, district). What distinguishes ethical from unethical behavior? Or, consider the behaviors of someone in a position of authority in your school, on the Board, or in the school district (do not identity them by name). Comment on their leadership style as a function of the kind of power they exercise. Readings: Adler, Chapter 9, Solving Problems in Groups and Chapter 14, Persuasive Speaking Introduction to Module Seven:The study of group interactions and eventually, the organization of schools would be incomplete without some consideration of the role of leadership, power, and knowledge as they impact on the way decisions are made and finally, how these elements contribute to the formation of school cultures. And of course, the role of leadership raises issues of power and ethical or unethical forms o ...

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