ERIC Number: ED388919
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Working Together: The Art of Consulting & Communicating.
Productive learning occurs when educators work together to create new visions, analyze important issues, and evaluate outcomes. This book explores how educators can effectively engage in peer problem solving, focusing on three aspects of the process: (1) models for consulting with colleagues in problem solving; (2) communication skills necessary for consulting; and (3) how to collaborate with colleagues with differing interpersonal styles. Within these three main areas, the essential skills that educators need for working together, such as trust building, listening, facilitating, collaborating, questioning, communication, and peer problem solving are illustrated through interactive strategies designed to empower educators to become proactive, rather than reactive with conflict. Chapter 1 begins with an overview of consulting. Chapter 2 describes a comprehensive problem-solving process. Chapter 3 explores strengths and limitations of three interactive approaches for consulting: facilitative, collaborative, and authoritative. Chapters 4 and 5 review communication skills. Chapters 6 and 7 describe the wide range of interpersonal styles. Chapter 8 explains how we can work effectively with people who have different interpersonal styles. Chapter 9 and 10 examine issues that make consulting with peers successful and those that make it challenging. Four appendices contain self-evaluations. Contains 41 references and an extensive list of resources. (JBJ)
Descriptors: Business Communication, Communication Skills, Conflict Resolution, Consultants, Cooperation, Elementary Secondary Education, Interpersonal Communication, Interpersonal Competence, Listening Skills, Partnerships in Education, Peer Teaching, Problem Solving, Professional Services
Sopris West, 1140 Boston Avenue, Longmont, CO 80501 ($22.50).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A