The first lecture started with a name game. This was really helpful for me personally since I did not know anyone in the class yet. After getting to know each other a little better we were introduced to PRD5.
During this training session we talked about the 4 stages of leaning, which are: Unconsciously incompetent → Feedback, Consciously incompetent → Reflection, Consciously competent → Practice and Unconsciously competent.
For example when I started to learn the English language. In the beginning the teacher gave a lot of feedback and advise. After a period of time I could read and speak a little but still not fluent. During this stage I reflected on my mistakes (mainly in grammar) and practiced a lot. Now I am unconsciously competent since I can speak, write and read without much extra effort.
After the 4 stages of leaning we talked about the Johari window. What I learned from this theory that it is very important to be self-aware. You need to be aware of your strengths as well as your flaws. Because when you know your flaws you can work on them. Even when you do not improve your flaws it is still good to recognize you have them. This will positively effect teamwork.
Furthermore, we got a ‘small theater show’ on communication. During this exercise Chen was telling a story, Thomas was showing active interest in the story, and Jonah was not interest at all. Thomas was asking in depth questions, making eye contact, open body language and summarizing to know for sure he understood the story. While Jonah was looking at his phone or looking around. He furthermore was impatience and responded rude to Chen his story. The idea behind the exercise was to point out good and bad communication. To help with good communication you could implement LDS: listening, summarizing and delving deeper with questions. Of course good non-verbal communication also plays a big role in good communication. We also did a little game which was linked to communication. In this game two students were seated back to back and they had to describe their room to each other. However, what seems logical for me does not mean it is logical for the other. When Chen told me his plant was in the corner, I did not know in which corner. I was not able to ask questions. This made in harder to draw the right picture. This is also the reason why it was very important to communicate very clearly.
The training session of today helped me to understand my own flaws and therefore my learning goals. By having a better insight in this I am able to communicate better and work more efficiently in the future. In the appendix you will find my Core Quadrants.
3.2 Compensation assignment
10 ways teachers can instill a growth Mindset in students
The article starts with an explanation of the theory of Carol Dweck. She wrote the book Mindset. She distinguishes two opposite mindsets, the fixed mindset and the growth mindset. Students with the growth mindset know they can expand their talents through effort, persistence and by training new learning methods. It is important to have a growth mindset, because it improves the achievements and motivates learning.
There are ten ways for teachers to inspire a growth mindset in students. I will explain a few of them. The first rule is to avoid praising intelligence and sheer effort, because it can reinforce it as a fixed trait. It is better to give feedback that highlights the values of planning and trying different learning strategies. As a teacher you have to use differentiated instruction tactics. It helps the students to sharpen a range of skills to help them tackle different learning obstacles. When students learn to overcoming obstacles there are changes in their brains, the neurons form stronger connections.
As a teacher you must be able to explain the purposes of abstract skills and concepts. You can do that by asking questions about the use of it outside the classroom and how it can help you later in life. It is also very important to set goals. Saying “yet” more often (for example I don’t have the skills YET) is not only a linguistic trick. It furthermore shows that you can improve your skills.
Cultivate a growth mindset with these strategies
I have chosen this article because it focuses on the parents instead of the teachers. It has an equal structure as the first article. However, the content partially differs. I will focus on the differences.
The research of Carol Dweck is the basis of this article. In a fixed mindset you think that your qualities are a static and unchanging trait. In the growth mindset your natural talent is only the starting point. You can do or learn almost everything through hard work and dedication. In accordance with this mindset a passion for learning and a willingness to keep trying arises.
The first step to help children build a growth mindset is to develop one for yourself. This is very difficult for adults, because sometimes you have to change long-lasting patterns.
The article warns for the simple quotes, such as “embrace challenges”. This mental shifts means hard work. Parents often make mistakes in responding to their children errors and teach them, unintentionally, to fear failure. We have to help normalize mistakes and failures. It can be painful experiences but they are necessary for progress and learning.
Both of the articles correspond with the principles of open or growth mindset. They apply to education settings and provides advices to teachers and students and gives lessons for parents. One of the definitions of leadership: leadership is the art of motivating a group of people to act towards achieving a common goal. (Gillianhayes.com, 2018). Teachers and parents should lead children to an growth mindset. To create a passion for learning and a willingness to keep trying. They should also motivate children to work hard and have dedication for what they do.
