I lost my rag a bit, told the girls to quit moaning and Jim to not expect me to do his work for him. Jim went really pale, then red. 

I thought he was going to cry and then he walked out of class. I was like, 'what did I do wrong'? Feedback The tutor came up and asked me what the matter was and I said I didn't know. The girls just sat there looking at me, not saying anything, but I could see them thinking I was horrible and I could see the tutor thinking the same. That class was rubbish after that, no one saw Jim again that day. But the following day Jim was back, he avoided me and I was glad, I thought him stupid, I stuck with my friends as much as possible. A few weeks later though, I heard through the grapevine that his Mum had been seriously ill around the time of the class where I'd rounded on him. I felt a bit bad when I heard, I realised that I'd perhaps misjudged him - misinterpreted his quietness and thought him stupid - when he was actually, perhaps, sad. A prejudice reinforced by what he looked like, a bit of a geek, a "Billy-no-mates".

A few weeks after this, when I was doing some reading for another bit of work for IPE on bullying, I realised that I could have been accused of being a bit of a bully, by exposing Jim to public humiliation (Rayner 1997). Feedback

Additionally I had not been encouraging to anyone in the group, and my actions hadn't improved the groups output despite what I might have said about my justification at the time. People's opinion of me in the group, and perhaps even the tutor's thoughts about me, hadn't been improved by my outburst - so on no level could it be said to have been helpful. Effective group work does require 'challenge' sometimes (Gersick 1988) Feedback and I, as someone with ideas, can undertake this, but it is how this is done that is important - as the consequences can be negative.

Change can be unsettling (Keyes 2000) to people groups and needs to be managed (Lorenzi and Riley 2000). I should have tried to understand my team, before I shouted at them. 

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