As promised last week, here’s a submitted question idea that I had to defer until today.
Clearly, sometimes, different groups in FIRST have different agendas. We don’t always understand that and so, sometimes, it’s hard for us to communicate our ideas.
Among those groups, teachers and students sometimes have the hardest time getting along – particularly when students want to make as much of their experience in FIRST as they can and the teachers are interested in maintaining a clear hierarchy of power and decision-making.
Question of the Week 10-26-03: What methods can we employ to tip the balance back toward the center? How can the students get their teachers to realize that the kids are still around – and what can students do to respect the authority of their teachers while taking an active role in FIRST?
I hope that we can have a thoughtful discussion about this dynamic relationship and the best ways to approach keeping everyone in check.
*Originally posted by M. Krass *
**Among those groups, teachers and students sometimes have the hardest time getting along – particularly when students want to make as much of their experience in FIRST as they can and the teachers are interested in maintaining a clear hierarchy of power and decision-making.
Question of the Week 10-26-03: What methods can we employ to tip the balance back toward the center? How can the students get their teachers to realize that the kids are still around – and what can students do to respect the authority of their teachers while taking an active role in FIRST?
**
I don’t really have ideas on methods or theories, but this question reminds me of a story.
Season 2002 I wasn’t volunteering on the team. However at the So Cal Regional a mother asked me to help get her son chosen to go on the trips. I mentioned it to the Administrator in charge, who, understandably (now that I know what that’s like) was a bit exasperated and exclaimed the student had hardly been at meetings.
2003 I got involved. I got to know that student. He has turned out to be a MOST VALUABLE Team Member. He gets along well with students and mentors alike. He constantly, consistently, produces for the team year round and even when he’s not at meetings.
He was a sophomore for Season 2003, he’s a junior in high school this season. He’s designed our Gracious Professionalism Poster, just posted our 2004 web , designed buttons, designed logos, tshirts, referree’d at SCRRF Fall Classic, easily brainstormed our Chairman’s award app, submission for the reality show . This kid was a goldmine waiting to be discovered and taken advantage of.
It’s a pleasure to work with student George Chen and watch him take the ball and run.
Our teacher, who is there to be an administrative contact with the school and to be in the lab during hours of machining, has no problems with us and vice versa. We get along great.
The problem is with certain adults on the team who manage certain administrative issues. However, we’ve spent the last month dealing with student responsibilities and combining them with the administrative charter - we will have clearly set roles for everyone and those certain adults seem to have a lot more work outside the team to do this year, and have also listed the things that they are willing to do. Our student charter was finished last week and we have elections tomorrow for student leaders. This year, we’re tipping most of the work and power to the students.
Then again, this is our 4th year as a team so we’ve only yet begun to mature.
*Originally posted by monsieurcoffee *
** This year, we’re tipping most of the work and power to the students.
Then again, this is our 4th year as a team so we’ve only yet begun to mature. **
Our team’s 2002 the work and power was tipped way over to the students, except for deciding who goes on the trips. It was out of control. Mentors were not respected by students. The team was divided. There were disagreements that nearly came to blows.
Our team was about to go under.
Then my and another family committed to being the backbone of the team - the constant of the team.
No near blows in Season 2003. Huge strides made by our team. That was our 7th year in the program - guess our team’s been slow learners, then sudden BIG explosion of growth.
taken advantage of.