One conflict I have recently experienced and solved in the workplace with a colleague stems from differences of opinion regarding realistic expectations and goals for a particular student. This student is someone who receives myriad special education services, and generally functions at a level approximately 2-3 years below that of her peers across all developmental domains. Here's the conflict: my colleague feels that this student should be expected to participate in grade level reading and mathematics activities, while I do not. The data clearly shows that this student is not developmentally ready to engage in learning these particular concepts. One strategy I used to help solve this problem and support my opinion was to present my colleague with clear student data collected over time. I presented several samples of the student's work, with careful notes of what was completed independently, what was completed with assistance and what the student was unable to complete because it was too difficult even with modification and resulted in a temper tantrum. I was careful to listen to her perspective, while keeping an open mind. She contended that this student needed to be exposed to grade level material regardless of whether or not she was able to understand it fully. By engaging in this type of communication, we were both respectful of each other, responsive to each other's opinion, and engaged in a reciprocal conversation (a strategy developed by Magda Gerber to promote effective, respectful communication). The principles of nonviolent communication (www.cnvc.org) that we discussed in class this week also apply to this situation. We honestly expressed our observations, feelings and needs while making a request of the other person, and each emphatically listened to the observations, feelings, needs and requests of the other. As a result, we were able to reach a compromise. The student would spend half of the allotted time in the classroom being exposed to grade level curriculum for each subject in question and would spend the other half of the allotted time for each subject learning concepts and skills that would assist her in coming closer to completing grade level work.
Reference
The Center for Nonviolent Communication (n.d.) The center for nonviolent
communication. Retrieved from http://www.cnvc.org.
Celeste,
ReplyDeleteI admire your diligence in collecting data to support your stance regarding the child's abilities and limitations, as I am sure that was a very tangible way for your colleague to view your perspective. Additionally, I find your willingness to listen to her perspective with an open mind, especially considering how strongly you felt about the child's abilities. I really like that you were able to engage your colleague in a productive conflict, which facilitated the resolution that you jointly arrived at. Great job! :)
Pamela
I am glad that you both were able to mind common ground and help the child, because at the end; the child's well-being was the main focus. Your post is a great example of how we can solve a problem by just listening to the other person and being respectful. You also show examples of the child's abilities and what type of help she needed. Great post, wish we can do something like that for all the other children that need help like your student.
ReplyDeleteCeleste, it is evident you prepared well to advocate for your student.It sounds like you were able to effectively reach a compromise. The steps you took as a team will set the student up for success rather than struggle.
ReplyDeleteCeleste,
ReplyDeleteIt is difficult to advocate for a child who is having developmental difficulties in the classroom while having differences of opinion with another staff member. It sounds like you found the appropriate compromise that would best serve the child. That is the best compromise, the child's needs should always come first.