When looking at my own behaviour, I notice that I avoid possible failure. Just because I do not want to fail. Therefore, I sometimes mis out on learning experiences. I sometimes forget that making mistakes is key for progress and learning. After reading the articles I found out once again that getting and giving feedback is very important. Now I have read both articles I am even more sure that I want to work on my learning goal of being a better listener. I want to achieve this by asking for feedback.
3.3 Week 3
The third lecture started with the Belbin team role test and the Conflict strategy test. After answering the Belbin team role test my results were: Shaper 21, Team worker 17 and Coordinator 11.
I was not really surprised by this result and it was funny that Ms. Stuurwold expected the same results. However, I did not expected to score so strong on some team roles and I did expect to score some points on Plant but as it turned out I had zero. After rethinking the outcomes I do agree that the others describe me better. Even more striking is that friends also picked those three team roles for me without knowing what my results were. They pointed out my ability to work under pressure which is a strength but they also recognized my prone to provocation. This test good for my self-awareness. Since one team role is not better than the other but it is good to realize that yours also comes with weaknesses. When you are aware of your weaknesses you can work on them.
In the appendix you can find the Belbin questionnaire.
After the Belbin questionnaire we did the Killman conflict test. In this test you had to choose one out of two descriptions that represent you the best. My results were: Competing 10, Collaborating 6, and Accommodating 6. What I learned is that one conflict style is not better compared to another. It depends on the situation which style you choose. My competing conflict style is in line with my results from the Belbin test. It was interesting for me to see that the traits that I considered to be a little bit present turned out to be very strong present in the tests.
In the appendix you can find the Killman Conflict style test.
The class ended with a game called ‘Dead in the dessert’. In this game we made an emergency landing in the dessert but we did got some time to save 15 items. First you had to rank the items for yourself and after we had to discuss it within the group and create a new ranking. My initial score was 79 but after discussing with my group we had significantly better team score of 44. It was interesting to see that everyone had a different explanation for their ranking. What I learned from this game is that what seems the best reasoning for me does not mean that there is not another and maybe even better explanation to a decision.
3.4 Week 4
The fourth lecture started with a conflict management game. In this game I was on a plane seated next to a buying agent. As it turned out both parties needed ostrich eggs. However, the supplier could only deliver 10,000 eggs. Now we had the opportunity to negotiate and maybe even to collaborate. It was hard to negotiate since I did not have Chen his information and I was very resistant in sharing this information. In the end we came to an agreement in which both of us would get 5000 ostrich eggs. As it turned out this was not the best outcome. Since Chen only needed the egg yolk and I needed the eggshells. The best outcome would have been to buy together and split the expenses. Of course we could have come to this agreement but since we did not trust each other we did not.
In the other exercise we had to take part in a management meeting related to solving a personnel shortage. Each meeting existed out of 6 employees and a social worker. Each employee was assigned a specific role: head of Sales, head of Dispatch, head of Accounts, head of Purchase, deputy director, head of Personnel. During the meeting we discussed if ex-criminals should be hired. I was the head of Dispatch and not a fan of the idea. However, I was in need of 5 employees. My first strategy was competing but after hearing the arguments of the social worker I shifted to collaborating and ended in accommodating. One conflict style is not better compared to another. It depends on the situation which style you choose.
During this course I learned a lot about my strengths, weaknesses and traits. This course made me more self-aware, which is helpful in both my personal life as in professional life. For me what stand out the most was the Belbin questionnaire and the Killman conflict style test in week 3.
Furthermore, the game ‘Dead in the dessert’ was interesting. Of course the content was not interesting for my professional life. However, it was interesting to see that every team member had a different idea behind their ranking. What I learned from this game is that what seems the best reasoning for me does not mean that there is not another and maybe even better explanation to a decision. This is also important for my learning goal : giving more effective feedback. Recognizing that another person might not realize that there is another way creates more understanding.
together. Overall, I think that the training sessions during the weeks helped me to find a way to solve my current learning goals.
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