SUCCESSFUL COLLABORATION: TEAMBUILDING, ACTIVELISTENING

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SUCCESSFUL COLLABORATION TEAMBUILDING,
ACTIVE-LISTENING PROBLEM-SOLVING

• Patrick Schwarz, Ph.D.
• www.patrickschwarz.com

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SKILLS FOR SUCCESSFUL TEAMS

• TEAMBUILDING
• ACTIVE LISTENING
• PROBLEM-SOLVING
• S.O.D.A PROCESS

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TEAM DEVELOPMENT WHEEL

• Stage Four Stage One

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TEAMBUILDING

• Getting to know team members as human beings. It
  does not mean you have to be best friends. The
  focus is on building trust, respect and
  understanding gifts and talents of the
  individual.
• Two Types Formal and Informal
• Examples

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A Place to Begin.....

• By letting you know me, I allow you to like me.
  By disclosing
• myself to you, I create the potential for trust,
  caring, commitment, growth
• and self-understanding. How can you care for me
  if you do not know me?
• How can you trust me if I do not demonstrate my
  trust in you by disclosing
• myself to you? How can you be committed to me if
  you know little or nothing
• about me? How can I know and understand myself
  if I do not disclose myself to friends?
• To like me, to trust me, to be committed to our
  relationship, to facilitate my personal growth
• and self-understanding, and to be my friend you
  must know me.
• David W. Johnson
• Getting started with co-teaching means helping
  teachers to
• interact in ways that will foster appreciation
  and acceptance, respect
• and trust, care and commitment. Team-building
  activities can

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Warming-Up

• Complete this chart for yourself, then interview
  your partners. How are you all alike?

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TRUE/FALSE

• Write three statements about yourself. Two
  should be true and one should be false. The
  people with you will guess which one is false
• Statement 1. ____________________________________
  __________________
• Statement 2. ____________________________________
  __________________
• Statement 3. ____________________________________
  __________________

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Paper Caper

• Take a piece of paper and change it in a way that
  will
• reveal something about yourself to your partners
  that they
• probably do not know. You may wish to fold,
  crunch, rip,
• or draw on your paper. Ask your partners to
  guess what
• you are trying to reveal. For example, the
  fellow below
• has made a paper airplane revealing his interest
  in
• international travel.

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ACTIVE LISTENING

• Listener tries to
• -understand how it would
• make sense to say, feel, or
• act as the other person
• -build a safe climate for
• sharing without fear of
• attack or put-downs
• 
  Weiss, L.
• Conflict
  Resolution Skills
• -Empathy
• -Paraphrasing

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ACTIVE LISTENING

• SELECT A THREE MEMBER TEAM
• PRESENTER______________________
• FACILITATOR____________________
• OBSERVER_______________________
• PRESENTER SHARE A PROBLEM FROM
• SCHOOL WITH YOUR TEAM
• FACILITATOR TRY TO LISTEN USING ACTIVE
  LISTENING AVOIDING THE COMMUNICATION STOPPERS
• OBSERVER WATCH INTERACTION
• NOTE ANY BEHAVIOR OF
• FACILITATOR WHICH SEEMED TO
• HELP PRESENTER SHARE

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LISTENING A SELF EVALUATION

• . 1. Am I prepared physically to listen, e.g.,
  body orientation?
• . 2. Am I comfortably maintaining eye contact?
• . 3. Have I made the commitment to listen?
• . 4. Am I mentally open to this person?
• . 5. Am I listening for the message, and not
  just to the words?
• . 6. Am I monitoring my biases and prejudices?
• . 7. Am I constantly monitoring my attention?
• . 8. Am I monitoring my interruptions?
• . 9. Am I listening from the speakers point of
  view?
• .10. Am I being empathetic?

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NO ONE IS FREE OF PROBLEMS

• Its how we solve them that makes us effective

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Solving Problems

• Situation
• Options
• Decision
• Assess
• Stages of Problem Solving
• Identify the problem
• (What is my Situation)
• Brainstorm
• (What are my Options)
• Prioritize
• (What do I do first/ Decisions)
• Give time to see if it works
• (Assess)

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OUR APPLICATION

• Real Life Scenarios From Your Schools