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Team A Considering Differences
- 1. Considering Differences Presentation Myeasha Davis, Alisha Gallegos, Jessica Malmsten, Richard Weikel CUR/540 May 18, 2015 Dr. Kanika White
- 2. Introduction ● Non-judgemental ● Gender Considerations ● Cultural Considerations ● Generational Considerations
- 3. Gender Considerations “Gender refers to the identities assigned to or adopted by females and males relating to their role in society. Gender differs from sex in that gender refers to socially defined differences between women and men, and sex refers to biological differences.”
- 4. Gender Considerations ● Equal Treatment ● Social Norms/Roles ● Respect ● Advocate ● Non-Discrimination
- 5. Cultural Considerations “Culture refers to the behaviors and beliefs characteristic of a particular social, ethnic, or age group.” “Race refers to a group of persons related by common descent or heredity.”
- 6. Cultural Considerations ● Build a trusting relationship ● Treat the person as an individual, not a category by appreciating individuality ● Connect as human beings by finding shared common ground ● Understand how race affects the academic environment
- 7. Generational Considerations: Seven Questions to Ask 1. When did you become a teacher? 1. Why did you become a teacher? 1. What is the most comforting aspect of work? 1. Have you ever been uncomfortable at work? 1. How do you feel about collaboration? 1. When do you like to work on your own? 1. What do you want me to do as your coach?
- 8. Generational Conversation Activity Each group identify: ● trends ● icons ● events ● stereotypes ● generalizations ● perceptions Traditionals Born before 1945 Baby Boomers Born between 1946 to 1964 Generation X Born between 1965 to 1980 Millennials Born after 1980
- 9. Conclusion ● Teamwork ● Supportive ● Inclusive ● Adaptable
- 10. Dictionary.com. (2015). Retrived from: http://dictionary.reference.com/browse/gender?s=t Fletcher, S. and Mullen, C. (2012) The SAGE handbook of mentoring and coaching in education. Thousand Oaks, CA: SAGE. Sweeney, D. (2011) Student-centered coaching: A guide for K-8 coaches and principals. Thousand Oaks, CA: SAGE. References
Editor's Notes
- Coaches and or mentors need to foster good working relationships with teachers and administrators. In order to effectively do this coaches need ensure that they are seen as a helpful resource and not someone that is going to pass judgement on the other person. In addition to this there are several considerations that the coach needs to take into account. A coach will inevitably work with a wide variety of people from all walks of life. Gender, culture, and generation considerations will have to be taken into account by the coach. A general plan of action of how to work with people from various backgrounds should be in place before the first introductions ever happen. The coach should be prepared to help all individuals that will all be at different points in their careers. Having a plan for these considerations will ensure that the most effective support is delivered by the coach.
- Many differences between males and females can cause a difference in treatment of coaches and mentors. Males and masculinity vs. females and femininity determine whether females are just as capable as men in all of societal areas including job performance abilities. This can also work reversely in the educational setting in that females often are the majority in the profession. Coaching and mentoring should refer to non-discriminatory policies and be equitable in offering support and resources.
- Coaches and mentors should consider how to be equitable among the genders. Bias based on social norms and roles should not be a factor when mentoring and coaching. Being respectful of the differences between males and females will help in being considerate of those differences. Equal treatment can be given when there is equal access to support through mentoring and coaching. Males and females alike can advocate for themselves and their gender to ensure fair and equitable treatment. A coach or mentor should be knowledgeable in policies of non-discrimination and be able to carry those principles into the profession of coaching and mentoring.
- Differences in races within a mentoring relationship can be a potential problem. “Students and faculty of color routinely experience higher education as a racially insensitive or hostile environment, which causes psychological distress (Allen, 1985; Fleming, 1984; Thompson and Louque, 2005) that can result in withdrawal, feelings of loneliness, self-doubt, and lowered self-concept (Allen, 1985; Bova, 2000; Fleming, 1984; Thomas and Hollenshead, 2001; Webster, Sedlack, and Miyares, 1979) (Flectcher, S. & Mullen, C. 2012). These feelings can make a coaching/mentoring difficult if the coach does not have an awareness of their teacher’s culture and feelings, as well as, the students that they are working with.
- Studies show that mentoring relationships can positively affect development and advancement of students and faculty of color. So while working across cultures can have its difficulties, the benefits outweigh them.
- Most teachers have a personal view of themselves and a preference for how they like to engage with others. By asking a series of questions, the coach is able to identify generational preferences that exist in the teacher’s psyche. The answers to these questions will uncover generational impact on learning and expectations for coaching (Sweeny, 2011).
- How will this information influence the way we educate and how we work with each other? This essential question will help to spark a discussion within your team. Each person should write a reflection focusing on how their understanding of each generation has changed after the activity. Use the realizations from the conversation to develop a plan for working with each other (Sweeny, 2011).
- After the coach/mentor has taken all of these factors into consideration they will be better prepared to build a good learning focused relationship. The relationship should be based on teamwork. The coach should be supportive and encouraging with the teacher. Being prepared to deal with gender, cultural, and generational considerations will help the coach forge a bond with the teacher. The coaches plan of action to forge this bond should be inclusive to teachers from all walks of life and adaptable to each situation. Being flexible and adaptable will create an environment that allows the coach to work well with teachers no matter what the situation might entail.