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5. What are the characteristics of the language that were evident in their conversation, such as misunderstanding the implicit meaning, or using abstract words instead of concrete words, or strong instead of impotent barriers, or language barriers such as transgression, euphemisms, or exclusionary language
Ans. The language characteristics evident in their conversation were: Misunderstanding. The parent and the teacher, even though both meant well for the child, misunderstood their approaches. The parent wanted the child to develop self-control and the teacher tried to allow the child to develop at their own age and stage. There was a connotative meaning to the parent’s words as well. The parent tried to share how she dislikes having to wash wet clothes everyday, which gets smelly by the end of the day and also whatever she manages to teach the child, gets lost from their memory when they are at the child care. The teacher on the other hand used denotative explanations. They were both using concrete words and their individual arguments were powerful. However, as a language barrier there was a sense of exclusionary language in the parent’s words. She was using a language that seemed like she was accusing the teacher of not being able to potty train the child. She was using sentences like “She is potty trained at home or I know when she needs to go” which covertly conveyed a message that the teacher fails to know that or do a better job.  (THINK textbook, pgs.: 84-98).

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3. What conflict resolution strategies or problem-solving strategies described in the textbook could the teacher have implemented in this situation?
Ans. The teacher could have implemented the A-E-I-O-U model of conflict resolution. Firstly, the teacher could have assumed that the parent means well and wants to resolve the conflict, by saying “I know it is a hassle to clean wet clothes everyday and that both of us want that the child develops self-control”. Next, she could have expressed her feeling saying “it can get a little overwhelming taking care of so many children here, where as at home you can provide all your attention to your child”. Then, she could have identified what she would like to happen by saying “If you could probably provide the child with some extra clothes so we can put some wet clothes for washing in the centre and she can have dryer clothes with her when she goes homme. Also, it would be a good start to teach her simple basic rules such as letting an adult know when she wants to go potty. Even though she cannot be trained but she can certainly learn and model key communicating methods.” After that she could have elaborated on the outcomes, she expects should be made clear such as “See, the child is still too young to be potty trained. It would be unrealistic expectations to think that she already is potty trained and can carry out the tasks herself. She might behave a certain way at home but not necessarily will she be able to be consistent in those methods”. And lastly she could have attempted to understand on a mutual basis such as “Could you show me how you trained her at home? Maybe we can try to do that here as well even though it is too early for the child and they may not be successful but we can give it a try.”  In this way, the parent would calm down and realise that the teacher is not just arguing with her but is also trying to come to a resolution. Once the situation is over and solved, do not hold any grudges or guilt about the situation. (THINK textbook, pg. 204)

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2. How did each person’s personal characteristics, self-concept, culture, attitudes, beliefs, and values-affect their communication with one another?
Ans. Each person's nature of relationship with one another affects their choice of specific communication strategies and skills. "Cultural diversity play a critical role in communication. We use the term culture to describe a learned set of shared interpretations about beliefs, values, norms, and social practices which affect the behaviors of relatively large group of people." (THINK textbook, pg. 6). Here in the role play, the parent showed a conservative personality. She was irritated by the fact that the child was wetting the clothes while in the child care. Her characteristics showed a high expectation from the child. Her self-concept had beliefs that her way of potty training the child was more effective than that of the teacher which showed that she was a high self-monitor. The teacher on the other hand was more self-aware and kept trying to convey the parent what the conventional situation is like in a child care environment. The parent showed a strong cultural background or strong attitude about the fact that “she just knows” when her child needs to go potty, and this is just how it is done in their culture. Where as the teacher constantly tried to explain to her that the child was still too young for this and that she has to spend time with other children as well which limits her attention to that one child in question. This caused differences of opinions and conflict between them. Both their perspectives were strong but both showed a lack of perception checking.

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1. How did the context of the situation affect communication between the parent and the teacher?

Ans. "Effective interpersonal communicators analyze and adapt to the context." (THINK textbook, page 8). The context here was role play where two early childhood educators were trying to explore how a conversation between a teacher and parent can cause conflict. This affected the communication in a way were both the speakers did not have enough points of argument. Such as, at one point the teacher playing the role of the parent said “I was stuck”. Which implies that even though the conversation was something that could have been possible, it still limited the reaction or the counter argument to a certain level. Should it have occurred between an actual parent and the teacher, the conflict or difference of opinion could have been more elaborated or more complex

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3. What was the most significant learning that you acquired during Part 1 that you will incorporate into your next group assignment?

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3. What was the most significant learning that you acquired during Part 1 that you will incorporate into your next group assignment?

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Ans. The most significant learning that we acquired during part 1, was that it is always wiser to start working on the project earlier. It is true that during the last weeks of the semester we all had other commitments to fulfill, but if we could have started a bit earlier, it could have caused less stress. Therefore, we will incorporate this learning in our next group assignments, that we need to start working on it much earlier than the due date, so that it buys us more time towards the end.

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2. On a scale of 1 to 5, how would you rate your teams functioning? Discuss why you have given this rating.

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2. On a scale of 1 to 5, how would you rate your teams functioning? Discuss why you have given this rating.

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Ans. We would rate the team’s functioning a 5. This is because, initially it all felt impossible to achieve given the time restrictions and availability issues of each person. Following that there was an issue with the responsiveness. However, we eventually overcame the differences and succeeded therefore it was all effectively managed.

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1. Discuss your team skills during Part 1. Be sure to connect your response with course content (attitude, encouragement and motivation of group members, supportive of team decisions, conflict resolution, role in the group).

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1. Discuss your team skills during Part 1. Be sure to connect your response with course content (attitude, encouragement and motivation of group members, supportive of team decisions, conflict resolution, role in the group).

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Ans. Our group had a few advantages. Firstly, the group size. We were 5 members in the groups so we decided to work on one question each. Our common goal was to put the answers in the Padlet. Considering the situation, it was certainly a virtual group and our medium of communication was WhatsApp and Gmail. There was no tension or hidden agendas, because we were all familiar with each other and had past experiences of working together. There was a constructive nonconformity, as we all have jobs and our timings did not match. However, we managed it and succeeded to complete our individual parts. We were dependent decision makers because we had to keep in mind the availability of the others, so for example, Maddison created the WhatsApp group and requested that we all share our details in there. Fatema created the Padlet and shared it with everyone so that everyone can add their answers at their own pace. There were no conflicts except the time management which was initially a little difficult to navigate through. For the group task roles: Maddison’s role in the group was of the Initiator. Fatema’s role was of information seeker. Kailee, Destiny and Maryam were assigned the roles of opinion giver. For the maintenance roles: Maddison and Fatema encouraged the group and were gatekeepers as well. Maryam was the observer. Kailee and Destiny were compromisers. (THINK textbook, pgs.: 174-194).

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4. Your textbook recommends using “I,” “You,” and “We” language. Give examples of how the teacher and the parent could rephrase their messages to include this strategy.

Ans. The teacher could have expressed her situation rather than saying that “There are not enough staff here to pay attention to each child specifically”. She could have said “I” can try to work on a resolution for you or that “I” can do better if “You” provide me some more resources such as extra clothes for the child or a little more time. The parent on the other hand, instead of accusing the teacher could have said “I” expect my child to be potty trained. Or that “I” have trouble washing the wet clothes and my child behaves differently at home so “I” expect her to be consistent of that here as well therefore, “I” want to work with you to come to a resolution. (THINK textbook, pgs.: 97-98).