Chapter 6

Discussion # 4 How can diversity among group members contribute to Collaboration? How
can diversity make Collaboration challenging? What can leaders do to maximize the
benefits of group diversity?

When there is a wide range of diversity within a group that leads to more perspectives, ideas,
values and styles coming together. This can create more opportunities for misunderstandings and
conflict leading to the group being less effect when working together. However, diversity within
a group is also important for groups members to learn from one another and to hear viewpoints
that are different from their own. When a diverse group of people are able to work effectively
with one another they are able to come up with creative and innovated solutions and ideas. As a
leader of a diverse group, it is that person’s job to make sure everyone in the group as a voice
and is able to have their opinion heard. Everyone’s opinion of viewpoint should be treated fairly
and with respect from everyone in the group.

Reflection # 3 Think of a group that you are a part of. What are some things that you can
personally do to help establish and maintain trust within the group?

When I started teaching at New Baden Elementary (NBE), not only was it my first year in the
building but it was also my first year as a teacher. NBE is a very veteran school, meaning most
teachers have been there for 12 plus years and have taught a total of 25 years. NBE is also in a
small farm town where everyone knows everyone and is some how related to one another. As
some one that has zero ties to the community and a newbie teacher, there was a lot of trust that
needed to be built in the beginning and is still being built with several staff members.

Coming into NBE it was clear that my grade level team (2 other Kinder teachers) were burnt out
on new teachers. They had had a new teacher to help and guide through the school year for the
last 4 years and had a combined total of 25 years teaching kindergarten. They were not very open
to new ideas and viewpoints on education. Which made it difficult to build their trust. Then,
through in the fact that I started teaching in August of 2020, the very beginning of new school
procedures for COVID-19, which made it even more difficult to connect with not only my team
but other faculty and staff in the building as well. Even with all of this I did my best to build
honest, trusting relationships with my team and support staff. To do this, I would try to reach out
and start conversations as much as possible. Since I was fairly confident in my teaching abilities,
I would try to center conversations around getting to know who the person was outside of school
and create a connection based on something we had in common. Much like the Informal
Exploring that chapter 6 discussed on page 116.

When it came to the fun activities and themes that Kindergarteners would participate in as a
grade level, I did not want the other teachers to feel that I was stepping on their toes, since it was
made clear in the beginning that they were not open to new ideas. For the first few months, while
trust was still being built, I allowed them to control the activities and themes. I believe doing so
helped them learn that I was not there to completely take over this aspect of kindergarten. As my
first year at NBE went on, I started giving my opinions and thoughts about different things we
would do with our class. Some of my ideas are still meant with hesitation but building a trusting
relationship is something that doesn’t come easy and something that requires everyone within the
group to work on continuously.