Early Childhood Studies – a Global Perspective

Exploring the concepts on early childhood studies through the lens of people across the globe

Moving on and expanding horizons

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June of 2015 marked the end of my career in South Korea as I prepared to move on to my next endeavour – Bangladesh. On my last year in my previous job, I worked with a frog-897644_1280leadership team composed of three heads of divisions and three curriculum coordinators. I would say that the large part of the group has moved through Tucker’s stages of team building while there are quite a few who chose to be independent outside the team. Those who have bonded together have gone through the stage all the stages until we separated ways by the end of the school year. A few months were spent sensing on what work ethics we each had and the teaching pedagogy we individually espouse. In the end, coming up with the goals based on what the team needs to work on to deliver a cohesive program that would cater for our students from early years to high school brought us together. Although the norming stage took a while, having a clear understanding of who we are individually and as a group helped us pass through the storming stage more swiftly that we all first imagined. Respect of the work that we all do and cognizantof the efforts that we give inhammer-895665_1280 each of our divisions enabled us to work together. As we entered into the norming stage, hours of our meetings were dedicated to exhaustive discussions that also included disagreements and arguments that were resolved as we revisited the purpose of why we are working together. Having a clear vision and a commitment from the members of the team to look at the same direction allowed us to perform by making decisions and taking actions based upon those decisions. In the end, the school was re-accredited by the institution that was supposed to legitimise the credibility of the school in terms of international standards.

As we realised the completion of our goal, it was time for us to move to different places. The team learned a lot from the mistakes and tensions encountered, but having the same vision and commitment made all our efforts successful in the end. Adjourning the team was quite emotional, as we have already forged relationships in the process, but knowing that we can still come across each other in one way or another is a positive thought to keep. The experiences we all have ventured upon have sharpened our skills in creating a collaborative team. All those that we have earned and gained will again be shared in the new experiences we are about to make. Being able to keep in touch with each other gives us the opportunity to relive our working memories and assure each other that as we get into another cycle of Tucker’s stages of team development, we will know how to pass through each stage.

Parallel to this is the experience of growing with the groups in the Masters program that allowed for a lot of collaboration. Although connections were made virtually, relationships were formed from the interactions throughout the courses. Although how parenting-736386_1280each respected, responded and reciprocated efforts to reach out through discussions and blog posts vary in different degrees, they all helped us achieve the goals of every course. It makes me wonder though if the storming stage was an easier stage to pass because the channels of interaction were based on the ideas conveyed through writing and that there were no gestures and facial expressions that could have made the communication complex. As well, having colleagues who willingly divulged personal and professional experiences strengthened the trust that enabled us to achieve the goals of the course. We are about to reach the adjourning stage again in the Communication course, but it is a great thought to realize that we have all grown from the experience together and have added a new set of skills that we can share with our future teams.

Reference:

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

O’Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin’s.

 

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Author: pamcee70

My name is Pam Castillo. I have been in the field of education for 24 years now. Although I have taught some levels in grade school, I have spent most of my years teaching children aged two to six years old. I am always amazed by the interactions I have every day with children. In an environment where children feel safe, they are confident to explore and make discoveries. These experiences prepare them for the bigger challenges in the future. I feel privileged to be a part of the learning journey of these young children especially if they still come to see me and reminisce the years we worked together.

2 thoughts on “Moving on and expanding horizons

  1. I hope everyone does stay in touch with each other when school is over. I will feel a sense of loss not reading everyone blog Sunday mornings. There is always social media to connect through. Sounds like you were part of a very successful team. Leaving that can be very difficult but sounds like you were able to celebrate your successes.
    Great post!

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  2. Pam, I enjoyed reading your post. I especially like what you said about utilizing experiences in future group or team situations. It can be difficult to say good-bye, fortunately we have our experiences to keep with us. A friend of mine who attended Walden finished her program a little over a year ago. She has kept her blog going and still keeps in touch with former classmates!

    Like

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