6. Stages of Team Development
(Tuckman and Jensen)
• 1. Forming—Getting to know you!
• 2. Storming—We can work it out?
• 3. Norming—The way we do the things we do!
• 4. Performing— And the two became one!
• 5. Adjournment—The party’s over!
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7. Forming:Getting to know you!
• Name
• What do you want to be called?
• How long have you worked in the teaching profession?
• What type of students have you worked with?
• In what areas do you have training?
• In what area(s) do you have special skill(s)?
• Do you have any relationship with community groups?
(Boys/girls club, youth groups, etc.)
• How do you see your role?
• What are your expectations of me?
• Is there any other information that you would like to
share?
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10. Team Norms
• Rules that the team agrees to follow as it
conducts its work
• May be written or evolve as unwritten
understandings over time
• Helps build team discipline and trust
between team members
• Can be good or bad
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13. Trust:
Cornerstone of successful teams
• Total confidence in the integrity, ability and good
character of another
Five key components of trustworthiness:
1.Benevolence
2.Reliability
3.Competence
4.Honesty
5.Openess
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15. The Players:
Roles and Responsibilities
• Teacher
• Paraeducator
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16. Clear Roles
• The role and function of adults in the
classroom must be well defined in order for
coordinated instruction to occur.
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17. Role and Responsibilities
• Role = A position or function
• Responsibilities = Things for which you are
accountable in fulfilling your role.
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18. Appropriate Roles
What does it mean to assist and support the
teacher in providing services to students?
What are appropriate roles for paraeducators?
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19. Appropriate Roles?
Some paraprofessionals report that they are fully
responsible for the instructional program of a
student. Still others report making instructional
decisions, writing IEPs, and more.
Are these appropriate roles?
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20. The Role of the Paraprofessional
The role of the paraprofessional is to assist and
support teacher(s), students, classrooms and school.
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21. Teacher/Paraeducator
Roles & Responsibilities
• Assist with instruction
• Design, implement,
• Assist with behavior
evaluate instruction
• Monitor playgrounds,
• Collaborate with
lunchrooms, etc.
families
• Job coach
• Plan programs
• Observe/record
• Assign final grades
information of student
• Make formal contact performance
with parents
• Facilitate inclusion
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22. Two Ethical and Legal Problems
• Confidentiality
• Working outside of role: Paras working as
teachers.
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23. Communication Questions
• That’s not what I meant!
• What does that word mean?
• Meta-messages: what are you saying really?
• Are emotions part of the message?
• Is it important how you say what you say?
• Why is someone’s perception of you
important?
• Why is your communication style important?
(Do you know what it is?)
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24. Communication Answers
• What we say can be misinterpreted
• Words can mean different things to different
people
• Say what you mean and mean what you say
• Don’t ignore speaker’s emotion
• People treat you as they perceive you
• Your communication style can cause
problems
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29. Active Listening
• Verify responses
Ask questions about veracity of response
• Clarify responses
Ask questions to clear up ambiguities
• Paraphrase responses
Restating speaker’s comments in your own words
• Summarize responses
Review the speaker’s main points
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31. I-Messages
The four parts of an I-message:
Specific behavior: (“When you….”)
“When you cut me off….”
Resulting feeling: (“It…”
“It hurts my feeling……”
Effect: (I feel…”)
“I feel as though you don’t value my opinion.”
Resolution: (“so, would you…”)
“So, would youplease hear me out.”
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33. Conflict = Differences
• Information: different points of view
• Process: difference of how something should be
done
• Values: difference in basic beliefs and views
• Styles: difference in their
personality, communication and/or work styles
Deal with conflict quickly!
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34. Why deal with conflict quickly?
Many
a mountain
is merely the
unresolved consequences
of a molehill left unattended
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35. Conflict Resolution Steps
• Attack the problem, not the person
• Focus on what can be done, not on what can’t be
done
• Encourage different points of view and honest
dialogue.
• Express your feelings in a way that doe not blame:
Use I messages.
• Accept ownership for your part of the problem.
• Listen to understand the other person’s point of
view before giving yours.
• Show respect for the other person’s point of view.
• Solve the problem while building the relationship.
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36. What’s the issue(s)
1. How can I get my para more involved? I could do more if she
had a bigger role?
2. Mr. Jones never explains how he wants anything. Then he’s on my
back because it’s not done the way he wants.
3. Five playground duties a week is a little much! When I try to talk
about it with the teacher, she shrugs it off and says, “That’s
your job.”
4. The para in my room never comes back from lunch on time. We
have several activities planned for that time and I need her, but
she always has some lame excuse for being late.
5. My teacher gives me only the boring work to do. I never get to
work with the kids. I just run off papers and run errands. I have
some skills that I sure would like to use if I just had the chance.
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