Hi Mark,
As I stated with Cathleen, this particular "team" is a service learning team. I have NOT used teams before with the service learning projects until this semester. I guess I naively assumed that they would transfer their "skills" from the TBL teams they are in for the class to their service learning team, boy am I feeling like an idiot!
Also, I would have preferred the student coming to me before three weeks till the semester ends, given that this team formed within a month of school starting.
Again, I am running TBL teams doing ALL that you and Cathleen suggested. The only reason I posted this question is to see if anyone had suggestions on how I might best address this situation.
Thanks again, also, I liked how you suggested: "In class teamwork allows you to provide the critical feedback and positive reinforcement that enables students to grow in confidence in themselves and their teammates." I will make sure to really focus on giving feedback during class sessions, not just on peer evaluation feedback at midterms and finals. Thanks!
ard
Annetta Dolowitz, MSW, MPH
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________________________________
From: Serva, Mark A. <[log in to unmask]>
Sent: Sunday, November 27, 2016 11:27 AM
To: Dolowitz, Annetta R
Cc: [log in to unmask]
Subject: Re: Clarification of "not playing nice"
Annetta--
In general, I have found that dysfunctional team behavior is better prevented then "fixed." I suggest taking some time at the start of the semester to allow your teams to bond. Start with some ice breaking exercises (I have some if interested). Then allow them to grow into their roles by providing low risk activities, then increase complexity over time. We can easily forget that faculty also take time to acclimate to a new group!
Perhaps the most important element I have found is to do group activities (whenever possible) DURING class. This allows you to observe their behaviors. It also eliminates time conflicts, missed communication, doing work without teammates, etc. In class teamwork allows you to provide the critical feedback and positive reinforcement that enables students to grow in confidence in themselves and their teammates.
Although I know this approach may not be possible all the time, I have found it greatly improved my teams' dynamic. Most students now like their teams, and often hang out together outside of class.
Mark A. Serva
Associate Professor of MIS & MIS Advisor
University of Delaware
Schedule a meeting with me: http://www.meetme.so/servam
On Nov 27, 2016, at 11:55 AM, Dolowitz, Annetta R <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Here is the description from one of the students who appears to be the target.
"Okay I have some issues with my group. I am not included. Why am I just saying something? Well I could not come to you saying they will not play with me!! (SMILE)
My group have meetings without me. I had no idea what was going to be talked about at the listening party. Why am I not talking to my group? I did. The work was then divided.
I finished with my favorite podcast. Personality/ Hiding behind clothes. Upon analyzing my questions to send to the group. "X said Y and Z will conduct the podcast". Now back to the old crap. No communication.?"
Annetta Dolowitz, MSW, MPH
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