Description Candidates will analyze a scenario of a conflic
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Montgomery College *
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Communications
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Feb 20, 2024
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Kellyn Montgomery
Scenario Response 2 - Collaboration Conflict and Resolution
Tiffany Ragin: Collaboration and Communication Skills
Montgomery College: Early Childhood Education Alternative Certification Program
01/05/2024
In resolving the conflict between Ms. Singer and Mr. Page, the first step involves reviewing the assessment data together. Both educators should collaboratively revisit the results, identifying specific areas of student strengths and weaknesses to ensure a shared understanding of the current skill levels. Following this, open communication is crucial to identify common ground between Ms. Singer and Mr. Page, emphasizing their shared goal of providing effective instruction based on the assessment data.
To address the disagreement, it would be best for the teacher to include a neutral third party, such as a reading specialist, to analyze the assessment data objectively. This specialist can offer insights and help bridge the gap between Mr. Page's inclination to strictly adhere to grade-level standards and Ms. Singer's preference for differentiated instruction.
Highlighting student-centered approaches is essential, emphasizing the importance of meeting individual student needs. Presenting research or examples showcasing the benefits of differentiated instruction can help illustrate how this approach positively impacts student outcomes. The goal is to prevent students from struggling with unfamiliar material or becoming disengaged by boredom.
Encouraging compromise is the next step, exploring a middle ground that accommodates both perspectives. Ms. Singer's suggestion of grouping students based on their needs during spelling lessons can be presented as a potential compromise. Share her proposed schedule and discuss any modifications or adjustments that Mr. Page may find acceptable.
Reiterating the importance of collaborative planning in a co-teaching environment is crucial. Emphasize that decisions made together contribute to a more cohesive and effective learning experience for students. Encourage both educators to actively participate in co-planning sessions,
fostering an environment where they can openly discuss and integrate their teaching strategies.
In summary, these steps aim to address the conflict by focusing on shared goals, involving a neutral third party for objective analysis, and fostering compromise. The emphasis on meeting individual student needs, supported by research and best practices, provides a foundation for constructive dialogue. The goal is to create a collaborative teaching approach that benefits the diverse learning needs within the 2nd/3rd grade combination class.
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