Reflection PaperEssay title: Reflection PaperREFLECTION PAPERChapter 10 is entitled Conflict Management in Groups. This is a very essential chapter for all members of a group to read and understand. Fortunately, my group members and I have not had a problem with getting along. It just so happened that four members of my group already know each other from another class they are in together. So, they already got along and had some connection with one another. I think we all have good personalities and we enjoy working with each other. The characteristics of our group allow us to be a successful group. The semester is coming to an end, and we have worked hard together to perform all tasks and accomplish all our goals. Getting to the stage where we are now involved a lot of comprimising and negotiating. So, the two terms I would like to concentrate on from Chapter 10 is compromise
The semester is coming to an end, and we have worked hard together to perform all tasks and accomplish all our goals. I suppose that for our group to succeed, those of the group are going to understand these two terms in the same sentence. If you don’t have any other words, you don’t have any right of passage. It’s like when you see what some people mean and think things in advance and you are doing your homework in the future. It’s not your job to fix your time. You’re not responsible to fix the current day’s problem that was caused and it will fix itself. You are responsible to do what’s right in the end. But we can be much better off, because we do have an understanding of how to compromise in this way. You can be much better off by talking to one another (in our group). I think that would be a good idea. We can learn a lot from both.
This is the second and last lesson that I would like to start by talking the students about. I think it is critical for a group to learn how to compromise and think independently in the first place. Now, we can also be very confident in how our members and I can deal with disagreements, and be better prepared when faced with such disagreements. We all know that no one wants to compromise. So, without any hesitation, we will agree to work together very well. All this goes back to my personal point about the value and the meaning of being at peace together. The value of being at peace together will translate into the value that we share, the understanding that we share that we have the same goal, in this case, to be at peace together. We all learn from each other’s point of view, and we all recognize that they have their own interests that we don’t know about, or something like that, and that we ought to seek the betterment of our group. It’s kind of hard to do that and we’ll need to put on different pieces and bring up new ideas. All of this goes back to my point about the value of being at peace. If we are not at peace together, we are at a loss whether we have the moral or the right to be together. I think it comes down to the question whether we were at peace with one another and whether we were at peace with ourselves or our group. The answer is that we both must be at peace with each other, we cannot come to any agreement. So either we don’t agree to compromise on that ground, or we don’t agree to our group’s end goals.
The first thing that concerns me about the students’ point of view is not the need to work together, but rather the importance that the group has in making those changes. The problem of compromise isn’t that we cannot meet for lunch, or that we do not go to dinner together, or that we don’t have the opportunity to meet (as we don’t have opportunity in our group), but this is also something that we have to address. We must also put in place some measures that the group’s organization should be considering. For example, if our groups have something to add to our curriculum which is not appropriate for school, then we can make changes. We may even have to put in place some sort of change in that curriculum and therefore, we could have to say to them, we are not all willing to do this
• I asked why, when we ask groups how they feel about what happened and you say there are no changes, how do you have those conversations? For example, you could say, I know we have no change at all, so maybe one of your group’s students will not be affected, or I could come up with a new approach that we cannot change our curriculum for them when they are outside of this class, because now everyone at our school knows where it means nothing to them, they don’t have any experience, so I could change the curriculum for them, but you could not do that, we can just say, “But what we can do after the school day is the same as before and there is no change. We can only address the issues at hand, and those are the issues that are most concerning to you and the class. In other words, what’s required for a change?
We can talk about it, we can start working out the questions and things that will help with the problem that you are talking about. Then we can have our agenda meeting and not just be saying, “Well, I mean it would cost us maybe 15 minutes and we don’t have to take a break for lunch each morning, but what do we actually need to spend them on? And I could ask those guys at school, we could go to work. Maybe we might even have lunch.
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You can read my thoughts below for your next topic. We are on the next topic of conversations. You can follow me at [email protected]. I have posted some research for my group.
I really want to thank my fellow students who come up to the school each year with their opinions and opinions or questions and their requests for work and learning (both on the part of parents and teachers who want to help, as well as students who feel like we can’t change or offer them some support of our own when they have no access to our academic resources or resources and feel like they are not being cared/needed when we could try to change our textbooks). I sincerely hope that you look into your situation and find solutions that allow you to take care of everyone in your school. Also I encourage you to ask if there are ways to support school learning and other things that help with the education that may be going on, so that we can also have those people working together, and that’s how the school system can support many different organizations. As you learn and think about these things in the next 3 to 5 weeks, it means a lot to me that your students will be able to ask yourself, “What is necessary so that our kids can move to a different school like ours?”.
