Assessing Conflict Styles
In this assignment you will demonstrate your understanding of the following learning objectives:
Additionally, completion of this assignment represents mastery of Course Learning Outcomes 2 & 3.
Within the field of special education, collaboration among team members with differing personalities and opinions is commonplace. Being a leader in education means learning to proactively problem-solve and manage differences by embracing multiple viewpoints. In education, sources of contention may include conflicting educational placement or transition goals, different personality styles among team members, limited financial resources or services, contrasting communication techniques, and contrasting academic or post-graduation values (Meier, 2011). Each person handles these points of conflict based on their level of comfort and communication style. With a self-awareness of your individual methods and styles, you can increase your effectiveness in resolving education-based conflict.
The Thomas-Kilman Conflict Mode Instrument is a self-assessment and scoring tool that will provide guidance as you develop personal responses to conflicting situations within the following management styles (each with their own areas of strength and weakness): Competing, Accommodating, Avoiding, Collaborating, or Compromising (TKI, 2013).
In this assignment, you will complete the Thomas-Kilman Conflict Mode Instrument to determine your personal behavioral style when handling conflict. Next, you will read a Case Study: Andy, and answer questions regarding how you would handle conflict considering your strengths and weaknesses. In addition, you will create a plan for assisting Andy from the perspectives of all team members.
Complete the Self-Assessment
Complete the Thomas-Kilman Conflict Mode Instrument self-assessment. Then review the results which identify your leadership strengths and weaknesses.
Review the Andy Case Study
Being the special educator, the eighth grade math teacher has come to talk with you about Andy, who was already held back once and is now in danger of failing again. He explains that Andy refuses to complete his work and his distracting behavior has a negative impact on other students. You ask, “Have you tried any of the strategies I suggested last time we talked about this?” The teacher replies, “I just don’t have time to do all that extra planning. I’m swamped with planning for three different math classes as it is and grading all these papers. He’s going to have to go back to the special education class, or I’m sure he’s going to fail again.” With over 20 years of teaching experience, this teacher has spent 15 at this school and in the same classroom. He has been known to refer to students as “mine” and “yours” for quite some time. On the other hand, this is only your second year teaching and your very first post-college professional position. You know Andy is successfully passing his other classes, and if the math teacher would use some of the accommodations you suggested, he would be much more successful. Imagine you are in a collaborative team meeting with the math teacher and the assistant principal. Your goal is to figure out a way to ensure Andy is given all the tools he needs to be successful.
Assignment needs to be 5-7 pages
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