TEAMLEARNING-L Archives

Team-Based Learning

TEAMLEARNING-L@LISTS.UBC.CA

Options: Use Forum View

Use Monospaced Font
Show Text Part by Default
Condense Mail Headers

Message: [<< First] [< Prev] [Next >] [Last >>]
Topic: [<< First] [< Prev] [Next >] [Last >>]
Author: [<< First] [< Prev] [Next >] [Last >>]

Print Reply
Sender:
Team-Based Learning <[log in to unmask]>
Date:
Tue, 28 Feb 2017 11:59:00 +0000
Reply-To:
Peter Balan <[log in to unmask]>
Message-ID:
Subject:
MIME-Version:
1.0
Content-Type:
text/plain; charset="utf-8"
Content-Transfer-Encoding:
base64
From:
Peter Balan <[log in to unmask]>
Comments:
To: William Ofstad <[log in to unmask]>
Parts/Attachments:
text/plain (1 lines)
Dear colleagues, I think that Will has proposed a very interesting and useful approach. I think it is worth experimenting with different approaches to see what works with your particular students. Another approach that you might like to consider is the "learning deal/agreement " approach included as part of the workshop "Getting student buy in and engagement with TBL or flipped classes" that Michele Clark and I will be delivering at the coming TBLC annual conference in Orlando. I trust that we will have the pleasure of meeting you there.

Peter Balan OAM

University of South Australia, Australia



-----Original Message-----

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of William Ofstad

Sent: Tuesday, 28 February 2017 10:47 AM

To: [log in to unmask]

Subject: Re: helping students address interpersonal conflict - question



Jen:  



I see others have helped flush out an approach to managing this scenario.  As a course director you are in a tough (and common) position when asked to mediate a team dispute.  In fact, disputes are a natural part of teaming (form>storm>norm>perform). If you chose to intervene, you often don't know all of the facts and the dispute can resurface later.  If you leave the team alone, it may stay stuck storming.  Overall this kind of problem impacts student and faculty buy-in to TBL, which might be critical if you are an early adopter at your institution.  In larger classes, the rate of dispute tends to go up and your job gets a lot harder if you don't have a strategy.



Students are not trained in teamwork skills.  Some are miserably underprepared to be a teammate, but the world is full of team experiences.  Ultimately, you would like the students to work out conflict amongst themselves and grow in their teamwork and interpersonal skills.  An approach to consider with your next TBL course is to consider spending 30-45 minutes during the first week (while teaming is still safe and fun) to ask the students to create a team contract by reflecting on past teamwork and expectations, agreeing on ground rules for working together, and pre-planning resolution strategies to overcome disputes.



Attached is a contract used by some TBL'ers that I presented at TBLC a few years ago.  It is pretty self-explanatory.



Hope this helps,



Will Ofstad, Pharm.D., BCPS, CDE

Assistant Dean for Education

Office: (559) 374-2230

[log in to unmask]



Team-Based Learning Collaborative

Member and Certified Consultant-Trainer

www.teambasedlearning.org



California Health Sciences University

www.chsu.org

120 N. Clovis Avenue

Clovis, CA 93612





-----Original Message-----

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of TEAMLEARNING-L automatic digest system

Sent: Monday, February 27, 2017 12:00 AM

To: [log in to unmask]

Subject: TEAMLEARNING-L Digest - 22 Feb 2017 to 26 Feb 2017 (#2017-25)



There is 1 message totaling 243 lines in this issue.



Topics of the day:



  1. helping students address interpersonal conflict - question



########################################################################



To unsubscribe from the TEAMLEARNING-L list, please click the following link:

https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1



Further information about the UBC Mailing Lists service can be found on the UBC IT website.



----------------------------------------------------------------------



Date:    Mon, 27 Feb 2017 05:24:02 +0000

From:    Jen Wrye <[log in to unmask]>

Subject: helping students address interpersonal conflict - question



Hi list,



I'm still a newbie!, and, I've got my first interpersonal conflict. As background, I teach a course with only two groups: one has 5 members and the other has 4. During a class last week, "Tina" kind of stormed out of class abruptly at the break. Her teammates (and I) asked her if she was ok. She said she was annoyed and left upset. "Ramona" emailed Tina to check in. In that message Ramona admitted she can be direct in her approach, was humble and expressed hope they can get back on track.



Tina responded:



"My issue was with you. The reason why I said nothing is beacause at that moment I had nothing nice to say so it is best to reframe myself, thats the way I was taught. I also did not wish to express my thoughts when I was quite annoyed with your overbearing attitude, I find it quite trying at times and try to ignore it beause it is a part of your nature, but it was just to much to cope with on Tuesday."



Romona has shared this. She's upset and feels that they're at an impasse. Ramona is talking about not coming back and/or figuring out an alternative to the current team situation. Midterm feedback is due on Tuesday at the midterm. Ramona doesn't want to exchange feedback with Tina.



I've emailed Tina a generic, 'how are you' but haven't heard back yet. I'm considering talking with Ramona who reached out, to help her to work through why Tina's message upset her and to problem solve her response. Tina's message was certainly direct, but also in line with what Ramona wrote about herself.



I'm wondering if this is an advisable approach. I don't want to meddle, but move them toward a resolution. I certainly don't want to reconstitute all of the teams or reconfigure the course for a slighted student. Incidentally, both students are mature (early 40s and late 50s).



Any thoughts or other ideas are appreciated. I'm already VERY grateful for this listserv.



Thanks kindly,



Jen











Jen Wrye, PhD

Instructor, Department of Humanities & Social Sciences North Island College

2300 Ryan Road

Courtenay, BC  V9N 8N6

(250) 334-5030

[log in to unmask]<mailto:[log in to unmask]>





I'm grateful to live in the traditional, unceded territories of the K'ómoks First Nation.





########################################################################



To unsubscribe from the TEAMLEARNING-L list, please click the following link:

https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1



Further information about the UBC Mailing Lists service can be found on the UBC IT website.



------------------------------



End of TEAMLEARNING-L Digest - 22 Feb 2017 to 26 Feb 2017 (#2017-25)

********************************************************************



########################################################################



To unsubscribe from the TEAMLEARNING-L list, please click the following link:

https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1



Further information about the UBC Mailing Lists service can be found on the UBC IT website.



########################################################################



To unsubscribe from the TEAMLEARNING-L list, please click the following link:

https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1



Further information about the UBC Mailing Lists service can be found on the UBC IT website.


ATOM RSS1 RSS2