Teaching and Assessing Teamwork Skills †MyAssignmenthelp.com

Question: Discuss about the Teaching and Assessing Teamwork Skills. Answer: Introduction: Manifestation always relies on to sticking with it and it is about finishing what a person started. With the help of perseverance, one can achieve creative and spiritual states which one might not experience otherwise. Sometimes, lack of it might make a person suffer in unhappiness. In the face of distractions, resistance and disappointment, one can only be saved by perseverance(Datu, Valdez , King, 2015). In the same way, the teamwork strategy is also being used in many organizations. One big motive to use team work is for translating organizational values to certain rules which are created for team members only. This helps the team members to create self-managed identification with the goals of the organization(Duckworth, Peterson, Matthews, Kelly, 2016). Perseverance is a trait which should be possessed by all the students. All the successful students have this trait. It makes a person refuse to give up despite of all the difficulties a person is facing. Perseverance always will make a person see his failure and learn from his mistakes. It also empowers the students to keep on trying until the goal is attained. Students who possess this trait always values the hard work, hone their problem-solving skills and always takes the responsibility of the progress they get at their academic career(Madhlangobe, Chikasha, Mafa, Kurasha, 2014). They never make any kid of excuses in case of their failures and also, they do not blame others. Perseverance that is related to the students is always rooted in the domain of the social and emotional learning. It stems from CASELs social and emotional learning competencies. They are self-awareness, self-management and decision making. It also includes Social awareness and relationship skills(Williams DeSteno, 2008). They help in building the productive relationships with the teachers and the other students. Few aspects of perseverances of the students can also be socio cultural as they relate to socio economic variables among the students. CASEL is collaborative for academic, social and emotional learning. It actually is a leading organization in United States for the advancement and development of academic, social and emotional competence for all the students. There are four tips with the help of which the students can learn the trait of perseverance and can succeed at their universities. Encourage Positive mindfulness: Students usually get demotivated and think that they are not good enough or they are left far behind. Such type of thinking may hamper the students will power to succeed. Students should be reminded that they will never feel or say such negative things to their friends, especially who are struggling with problems. Teachers or other students should reframe them into positive ones. This positivity helps students think that they are good enough and eventually they will succeed. Mindfulness should be practiced to encourage students judgement and positivity(Brunt, 2015). Efforts should be praised and not intelligence: People should believe in boosting self-confidence of the students and academic performance. Recent studies have shown that perseverance is hindered by these kinds of praises if intelligence is given more importance. Teachers mainly should focus on how hard the student has tried to succeed and they should encourage students to break their tasks into smaller parts to achieve perseverance(Colloques, 2016). Failures and mistakes should be seen as a growth perspective: Students who are perfectionists, they have more fear of failure. They avoid giving up easily on the subjects or activities. A few students equate their failure with the lack of intelligence and take everything on their self-esteem. Taking matter of fact approach, students should be encouraged to analyse what went wrong and seek help whenever needed. Students should be given chance to struggle: Sometimes teachers are tempted to rush in to help the students when they come to know that they are facing problems in the assignment. Although, struggle is important in order to build self-confidence and perseverance. The urge to intervene should be resisted by the teachers so that the student learns the trait of perseverance on their own. An approach called teamwork is not at all new to people. It is rather historic and probably older that the phenomenon of formal organization. Its benefits were known by the people in 1920s only. In todays world, a team player is known to be as skilled person and is capable of becoming a exceptional employee. Team is actually a number of people with skills who are committed to the common purpose and have a common set of performance goals(McEwan, Ruissen, Eys, Zumbo, Mark R. Beauchamp, 2017). Teamwork is defined as the joint action done by the group of people in which every person subordinates his or her interests and opinions to the utility and efficiency of the group. This clearly does not mean that the work of an individual is not of any significance(Adams, Cain, Giraud, Stedman, 2012). It means that work can be done efficiently and effectively when one individual goes beyond