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Understanding and Working with Others. Jordi Roman, Wendy Rich , Leigh Jones Teacher Leadership Academy. Welcome and Introductions. People Hunt. Debrief. NC Teacher Evaluation Process Standard II: Demonstrating knowledge of culture and addressing stereotypes. Morning Goals.

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Understanding and Working with Others


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    1. Understanding and Working with Others Jordi Roman, Wendy Rich, Leigh Jones Teacher Leadership Academy

    2. Welcome and Introductions

    3. People Hunt • Debrief

    4. NC Teacher Evaluation Process Standard II:Demonstrating knowledge of culture and addressing stereotypes

    5. Morning Goals • Determine participant’s own intercultural conflict resolution style • identify specific cultural differences in conflict style that “make a difference” in participant’s professional activities. • Become familiar with your manual

    6. “How rigidly do we adhere to stereotypes?”

    7. Mr. Roman visits Ms. Rich. . .

    8. Think, pair, share • Are the interactions between Mrs. Rich and Maria’s dad appropriate? Why or why not? • What non-spoken assumptions impact their communication? • What interventions would you propose to “solve” the conflict between Ms. Rich and Maria’s Dad

    9. Conflict

    10. “Conflict is culturally grounded-the way we attempt to resolve conflict is learned from the groups we grew up in during our formative years”

    11. What is the intercultural conflict style – Individual Profile? • Describes your preferred approach • Comprehensive, scientifically based and validated assessment of different cultural approaches used to resolve conflict ( ICS, page 7).

    12. What is your intercultural conflict style – Individual Profile? Part I • Complete the survey • Key point : think about your preferred approach for resolving conflict situations. • For example:

    13. When resolving conflicts with another party, my preferred approach is to: • Talk to someone in authority 4 • talk to a friend 1 Total=5

    14. What is your intercultural conflict style – Individual Profile? Part II • Tabulate your score • What is: • D/I and E/R scores? • Everything has a . .. Purpose.

    15. Green sheet

    16. http://tammysong.files.wordpress.com/2009/04/intercultural-conflict-model1.jpghttp://tammysong.files.wordpress.com/2009/04/intercultural-conflict-model1.jpg

    17. 45 23 D/I E/R 2 23 45 2

    18. Dot your style. . .

    19. 45 23 2 23 45 2

    20. GO!

    21. Break • booklets

    22. So, what does “it” mean? • Direct/ Indirect Conflict Style • P. 8-9 • Emotional Expressiveness/Restraint Conflict Style • 10-11

    23. Share your style with the other members of the group. . .

    24. Think, Pair and SharePage 14 and 15 • Is your own conflict style similar to the cultural conflict style of your cultural community? • How does this relate to the role play?

    25. Intercultural Conflict Style Model (Hammer)

    26. Your turn now • recreate the previous role play (5) • Administrator • Teacher • Parent • Each role will have a different Conflict Style

    27. How did it feel?

    28. How do we bridge to the other styles?

    29. Golden Key to Understanding the Other • What in your experience make you say that? Feel that? Interpret the situation that way?

    30. Intercultural Conflict Management Skills • Mindful listening • Mindful reframing • Face-management skills • Trust building skills and: • Collaborative dialogue • Communication adaptability

    31. Goals:Become familiar with the manual

    32. We don’t all smile in the same language. . . But we all love a good laugh.

    33. Questions and comments?

    34. Resources • ESL department • http://www.icsinventory.com/ • What’s Up with Culture? http://www.pacific.edu/sis/culture/ fulbrightonline.org/documents/Conflict_Resolution_Styles.ppt

    35. Thank you! Thank you