I was very curious as to what my classmates would have to say about me, especially since they can do it anonymously and get away with it. I thought that the feedback would be either overly harsh or overly praising, since it was all anonymous. It was more moderate though, and I enjoyed reading what other people had to say about me. For the most part, my feedback stated that I participated well, and helped with discussions.
The weirdest feedback, for myself, was when someone wrote, “While he often appears nervous in fishbowls, he still makes sure to voice his opinions and respond and take into consideration what his other group members think. He knows what he’s talking about when he speaks, even if he appears shaky and nervous which shows he wants to be a part of the conversation.” This one stuck out the most for me because the majority of my feedback was positive and this one struck me as a little negative. I didn’t like being referred to as “nervous” not once but twice, along with “shaky.” These are characterisics that I’ve never perceived myself as and kind of pissed me off. I guess according to the receivers fact I’m, “in total control of the feedback” but it doesn’t seem like it and maybe that’s why it goes on to say, “but the control is not necessarily concious.”
I did enjoy reading the positive feedback, some people said , “Wasn’t afraid to voice his opinion also very encouraging with group ideas” and another, “Wasn’t afraid to voice his opinion also very encouraging with group ideas.”
I think that tried to participate positively throughout the semester and it showed in the feedback. Even the negative feedback that I received about being “nervous and shaky” still said that I “take into consideration what his other group members think” and I think that sums up my main objective of this class. I wanted to make sure to take into consideration what everyone was thinking. I tried to voice my ideas, while not coming across as too pushy, because I feel as though that’s how ideas get rejected.
4. True: I think that everyone in the group shares the responsibility of setting goals. This is an important part of the group working together.
5. True: I have tried to organize the wiki for our websites.
10. True: I think that all the roles needed in a group to succeed are present. I think this because we are coming together in designing the wiki, and seem to be progressing better as a group and also able to handle tasks better.
11. False: I think our group has been instrumental in being able to, “facilitate and coordinate group effort in the selection and definition of a common problem and in the solution of that problem.” (Benne and Sheats p.54)
15. True: I’m not sure if you want three examples of roles and/or three situations in class. I think that some of the roles that I have played are: group-observer and commentator, gate keeper and expediter, and initiator-contributor. The first one group-observer I think I’ve constantly done throughout class by keeping mental notes of where the group is progressing and “various aspects of group process.” The second one gate-keeper, I think I’ve done during small group discussions by asking what “Mr.X” think about an idea. The third one initiator-contributor I think I’ve done in class within groups by “proposes to the group new ideas.” It’s hard though to assign roles to myself and other people would probably tag me in different roles, some positive and maybe some negative.
16. True: A. group-observer and commentator, B. gate keeper and expediter, C. initiator-contributor. My decision to “flex” is because I think its better for the group to be able to change roles for different situations. Also I don’t want to get stuck in only doing one role. An example of why its good is because if I play the role of group-observer and commentator all the time, I might not end up contributing to the “actual” process as much as I could.
18. False: I think that sometimes I will resist to the “retraining”, it might come through as different things at different times. It could come off as stubborn and not wanting to change my role to help the group or it could come as doing too much when I should be focusing on a certain role.
The making of the process groups website has been an interesting challenge. So far we have a site that is based on the main page of the Umass wiki. Our long term goals include making a smoother looking site that includes all the links from our classmates pages. We also want to put pictures on our site of our class. We think it would be a good idea to take a class photo and upload it onto the wiki site. Overall, we would like the main page to be aesthetically pleasing as well as simple to get around. In the coming weeks we hope to be able to “speak” the language of the wiki and create a better overall site.
The Process Group (Anthony, Emma, Amanda, Sara, Jazz, and Francisco) made contact this week via email. We discussed our format for the site and what we wanted to accomplish. All the members of the group made equal contributions with idea suggestions for the site. We decided to base our home site after the main page of the course wiki. Right now our site is underway and we have been including links to our group members individual sites. It has been difficult figuring out how to setup a site that is easy to navigate and also links everyones respective pages, but the more we have been experimenting with the wiki, the better the site has been getting.
The long term goals of the study abroad group is to have a smoother working website, that is easier to navigate. We also hope to incorporate stories of our classmates and professors study abroad experiences. We would like to add more photos and have a site that easy to get around. Also a site that is informative, but also interesting to look at.
The study abroad team (Emma and Anthony) have been in contact this week via email. We discussed the design aspects of our page. We decided that to go along with our text we should include photos of our respective trips. Our site is still very much in the design phase, but so far we have put up a decent amount of information.
Emma and I are doing the study abroad group. Our site will talk about both of our experiences going abroad, and will also interview members of our class that have previously gone abroad. We will include pictures from our trips and in general talk about the experiences and what we liked/didn’t like about the trips.
We will also defer to the actually IPO site, and will include a link to that department at UMass since they will be able to further answer anyone’s questions.
In general the site will be directed at both sharing abroad stories as well as being informative and helping people that are searching for information about the topic.
I think that after reading everyones posts, it seems that we are moving along well. I think that these next couple of weeks will be pivotal in the quality of the webpage that we put together. If everyone works hard at whatever part they have, we should be able to develop a good project since we have so many people in the class. I’m excited for the project and to actually work on it.
“I imagined someone telling an autistic person to look them in the eye…I was already aware that its difficult”
“…unable to look others in the eye. He cannot connect with people the same way I can when I look someone in the eyes.”
“The image I had was a book about truth and integrity, with looking someone in the eye traditionally being a visual clue of honesty.”
These three posts all contain a different view on a certain act that most people think is a simple act. The first post has simpathy for a child who is unable to look a person in the eye. They have knowledge on autism and would most likely be more understanding to someone unable to look another person in the eye. The second post “he cannot connect with people the same way I can” displays understanding that there is a certain “connection” when people look each other in the eyes. It is almost a given that when you talk to someone you look each other in the eyes. Not doing so can lead people to think any numbers of things about you like you are being “rude” or “sneaky.” The third post reaffirms this belief that looking people in the eye is a “visual clue of honesty.” Looking people in the eye when talking is a cultural “norm” and not doing so can lead to many “assumptions” on what ones motives are. This is evident by so many people in our class have different views on what the cover was trying to convey. The act of looking someone in the eye is not as simple as it appears to be