Purpose
Working collaboratively in the education setting is the primary step to ensure that students acquire knowledge while feeling comfortable. Teaching young kids may be challenging as they tend to get distracted easily (Mukhopadhyay, 2020). Therefore, one single educator is insufficient to keep little students engaged and control their attention. As a result, the purpose of this collaboration is to establish a safe and entertaining environment for young children in the classroom.
Involved People
There will be three people involved – me, Martha, and Jane. I will be the principal teacher, while the ladies will perform the assistant role. The primary teacher conducts the lesson, introduces new concepts, describes the tasks, and actively communicates with children. Meanwhile, the assistants provide the necessary materials to the children and help them complete tasks. Since the lessons typically include writing, drawing, and other practical assignments, assistants need to ensure everything is in stock for each student. Young children must receive as much attention as possible, and for me, as a teacher, it is indispensable to ensure everyone is engaged. Hence, Martha and Jane will maintain the children’s attention.
Model
The current collaboration will rely on Rubin, Plovnik, and Fry’s GRPI model of team effectiveness. It includes clearly defined and interdependent goals, roles, processes, and interpersonal relationships (Mukhopadhyay, 2020). This model was chosen because its aspects correspond to our team collaboration. We aim to make classes comprehensible and entertaining using exact practical materials and tasks, and the roles are allocated with well-established relationships.
Team Support
The collaborative process will start by preparing the lesson and choosing the topic and materials. Once everything is set, I will start the class by introducing “Animals,” warming up the audience and suggesting topic-related concepts. At the same time, my assistants will prepare the papers and crayons for the students.
Upon the declaration of the activity, the students will be given the materials and will be given a task to read about their favorite animal. The assistants are to approach every student and ask why they decided to draw a specific animal. At the end of the class, I will gather student feedback while the assistants collect the crayons. These actions aim to address inclusivity; that is, we are going to involve everyone in the process and fulfill their needs.
Team’s Strengths
The team’s primary strength is the ability to listen to each other and the apprentices actively. This is a considerable advantage since many collaborations fail due to the lack of proper communication, in which listening is a pivotal element. We are all able to deliver ideas clearly and avoid ambiguity in any matter. What is more, the team is well-organized, which gives it a competitive advantage over others. It signifies that the inner structure is maintained – I am responsible for conducting the lesson, while Martha and Jane assist me without taking the leading role.
Lastly, our team’s vital characteristic is developed decision-making skills. This implies that whenever there is a problem, we try to respond as quickly as possible to avoid any concurrent complications. We are ready for unexpected changes during the class, and sometimes, we have to decide what to do on the spot.
Team Effectiveness
In my opinion, the team will work effectively because we are aware of each child’s need for attention. Therefore, we will assist everyone so that they feel included and valued. By supporting the students in their expression of creative thinking, we will ensure each of them is treated with much respect and encouragement. At the end of the class, the kids are expected to provide feedback, which will show how successful teamwork is.
Reference
Mukhopadhyay, M. (2020). Total quality management in education. SAGE Publications.