It's the time of the curator!!

Hi followers!! I am María García and this week I have been the CURATOR!! As you have already know, my role consist on collect all the references, transform them in APA style and put them in a mindmap.

 

If you don't know, these are going to be our last posts because with the activity of leadership we have finished the activities of this subject!

 

In this activity we divided the 4 kind of leaderships and I have been the participative one. However, on Monday, we didn't develop our leaderships but we have had in charge of do the questions that the stars of the groups must answer according to their kind of leader. Our star Rebeca have been the moderator of the discussion of the stars and the rest of the Powerteachers have been the public of the ''competition''.

 

It was good doing the questions of our classmates because we have been attentive as we can't agree with only one type of leader: we had to be impartial.

 

Without further ado, here you can see our references of this activity and the mindmap that I have done with all of them:

 

WEB PAGES

Hoyle, John R. "Leadership Styles." Encyclopedia of Educational Leadership and Administration. Ed. . Thousand Oaks, CA: SAGE,

2006. 595-98. SAGE Reference Online. Web. 30 Jan. 2012.

Méndez Molla, A. (n.d.). Liderazgo democrático . In Euroresidentes. Retrieved May 18, 2015, from http://liderazgo.euroresidentes.com/search?q=liderazgo+participativo

Méndez Molla, A. (n.d.). Liderazgo autoritario. In Euroresidentes. Retrieved May 18, 2015, from http://liderazgo.euroresidentes.com/search?q=liderazgo+autoritario

Méndez Molla, A. (n.d.). Liderazgo transaccional . In Euroresidentes. Retrieved May 18, 2015, from http://liderazgo.euroresidentes.com/search?q=LIDERAZGO+TRANSACCIONAL

Méndez Molla, A. (n.d.). Liderazgo transformacional. In Euroresidentes. Retrieved May 18, 2015, from http://liderazgo.euroresidentes.com/search?q=LIDERAZGO+TRANSFORMACIONAL

PHOTOS

Scherer, C. (2010, April 24). All we need. In Flickr. Retrieved from https://www.flickr.com/photos/30108209@N02/11399475875/in/photolist-inki2v-j6XgeC-oBbPpB-f2GFnu-4k6qeU-5bdLcg-Ho5Zs-4gXszo-878FyN-4mmnWv-6rwidt-4svFce-9iNpRJ-4nGPS9-5nuJGH-7DtGPJ-8vZHBE-8wK1UC-cf4xK1-

Pao anda a acostarte!. (2003, January 1). In Flickr. Retrieved from https://www.flickr.com/photos/payayita/1089198073/in/photolist-dcAzCJ-dcABjG-73Dvux-6XtQUv-qcz6Nt-r3TiRx-qKV3jn-bbqcp-4dWURX-pi7tua-pxA2w5-oFw5rc-4jvqfu-5YAT8R-5YF7pf-pLpFmR-a5F8oB-jM3Vg-c4Y6mm-4nwC2m

¿Hay un delito mayor que perder el tiempo?. (2009, May 10). In Flickr. Retrieved from https://www.flickr.com/photos/razieldsm/3517767065/in/photolist-6mRtAi-7J97HN-5L9xaV-p2H1o3-avHoEJ-r731o-72SWSb-4a1HDm-4HcCLC-7Xtbyt-8zKyEH-9jukwQ-au4b2k-cms7sj-bnSU2f-bnTmhv-4UTFUV-7z7HV9-4JicfQ-o4YVc

Willis Manser, D. (2005, March 11). Team. In Flickr. Retrieved from https://www.flickr.com/photos/dawnmanser/3532598208/in/photolist

 

FAKEBOOKS

Cascales Ribera, R. (n.d.). Authoritarian leader . In Fakebook. Retrieved May 18, 2015, from http://www.classtools.net/FB/1000-bbRk3e

Crevillén Fernández, M. (n.d.). Transformational leader . In Fakebook. Retrieved May 18, 2015, from http://www.classtools.net/FB/1162-jHhVAb

 

García Martínez, S. (n.d.). Transactional leader . In Fakebook. Retrieved May 18, 2015, from http://www.classtools.net/FB/1304-xN8ffg

 

García Zamora, M. (n.d.). Participative leader . In Fakebook. Retrieved May 18, 2015, from http://www.classtools.net/FB/1098-H4hBQ2

