howtobecomeasuccessfulgroupleader(编辑修改稿)

howtobecomeasuccessfulgroupleader(编辑修改稿)内容摘要：

th efficiency and satisfying interactions. If you are not skilled at tension release, enlist the help of members who are. Bring thesgroupsback to task after the joke is over or the fantasy has chained out. 7. When asgroupsseems to be deadlocked, look for a basis on which to promise. Perhaps you can synthesize parts of several ideassintosa consensus solution or you can suggest a mediation procedure. However, to do so you must have been evenhanded as the leader. Remaining somewhat detached from the fray, while listening, observing, and maintaining perspective. Keeping the Balance Balance is one of the keys to good discussion. When one or two people dominate the exchange of ideas, the benefits for the wholesgroupsare greatly diminished. Similarly, when groups identifiable by gender, race, class, or ideology pletely withdraw from the discussion, the range of ideas being explored is greatly reduced. Of course, perfect balance is impossible, but attention to who’s speaking and who isn’t is one of the crucial elements in making discussion work. We would illustrate this through three scenarios happened during class discussions led by the teacher. Three Scenarios of Balance and Imbalance What follows are three short discussion scenarios that focus on how the leader’s role affects the course of events. They show a teacher who exerts too much control over the discussion, a teacher who is too aloof, and a teacher who es close to striking roughly the right balance. Scenario 1: Too Much Teacher Control Teacher: The assignment for the day was to read the conclusion of teacher Mike Rose’s remarkable autobiography, Lives on the Boundary. Rose not only concludes his story with some very concrete examples of how to cross cultural and class boundaries but shows us as well the implications of these examples for shaping educational policy. One of the strengths of the book is Rose’s ability to move back and forth between the worlds of classroom practice and national policymaking. What do you think of the way Rose handles this? Student 1: I guess I didn’t notice what you’re talking about, but I was really impressed with what he says on page 222 about being hopeful and assuming that good teaching can make a big difference for students. Teacher: Yes, that’s important, but almost the whole chapter that includes the quote you cite shows Rose going back and forth between practice and policy. Let me show you what I mean. (Reads about a page of material.) Isn’t that impressive? One of the things that makes this book great is that the implications for reform emerge from the particulars of everyday teaching. Anybody want to ment on that? Student 2: I think Rose is a great teacher, but does he really think that every student can learn?swheresdid he get that faith in everybody? Student 3: I have the same question, and I’m also disturbed by the fact that this is a story, that it necessarily has a plot. Doesn’t the need to have a plot affect the incidents Rose relates and how they get resolved? How much does this really help us understand the messy world of dayin, dayout teaching? Teacher:I think you are all missing the point. This is a great story about one person’s successes and failures in teaching. It has a plot, sure, but that plot can still be translatedsintosproposals for reform. I mean, what do you think Rose’s reform proposals would look like? Student 4: I don’t know about school reform, but could we talk about the episode when Rose helps that student make sense of the standardized test she took? With just a little help, she’s able to figure most of it out. How often do you think that happens with our students who regularly do poorly on achievement tests? Teacher:Let’s take a look at that a little. I still want to know what you think Rose can teach us about school reform. (Long silence.) The teacher in this excerpt is much too dominant and controlling. He insists on sticking to his own agenda despite his students resistance. Moreover, he ignores the excellent questions his students raise, each of which could have led to a productive exchange. The teacher clearly likes the。