Reflective Writing Study Skills
Reflective Writing Study Skills
At the beginning of the task no one took the initiative of introducing themselves. Our initial concern was getting started on the jacket. This seemed to be of more importance to everyone. This could be viewed as unsociable, but on reflection, previous to this task we all took part in an ice-breaker session, whereby we had to introduce our selves by name, followed by a descriptive word, this meant we were already acquainted with one another, so concentrating on the task in hand seemed most appropriate. I believe we were all very wary of taking over as we were always asking one another ‘do you think this is a good idea?’ and ‘shall we do this?’, rather than just doing it without the opinion of other team mates. Although this was the case it is possible we were being very agreeable to any idea put forward in order to keep peace, and put over a likable persona.
Upon reflection the organisation of our group to begin with was very inefficient, we did not consult one another about how we would make the jacket, before getting on with the task, this meant the sleeves were being made by myself, whilst the body of the jacket by another, with no idea how they would fit together. I believe this is because we all wanted to have a share in making the jacket and help as much as possible, but no one wanted to adopt the role of task leader.
On the other hand our team displayed great efficiency in the way we worked together, at one point we had a production line, where one would pass the Sellotape, then one would hold the piece in place, while the other stuck them together. We became a more efficient team the more we worked together on the task. Communication between us became more important. On the whole and on the basis of the finished product, it is evident that our team did work together efficiently, as we finished the task in good time and all of us had an input in the overall finished product.
I believe I took on many different roles within the team. Initially I took on the role of energiser. This was evident by my enthusiasm, I was eager to get started and began listing many different ideas I had about how to put the jacket together, Jake was also an energiser as he had many different ideas he wanted to express and was fully involved in the task. Ricky initially took on the role of relaxer as he was contemplating how things would work out and managed to condense our ideas to form a jacket. In these kind of situations I would usually put forward a good argument as to why my idea should be used above someone else’s. I did not adopt this attitude in this instance because my team mates were new acquaintances so I wanted to leave a good impression, I was more conscious of their thoughts and ideas and accommodating them was important to me. With this in mind I would conclude that we worked as a collective rather than a hierarchy.
Further into the task I took on the role of nurturer. I wanted to make sure that everyone had an input on the finished product and that all of our ideas had been listened to fairly, and put in place if all agreed. This was evident in that I was asking my team members what other ideas they had, and finding ways of accommodating them. I did not want anyone to feel left out or less involved. Ricky’s mathematical mind meant that it was easier for us to measure out the different parts of the jacket equally and in proportion. As Jake is used to working as a team when he plays football, this quality was evident in this task, as he was an up building and upbeat member of the team, trying to include everyone in the activities.
Jake was soon nominated by myself and Ricky to be the model for the jacket, therefore it was up to me and Ricky to actually make the jacket. We both had an equal share in the labour, cutting, sticking and measuring different parts of the jacket at the same time, then finding a way to fix them together. This was important because if somebody was uninterested or just giving out orders the whole team could be affected and not want to take part. We all helped each other when needed and were happy in our individual tasks.
On a scale of 1 to 10 I would rate the importance of achieving the task 6/10. This is because I did view the task as a competition, even though we were never told it was such. On reflection this would show I am a competitive person and I like a challenge. When a task is viewed competitively one will be more inclined and motivated to try their best and ultimately reach their potential. Initially the task seemed menial and pointless hence why I only scored 6/10. I was aware the jacket itself had little importance and that rather the emphasis was on team work. Even though I was aware of this my competitiveness made me want to create an excellent jacket.
With the prospect of becoming a teacher one day, this teamwork exercise has taught me that there are many different roles people can take on under a team building exercise. Everyone within my team had different skills and abilities. This exercise has taught me, not only how to identify these skills and abilities but also how they can be used in a beneficial way to complete a task. As a teacher I will have to cater for the needs of each student identifying their strengths and weaknesses and using them in a positive and up building way, so they can reach their potential. I have also seen how important these exercises are in terms of the class getting to know one another, for the student this can help by taking the emphasis of social fear and more onto learning. This is evident by more members of the class being involved in group discussions after the task. This could have the same effect on my future students.