VIDEO

Participative Leadership. (2014, July 2). In Youtube. Retrieved from https://www.youtube.com/watch?v=MszLwLycpBo&feature=youtu.be

 

DEFINITIONS

Transformational Leadership. (n.d.). In Changing Minds. Retrieved May 18, 2015, from http://changingminds.org/disciplines/leadership/styles/transactional_leadership.htm

Transactional Leadership. (n.d.). In Changing Minds. Retrieved May 18, 2015, from http://changingminds.org/disciplines/leadership/styles/transactional_leadership.htm

Participative. (n.d.). In Macmillan Dictionary. Retrieved May 18, 2015, from http://www.macmillandictionary.com/dictionary/british/participative

Participative. (n.d.). In Merriam-Webster. Retrieved May 18, 2015, from http://www.merriam-webster.com/dictionary/participative

Authoritarian. (n.d.). In Oxford Dictionaries. Retrieved May 18, 2015, from http://www.oxforddictionaries.com/es/definicion/ingles/authoritarian

Authoritarian. (n.d.). Dictionary.com Unabridged. Retrieved May 8, 2015, from Dictionary.com website: http://dictionary.reference.com/browse/authoritarian

What is Leadership?. (n.d.). In Mind Tools. Retrieved May 18, 2015, from http://www.mindtools.com/pages/article/newLDR_41.htm

 

 

I hope you enjoy visiting our blog and that you like all the work that we have developed in this course. Thank you for visiting us!!

 

 

The last STAR is shining here!

Hello, my name is Rebeca Cascales Ribera and this week my role has been the STAR! The star is the role in charge of representing the weekly's job to the other's classmates. 

This week the role has been very interesting and a bit different, we had to prepare a Fakebook profile with each leadership style and show the classmates what we've learnt in a debate format but today, we have to choose a number which will tell us what our role in this activity is going to be, and in my case I have got the 'mediator' one.

The Fakebook profiles that my group had made was the following:

•     Rebeca Cascales Ribera - Authoritarian Leader: 
      http://www.classtools.net/FB/1000-bbRk3e

•     Marina Crevillén Fernandez - Transformational: http://www.classtools.net/FB/1162-jHhVAb

•     Silvia García Martínez - Transactional:
      http://www.classtools.net/FB/1304-xN8ffg

• María García Zamora - Participative Leader: http://www.classtools.net/FB/1098-H4hBQ2

Well, I had to prepare four general questions that include lot of knowledge of this topic with my group and then prepare the debate that our other stars had to defend. When the stars were with their groups preparing the information, ten minutes before starting I have told them the questions that we're going to ask them. 

The questions that we've written and we've asked for are the following:

1. What do you think that are the most crucial people for developing new projects and profound changes?

2. If there is a problem between teachers. Who are the person in charge of solving this? And, how would you do it?

3. What would you do as a Transactional/ Transformational/ Authoritarian/ Participative leader different from the others? What would you provide to the school?

  4. From your point of view, what do you think is the worst thing of your colleagues? 

Then, the debate has started, I had to control it, each group had two minutes to answer the question and as there were two people by group, it was one minute for each member. I asked the questions and they answer with order, respecting the turn when the others were speaking. 

  
Later, when they have finished the debate, our teacher Linda has reflected a bit of what they had done it well and bad, what they can improve, etc. 

Now, I'm going to speak about my experience as a mediator, I have never acted as a mediator, so it was something new to me. When I was asking the first question and controlling the time while the stars were answering I have realised that doing a debate is something difficult but controlling it too. I had to stop people when the time was off, I must stop them when they we're answering but this is something that I must do and I didn't do it. I think that I can do it better, but for being the first time it's not bad.

As a mediator, in my opinion I have to say that the stars have done it very well, there were lots of nervous, difficulties, bad organisations  but we learn from our own mistakes, so for people who have done it today, I have to say that they can improve and learn from today. So, I have to mark what is the best people who have defend it their ideals, and I think that Clara (KCKO) and Ana Isabel (Platypus), the transformational defenders, deserve this reward. Their way of expressing and caught their classmates attention has been crucial in their speech, so as they have taken my attention and I really "LOVE" their speaking parts, I'm going to say that they have win.

