Entry Level Training Module IV: Professional Relations Lesson Three Teamwork Entry Level Training Module IV: Professional Relations Lesson Three Ice-breaker: Television Commercial (team-building activity) 1) Divide into teams with no more than six members each. 2) Develop a 30-second commercial (or print ad/bulletin board) that advertises Early Childhood Education. 3) Include a "slogan“ NOTE: You may want to discuss the characteristics and effectiveness of well-known commercials before the teams begin. How do they get your attention? How do they get their point across? Etc… MATERIALS: Powerpoint Slides, Handouts (Thinking about teamwork, Consensus Building) Poster Board (for ice-breaker, optional and for Consensus survey) Conflict Management information Easel paper, markers ELTM4 ELTM4

Why work as a Team? Teams help you to: Get organized Communicate better Achieve common goals Involve everyone Enhance performance Together Each Accomplishes More * See next slide for details of professional standards ELTM4 ELTM4

Why work as a Team? Research shows that collaboration/ teamwork enhances children’s care and education/well-being Professional standards require it * Together Each Accomplishes More * See next slide for details of professional standards ELTM4 ELTM4

Early childhood educators must… Understand families as the primary context for children's learning and development Respect diversity in family structure and values Parents are valued as educational partners. Early childhood teachers recognize that their educational objectives cannot be fully achieved without collaboration with families. Early childhood education also recognizes itself as an important component of a family's support system (Galinsky & Hooks, 1977; Goffin, 1988,; Kagan & Holdeman, 1989). The ability to collaborate with families and be a support to their childrearing efforts demands understanding and respect for cultural and familial diversity. With the expansion of shared decision making in these settings, early childhood teachers also should be able to reflect on their own professional development. Early childhood teachers often function as members of a professional team. As team members, the model adult interactions and cooperative decision making for children. In such circumstances, their coordinated efforts are also needed for the smooth functioning of their classrooms. From NAEYC Position Statement on Early Childhood Teacher Certification, Adopted July/August 1991 ELTM4 ELTM4

Early childhood educators must… Develop skills in interacting with parents in ways that enhance children's educational success Coordinate their teaching with other adults. Parents are valued as educational partners. Early childhood teachers recognize that their educational objectives cannot be fully achieved without collaboration with families. Early childhood education also recognizes itself as an important component of a family's support system (Galinsky & Hooks, 1977; Goffin, 1988,; Kagan & Holdeman, 1989). The ability to collaborate with families and be a support to their childrearing efforts demands understanding and respect for cultural and familial diversity. With the expansion of shared decision making in these settings, early childhood teachers also should be able to reflect on their own professional development. Early childhood teachers often function as members of a professional team. As team members, the model adult interactions and cooperative decision making for children. In such circumstances, their coordinated efforts are also needed for the smooth functioning of their classrooms. From NAEYC Position Statement on Early Childhood Teacher Certification, Adopted July/August 1991 ELTM4 ELTM4

Team Members Co-workers, support staff, supervisors Parents, families * Classroom volunteers Specialists, consultants, outside professionals * With parents, our major roles are to: Build trust, demonstrate respect and support, and educate/model appropriate practices. We must be sure to be non-judgmental, respectful, and supportive of all families, at all times. While each family situation may be unique and sometimes appear quite different from what we view as “normal”, each family has strengths and the closer the partnership we can have, the better off the children will be. ELTM4 ELTM4

Team members need to… Practice self-control Put work ahead of likes and dislikes Acknowledge mistakes and correct them Do not assume, jump to conclusions Expect disagreement and don’t take it personally Show courtesy to fellow team members ACTIVITY: Ask students to find a partner and discuss the following questions… Can you practice self-control in order to work effectively? Can you put work ahead of personal likes/dislikes? Why or why not? Why is it important to acknowledge and correct mistakes? Have you ever jumped to the wrong conclusion? Can you take constructive criticism without taking it personally? Can you show courtesy to fellow team members? In what ways? Are there other skills you think team members need to have? If so, what are they? Reconvene the large group and discuss… ELTM4 ELTM4

10 Commandments for Enthusiastic Teams Help each other be right, not wrong. Look for ways to make new ideas work, not for reasons they won’t. If in doubt, check it out! Don’t assume. Help each other win and take pride in each other’s victories (think “we, us, our”, instead of “they, them their”, and “me, mine”) Speak positively about each other (and the program). From – Ian Percy, Management Consultant Good communication is the key! ELTM4 ELTM4

10 Commandments for Enthusiastic Teams Maintain a positive mental attitude no matter what. Act with initiative and courage as if it all depends on you. Do everything with enthusiasm, it’s contagious. Whatever you want, give it (power, respect, etc.). Don’t lose faith, never give up. From – Ian Percy, Management Consultant Good communication is the key! ELTM4 ELTM4

Disagreements/Conflicts are… Inevitable from time to time A struggle over values or scarce resources Opportunities to learn (and model) problem-solving and negotiation skills Opportunities to get to know yourself and teammates better, become closer Remember, children learn conflict resolution by watching how the adults around them resolve them!! Disagreement by itself is usually not the cause of antagonism, hostility and conflict. More often, failure to listen and allow alternative views to be heard causes these feelings. ACTIVITY: Are you a team player/consensus builder? Number 5 colored poster boards (9 x 12), 1 = Never, 2 = Seldom, 3 = Sometimes, 4 = Frequently, 5 = Almost always Lay them across the floor and read the statements provided to find out how students typically deal with conflicts in their lives… discuss ELTM4 ELTM4

Approaches to Managing Conflict Competition Collaboration Avoidance Accommodation Competition is useful when quick action is required, it protects against those who take advantage of non-competitive behavior, achievement doesn’t always include everyone, generally only a temporary solution. Collaboration is a mutual process that can lead to a permanent solution, but it can be time consuming and it requires everyone’s commitment and participation. Avoidance is useful when another person can solve the problem better, when risk outweighs gains, it can postpone tension/action, but it restricts input and is also only a temporary solution. Accommodation is useful to preserve harmony, avoid disruption, and when the issue isn’t all that important to you, but you sacrifice your own point of view and it limits creative resolution. ACTIVITY: Group to Group Exchange 1) Divide class into four groups (competition, collaboration, avoidance, accommodation) and provide each subgroup with background information on their topic (see ConflictMgmt.doc). Give 10 minutes to create a presentation and select a spokesperson for the group... 2) Allow for questions after each presentation... 3) Compare/contrast the views in the large group. ELTM4 ELTM4