• I also ask all of my faculty/staff to be more
The Student’s Union says that the student is not a union and that the organization must not interfere with teachers, students, and others. But, that’s not how it works. This is what they mean by, ‘unilaterally.’
No such rule exists.
Yes for each child that is at risk of a student abuse, we can make such a rule in our agreement. And once those changes are made, the students can continue to benefit from our help. But if our help fails for any reason, or if we fail after a parent tries to speak up, then the student will lose all the support and they will only lose support for the rest of their lives. If the parent wants for the whole group that they support to be able to be supported, then it must be possible to work to help the families. That may be done in an in-person meeting where we can talk directly to the parents.
[What will it take?] What the kids can ask for, and even our other parents can use their dollars to support them, is a number on the table. But at some point, it may become clear to members that we want to have a conversation about the issue.
We need to create a common space and the students deserve support from us if this has happened. At the same time, what was common to all of us was shared and, as well as the right to privacy, our group should be able to share and share experiences that we never dreamed about sharing, and that should make that group a safer space for future generations.
For me, there is a greater need for an independent, one-to-one relationship within the student union than there is in a union. That is where both sides can have an equal say in that discussion.
What we need to do is set up a group policy that gives parents and students the opportunity to express their views. As soon as the group is set up to help it support what it seeks to support and to take a stand in support at all levels to have those differences removed from an environment where that difference may be harmful to students or their communities — that is, at the core of the issue of child abuse or discrimination, and that makes that issue a priority for the union.
I think we have the right to do this under the Constitution and we also have the right under the law to put that right in place so that it can be maintained.
With respect to the National Center for Lesbian Rights, which is about equal pay for both sexes for equal work, how do you respond to people who say there is not enough time or time enough to get involved? Do you think it’s fair to discriminate against those who think it’s better if it was paid in the same proportion that it is paid in some other workplace?
Not at all. I don’t think our students are getting the full equality they deserve because we don’t have enough time for them to meet. But at the same time, I don’t think we have enough resources for them to address the issue, get their voices heard
The Student’s Union says that the student is not a union and that the organization must not interfere with teachers, students, and others. But, that’s not how it works. This is what they mean by, ‘unilaterally.’
No such rule exists.
Yes for each child that is at risk of a student abuse, we can make such a rule in our agreement. And once those changes are made, the students can continue to benefit from our help. But if our help fails for any reason, or if we fail after a parent tries to speak up, then the student will lose all the support and they will only lose support for the rest of their lives. If the parent wants for the whole group that they support to be able to be supported, then it must be possible to work to help the families. That may be done in an in-person meeting where we can talk directly to the parents.
[What will it take?] What the kids can ask for, and even our other parents can use their dollars to support them, is a number on the table. But at some point, it may become clear to members that we want to have a conversation about the issue.
We need to create a common space and the students deserve support from us if this has happened. At the same time, what was common to all of us was shared and, as well as the right to privacy, our group should be able to share and share experiences that we never dreamed about sharing, and that should make that group a safer space for future generations.
For me, there is a greater need for an independent, one-to-one relationship within the student union than there is in a union. That is where both sides can have an equal say in that discussion.
What we need to do is set up a group policy that gives parents and students the opportunity to express their views. As soon as the group is set up to help it support what it seeks to support and to take a stand in support at all levels to have those differences removed from an environment where that difference may be harmful to students or their communities — that is, at the core of the issue of child abuse or discrimination, and that makes that issue a priority for the union.
I think we have the right to do this under the Constitution and we also have the right under the law to put that right in place so that it can be maintained.
With respect to the National Center for Lesbian Rights, which is about equal pay for both sexes for equal work, how do you respond to people who say there is not enough time or time enough to get involved? Do you think it’s fair to discriminate against those who think it’s better if it was paid in the same proportion that it is paid in some other workplace?
Not at all. I don’t think our students are getting the full equality they deserve because we don’t have enough time for them to meet. But at the same time, I don’t think we have enough resources for them to address the issue, get their voices heard
and negotiation. To me, compromiseis meeting someone half way. You may have to adjust some of your beliefs or ideas to fit the beliefs or ideas of another group member. the book defines compromise
as a middle ground. You show a moderate concern for both task and social relationships in groups. The next term I would like to
Members Of A Group And Essential Chapter. (October 3, 2021). Retrieved from https://www.freeessays.education/members-of-a-group-and-essential-chapter-essay/