On the other side, as a group (Power Teachers), we've decided that it we have to chose a leader, we would chose a Participative Leader, because Gracia (Bussy Bees) and Noelia (Meerkats) have done it very well and they have explained correctly, showing that they want to improve for our welfare.

 Summarising, being the star this week has been very interesting, dynamic and entertaining. I would like to repeat this activity!

So bloggers, it has been a pleasure writting for you and I hope you have really enjoyed.

Rebeca:)

Hello everybody, here is the journalist!!!!!!

Hello everybody, I'm Marina Crevillén Fernández and during this week I have been the journalist. I am going to explain you what we did last week to do this task.

Well, first of all I have to say that we met two times to do this task that consist on doing a video in which we have to represent a conflict in a school.

The first time that we met we prepared the script and after that we started to recover some scenes. We recovered them in the library and in a place of the campus. Doing the script was difficult because we don't know really what to say to do the story convincing, but finally we created it. While we were recovering the scenes we had a lot of fun because, my partners forgot the script, and they had a lot of fun because she laughed since in some moments they didn't what to say.

The second time that we met, we finished to revoring the scenes that we couldn't the time before, and this doesn't cost us much time. However this time, we have to join the different scenes and put the details of the video. It was funny too, but less than recover the scenes.
I have to say that it was a great experience because it was a funny task, in which we could laugh, learn, and discover new things that we didn't before.

 

Well I Have chosen this blog becuase I think that it is very interesting since you can find here some tolos to teach and you cand find here many things about primary education.

 

 

 

I also have chosen this blog of my partners, becuase It's chool is a very hard-working group and because I have a lot of fun with their blog.  Congratulations!!

My dear readers, it's all for now, see you next week!!!

Time for the references!

Hi everyone! I'm Anthea, the curator this week once more. As you already know, this role consists on collecting all the references and creating a mind map including all of them.

The reference for the literature is:

Plan de convivencia escolar (2006, May). Retrieved May 4, 2015, from http://www.marianoaroca.es/files/plan_convivencia.pdf

The references used in the definitions are:

Coexistence Plan (n.d.). In CIPFP Mislata. Retrieved May 7, 2015, from http://ifpsmislata.edu.gva.es/joomla_EN/index.php?option=com_content&view=article&id=25&Itemid=35

Conflict. (2010). In Dictionary.com. Retrieved May 7, 2015, from http://dictionary.reference.com/browse/conflicted

Documentary. (n.d.). In Merriam Webster. Retrieved May 7, 2015, from http://www.merriam-webster.com/dictionary/documentary

What is a Leader Team? (n.d.). In Study.com. Retrieved May 7, 2015, from http://study.com/academy/lesson/what-is-a-team-leader-description-role-responsibilities.html

Video. (n.d.). In BusinessDictionary.com. Retrieved May 7, 2015, from http://www.businessdictionary.com/definition/video.html

The analysis of the week is here!

Hi bloggers! I am Silvia, the analyst of this week and, as the own name says, I am going to analyse the best and the worst points if the week and the activity that we have realized.

This week we have worked with the Coexistence Plan. More specifically, we have had to do a video resolving a problem in the school that other classmates have created (in our case the group 7UP).

In my opinion the best part of the activity has been that thanks to the Coexistence Plan we have learnt about how different schools can resolve the problems with students, parents or even teachers and, in the same way, now we know that each school has its own Coexistence Plan and we must adhere to it. On the other hand, if I have to talk about the worst part I must say that find and interpret the Coexistence Plan has been a bit difficult because it was not very clear in our specific case and we had to adapt it as we thought that was the best, although in part, even if it was a bit hard because at first we were a bit confused about if we would be doing it well, it has helped us in order to learn about interpret documents and adapt them to the case that you want to. Even if these documents are not clear of the issue that you want to work. So, at the end, even the worst part of the activity has helped us for our future, in which I do not think that all is going to be easy and clear and we must learn to adapt ourselves to the different situation using those things that are in your hand.

