Leading the Charge in to the 7th Week

This week in class, Thao and Darcy taught a spectacular lesson on groups. As a demonstration, they had all of us stand on a blanket and try to flip it over while still standing on it. I thought it was going to be difficult, but luckily, this was a group experiment, and we managed to pull it off due to Rachel and Amy’s experience and the directions of several group members. While this week’s lesson was about groups, I couldn’t help but notice that we peer mentors are working well as a group. I think this will lead to some great experiences in the future. In addition, Silas and Allie prepared two really great activities this week. One of them was an obstacle course that we had to perform blindfolded while a partner guided us. I was partnered with Megan, and I found it was rather difficult. Megan had an advantage because she saw the course layout before she was blindfolded. Still, it was a challenge for her as well. I think this is a handy lesson for next semester. Even with experience, if we do not know what our fellow peer mentor is doing, we will be confused. The other activity that Allie and Silas prepared was a fun game of (sort of) Pictionary. It was a fun icebreaker, and I hope to use it next semester if possible.

For this week, we had to read Chapter 7 in Students Helping Students. This chapter was all about leading groups. One thing I found interesting about the chapter was the term “Zeitgeist” which pointed out that leadership was dependent on circumstances. I believe this is true as I may become a leader at the right time in one situation, but I may refrain from taking on the leadership role in another situation. While this is a good idea, there are others, but the book reminds us that peer mentors must examine the characteristics of leadership in order to take on the leadership role.  Such characteristics are model behavior, getting members involved, and recognition and rewarding. In terms of model behavior, a leader tends to take on principles and values that they want the group to follow. In terms of getting members involved, a leader must make sure everyone is involved, but must also make sure the group can say that they were independent. A leader must also remember that some members may not want to be involved due to personality reasons or a lack of interest, and they must take steps to fix this. Whenever I am in a group, I make sure to encourage everyone to become involved, so they can do their fair share while making sure that they can feel like they accomplished something with the project. Finally, in terms of recognition and rewarding, leaders practice reinforcement and celebrate when the group has accomplished a goal. Next semester, I hope to take on a co-leader role with the other peer mentor that I am partnered with as we lead the recitation. I have acted as a leader before, but now that I know of these traits and steps I can take to reinforcing effectiveness as a leader, I feel that I will become an even better leader and help the new Hixson who enter in the fall.

Six Makes a Group

This week in class Carly and Michael went over problem solving. I found their lesson to be particularly interesting as I found out my conflict management style. My style is competing. I can see how this would as when I get into arguments or talk about solving a problem, I tend to only see my side of things and often refuse to compromise. I believe this shows that I am always dedicated to my solutions, but I can understand how it would be a problem as well. I tend to be too stubborn, and I often ignore important issues because of this. I hope I can keep this style while fixing my minor problems, so that I can employ it when I handle a class next semester. In addition to Carly and Michael’s lesson, Silas had us pair up and gave us different situations to go over together. I was paired up with Darcy Bohner, and we played twenty questions. It was pretty challenging figuring out what she was thinking of, but it gave me great insight into what goes on in her head. Also, it helped me figure out that in order to solve problems with another person, it would help if they came out and told you what they wanted you to know. However, this rarely happens, and you sometimes have to guess at what problem needs solving and hope you get close.

For this week, we also had to read Chapter 6 in Students Helping Students. This chapter was about groups and how they work. I was fairly familiar with some of the information in the chapter such communication being very important in groups and positive attitude improving group atmosphere, but I was happy to learn some of the ways that group communication and group atmosphere could be improved. For example, it is important to be clear on instructions and messages in a group, and it is important to ask questions and talk about feelings in the group. In addition, group atmosphere can be improved by giving recognition when cooperation and support is shown and by addressing negative energy before it can harm the group. I believe that understanding how to improve the overall function of groups can help me greatly. It can help the UST 311 class as we are group. Also, it can help me when I am working in project groups and when I teach the recitation class next semester. 

Sebastian Niles: Problem Solver

This week in class, Lauren and Dylan led a discussion on interpersonal communication skills. During the discussion, we were asked to identify our communication strengths and weaknesses. In addition, we had to do a role play about a situation in which we used interpersonal communication and advice giving. Overall, it seemed that advice giving is useful in some situations, but most of the time, us peer mentors should use interpersonal communication. As a whole, I think Dylan and Lauren did a great job teaching, and I believe they will do a great job next fall as well.

In addition, we had to read chapter four in Students Helping Students which was about problem solving. I especially liked how this flowed smoothly from the previous chapter. One of the first steps in solving a problem is to assess the situation to find out how to handle the problem. One of the ways to do this is to ask questions. The questions need to be open-ended and be structured in that they make the student elaborate. You also need to ask follow up questions and summarize what the student has said in order to let them know that you are following them. Finally, you have to formulate a hypothesis on what can be done about the problem. Another technique that can be used to figure out how to solve a problem is to use resources on a campus or in a professional setting to find a solution. For example, there is a test on campus that students can take that will allow them to better understand what majors they will like. Yet another technique is self-reporting. This technique requires students to take notes and analyze their progress with the help of a peer leader. I like this technique the most because it requires the individual to evaluate their behavior and come up with solutions that will be fitting for them.

In order to solve problems, you must come up with goals. Goals must be clear and define what the outcome must be, they must be within the realm of possibility, and they should be measurable. In addition to thinking about goals, one must also understand factors that allow for success and factors that prevent success and overcome them. I believe this information will be helpful next semester if and when students in my recitation section come to me for help. This will also be helpful in that I can employ this with myself as well in order to accomplish major goals in my life.

Finally, a person must take on a positive attitude when coming up with goals and putting them into action. They must understand that opposition is likely, but that they should continue with their goals. It is also important to show recognition when someone completes their goal. Looking back, I realize that I have received a lot of recognition for completing important activities in my life, and I realize that the awareness I received influenced me to do more.

A 4th helping of learning and communication

During lecture, Amy Horras taught cultural diversity. I think she did an excellent job as a student teacher, but then again she did have previous experience here. One of the questions she asked us to think about is how I can improve my awareness of cultural diversity. I believe I can do so by getting to know those with a different cultural background better. I feel that if I ask questions and start discussions with those who are not of the same background as me, I can become more aware of diversity, and I would be less likely to make judgments based on a person’s background. Another question she asked us was how cultural diversity affects me. It affects me in a variety of ways. One way is that it introduces me to a great number of people from various backgrounds at college, work, and at events. Another way that it affects me is that it forces me to alter my plans at times. This is because I may be working with someone from another culture or I may be working with someone who doesn’t have the same strategy as me, so I must change how I approach a task.

In addition to Amy’s lesson, I attended a learning session on learning communities. The session I attended was on Healthy Relationships and Communication Styles. I learned a great deal including that characteristics of a healthy relationship include respect, equality, and trust and support. Understanding these characteristics will help me next semester when I have to interact and communicate with my recitation class. Overall, I feel this learning session helped me a great deal not just in UST 311, but also in life as I can use all of the communication information to better communicate with my friends and family. Also, during the day, there was a lunch with most of the peer mentors. I enjoyed this as well as it helped me learn more about my Hixson family.

Finally, the required reading touched on many of the things that I learned in the learning community session. What I particularly liked was that part that explained the difference between giving advice and a helping relationship. Before, I did not know that there was such a difference, but now that I do, I feel that knowing the difference will help if any students come to me seeking knowledge next semester.