to work in teams. When all the members of the team harmonize their contributions and their goals towards work, the effective team work can be produced which will eventually take the team to the common goal they share. It is very important for the students to learn the function in a team environment in order to learn teamwork when they enter into the world of jobs. Researches have been made where it is found that students learn best from the tasks which involves tasks and social interactions. If instructor is making students learn this skill of teamwork, they must recognize the difference between the individual and group of people working in teams(Kamarudin Rehman, 2012). School practices, often, emphasizes upon the competition and individual achievement over collaboration achievement. But by using cooperative learning for some of the activities, instructors might develop problem solving skills and social skills in the individuals so that they can communicate and make decisions whenever needed(E. Asyali, Saatcioglu, Cerit, 2014). Although, cooperative learning does not actually help in developing teamwork skills. But in case of the cooperative learning, if it is structured properly, it can help the students to learn how to work in groups as well. Two founders, Mueller and Fleming in the year 2001, found out that teachers play an important role in setting up conditions for the group learning and enhancing teamwork in students. Although, this approach had some problems associated with it. The teachers were uncomfortable with the collaborative approach. Then in the year 2002, Ettington and Camp found out that teachers provide proper planning in order to make improvement in the teamwork skills in students(Holloway, 2004). Teachers must design the group tasks with important consideration of the skills development. Then teachers should create groups which requires skills for the task. Then monitoring of the groups should be done by the teachers only in order to check whether the students are learning the skills or not. Finally, evaluation must be done by the teachers and based on the evaluation, rewards should be given so that the students also feel encouraged and learn faster. Rewards will make them learn fast and keep them motiva ted(Lingard, 2010). Both the skills, perseverance and team work is important for a person to grow in this world of today. Learning teamwork is important for students as well as the trait of perseverance too. With little help from the teachers, students can learn both these traits and skills which will eventually help them once they enter into the world or jobs and corporates. References Adams, B. L., Cain, H. R., Giraud, V., Stedman, N. L. (2012). Leadership, Motivation, and Teamwork Behaviors of Principal Investigators in Interdisciplinary Teams: A Synthesis of Research. Journal of Leadership Education, 11(2). Brunt, J. J. (2015). The Effects of Teaching Perseverance on Student Independence in Mathemetical Problem Solving. Retrieved April 10, 2018, from scholarworks.montana.edu: https://scholarworks.montana.edu/xmlui/bitstream/handle/1/9242/BruntJ0815.pdf?sequence=1 Colloques. (2016). Journal of Perseverance and Academic Achievement for First Peoples. Retrieved April 10, 2018, from https://colloques.uqac.ca/: https://colloques.uqac.ca/prscpp/files/2016/10/montage_revueCPNN_ANGLAIS_NEW.pdf Datu, J. A., Valdez , J. P., King, R. B. (2015). Perseverance Counts but Consistency Does Not! Validating the Short Grit Scale in a Collectivist Setting. Retrieved April 10, 2018, from Scottbarrykaufman.com. Duckworth, A., Peterson, C., Matthews, M. D., Kelly, D. R. (2016). Grit: Perseverance and Passion for Long-Term Goals. Journal of Personality and Social Psychology, 92(6). Asyali, E., Saatcioglu, E., O., Cerit, A. G. (2014). Cooperative learning and teamwork effectiveness: impacts of education period on cadets. Retrieved April 10, 2018, from https://iamu-edu.org/: https://iamu-edu.org/wp-content/uploads/2014/07/s3-asyali.pdf Holloway, J. H. (2004). Educational Leadership. Retrieved April 10, 2018, from ascd.org: https://www.ascd.org/publications/educational-leadership/dec03/vol61/num04/-Student-Teamwork.aspx Kamarudin, S. K., Rehman, R. A. (2012). Communication and Teamwork Skills in Student Learning Process in the University. Procedia - Social and Behavioral Sciences, 60(17). Lingard, R. W. (2010). Teaching and Assessing Teamwork Skills in Engineering and Computer Science . Systemics, Cybernetics and Informatics , 8(1). Madhlangobe, L., Chikasha, J., Mafa, O., Kurasha, P. (2014). Persistence, Perseverance, and Success (PPS): A Case Study to Describe Motivational Factors That Encourage Zimbabwe Open University ODL Students to Enroll, Persist, and Graduate With Masters and Doctorate Credentials. SAGE Open, 4(3), 1-15. McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., Mark R. Beauchamp, M. R. (2017). The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions. Retrieved April 10, 2018, from https://journals.plos.org/: https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0169604type=printable Williams, L. A., DeSteno, D. (2008). Pride and Perseverance: The Motivational Role of Pride. Journal of Personality and Social Psychology, 94(6), 1007-1017.