Regarding the work in group I think that this has been a wonderful week in this aspect because we have worked all together in order to do the video and I have loved it. With this I mean that while one was recording a scene as an actress other was recorded as the camera and the other were helping doing the script, so we were working all together in the same place, laughing when we had to repeat a scene or we had got stupid (although funny) ideas for the scrip, a situation that sometimes we cannot enjoy because some activities are not so cooperative. For instance, the past weeks were easier and faster to work individually, although after we united the work, a thing that although effective did not permit us to work together as this week. However, there has been some bad parts too, or instance the worse part of the activity has been to coordinate all the materials and even ourselves for doing the documentary, because in some moments something was missing or the camera was without battery and we did not have the charger, so we had to meet another day in order to finish the video. In my opinion, we maybe must be more careful with this type of things because we could save a lot of time in the future, although I think that this has been in part because we had a lot of things in our heads and the good part is that thanks to this we have learnt the lesson for the next.

So, taking into account what I have said previously, without any doubt a thing that we must maintain as a group is our work together, helping one to other and offering ourselves voluntaries when there is something to do. However it is true too that, although in my opinion our work in group is very good, we must concentrate more in the activities in the future because sometimes we take a lot of time for putting to do the activities and it only implies that we lose an important time that we can use for other things, above all at this period of the year.

Finally, I think that thanks to this activity, as I have said before, we have learnt about what measures we can take when we have some problem in the school and, in the same way, if the coexistence plan of our school takes into account all the measures that it must have. So, taking into account these points this activity can be very useful for our future, as in the degree as in our job, because what are the steps that we must follow for resolving problems (and that we must take into account all the perspectives and opinions of the people implicated) a thing that, we like it or not, probably we are going to confront more frequently that we think. In the same way we can already see the great number of problems in schools that there are. For instance, when we watch the news, in which usually appears problems with teachers, students, parents… A fact that demonstrates the importance of knowing what we can or cannot do in order to do our job in the best way possible. 

FACILITATOR

Hi bloggers! I'm Alba García and I've been the facilitator during this week's task, which was on the Coexistence Plan.

As we had to do a video about  the case described by one of the groups, I acted as the director of the video, providing ideas and discussing with my team-mates where we could film and how we could represent the case. 

Furthermore, we also wrote together the scrip of the video. This way, I made sure that everyone felt represented in the video as all of our ideas would be taken into account in the production of the activity. Besides, when one of the components of our group had to leave, I took her place and became also the camera person. 

I also assigned one role to each person:

Rebeca Cascales would be the School Head.

Anthea Clemente would be the assisstant.

Marina Crevillén would be the camera person.

Silvia García would be the anchor.

María García would be the interviewer.

And finally, I would be the director of the video.

So the video was finished on time, I made sure that the interviews were subtitled by Friday and that the video was mounted that same day.

The star has returned!!

Hi bloggers!! I'm María García and this is my second experience as a STAR! Although in this activity we haven't developed a speech in front of the class, the stars of this week had to be the journalist of a documentary about the coexistence plan! 

We have done a documentary about a student that change his behaviour because of the divorced of his parents, and we decided to do a video recreating the news. So, in the video you can see Silvia as the presenter, Rebeca as the school head of the school where the problem ''took'' place and I as the journalist. 

My role in the video consisted to explain the situation that occured in a school, but is the school head (Rebeca) who has told the current situation of the children and the measures that the school took for resolving this case. Besides, I made the interview to her and I did 4 interviews to four persons (2 street persons, a pedagogist and a future teacher). I had to investigate and see all the perspectives of the case through the testimony of the school head and the opinions of some people, keeping the contact with the presenter (Silvia) as the real news. 

I really had fun recording the video in the outsides of the University and in the streets of Murcia. Although my experience as a star wasn't in the class, it was great recreate a documentary and see how a school can resolve problems like this according to his coexistence plan. With this activity you realize that in any school, there are children that can change totally their behaviour and their marks because of personal problems, or it may be a problem between a teacher or a child or with the parents of him/her. For this situation, we, as a future teacher, have to be prepared to know how we can act and what we can see to choose the correct measures to take. 

Yesterday, each star of the group put their videos on the screen of the computer and show to the rest of the class their documentaries. There are very good videos and I want to say to my classmates that the videos were great! 

To end with I want to say thank you to the rest of Powerteachers because even they don't appear in the video it isn't mean that they don't do anything! They direct the video, they recording the documentary and they help to develop the script and the whole situation that we had to show. So, thank you girls!!

I hope you enjoy with our activity and that you visit our blog! 

Here you have the video of our documentary.

We hope you like it!!