It has been widely recognized that meetings and conferences represent a significant part of the processes of management and development in any organization and institution. This concept has been even more emphasized in the field of education and training where agendas need to be designed and implemented so that successful and extremely efficient long-term results could be achieved.
As mentioned, faculty meetings and conferences are a significant stage in running and managing educational institutions and organizations. Meetings are typically organized with the idea to transmit and disseminate information among involved members of the staff. So are conferences, which are also a venue for designing plans for the implementation of strategies
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Agenda
With respect to agenda, both events differ in that conferences happen on a much larger scale and usually focus on more general issues, whereas faculty meetings typically cover issues on a much smaller scale. Nevertheless, they depend heavily on well designed and thought-out agendas to achieve their intended goals. In order to be able to successfully do that, education managers should be well aware of the fact that a good faculty meeting and a conference require a well planned and grounded meeting agenda.
The first and most important aspect in setting up a faculty meeting agenda and a conference agenda is identifying the major purpose of the respective event. Another aspect of the faculty meeting and conference agenda is that it identifies the attendees (participants in the case of conferences); specifies responsibilities; it sets time limits; and specifies location and any other resources that might be necessary.
The agenda is also useful in that it gives clear directions to staff members as regards upcoming tasks and clearly states the major purpose.
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the educational institution manager, who is the major proponent of understanding, professionalism and shared goals in the process of education and training, who should always try to focus on urging staff members to actively participate in the decision making processes.
III. Physical Setting
It is impossible to discuss the arrangement of meetings, be it faculty meetings or conferences, if the physical setting is not taken into consideration. With respect to physical settings, Jennings recognizes several important points that are significantly important for achieving the meeting or conference’s objectives.
Seating arrangements vary depending on the number of participants, the venue, the objective sought, the form of interaction, etc. Secondly, room temperature and appropriate lightning are important to provide comfort to attendees and participants. What is also important is music, smell and color, and the role of perceptions to achieving set goals and
An aspirational goal for any department is for all members to hold and support the same values at all times. However, that is almost impossible due to the diversity of its members. Members have different backgrounds, different experiences,
Engleberg, Isa N. and Dianna R. Wynn. Working in Groups. 6th ed. Boston: Pearson, 2012. Print.
Kouzes, J., & Posner, B., (2007). The leadership challenge, (4th ed.). San Francisco, CA: Jossey-
behaviors which includes ; defining and communicating shared goals, monitor and provide feedback on the teaching and learning process, and promote school-inclusive professional development. Communicating shared goals encompass activities that emphasis attention to the methodological core of schools. Locke and Latham, (1990) lamented that these goals increase the effort exerted by school members, increase perseverance, and increase the development of schemes which will in turn
Rogelberg, S. G., Allen, J. A., Shanock, L., Scott, C., & Shuffler, M. (2010). Employee satisfaction with meetings: A contemporary facet of job satisfaction. Human Resource Management, 49(2), 149-172.
Gorton and Alston (2012) pointed out in Chapter One that effective leaders “provide direction and meaning, generate and sustain trust, display an eagerness to take action, and spread hope”, through motivating and empowering others to reach the desired goals (pp. 7-9). Thus administrators must be skilled communicators, attentive and responsive listeners. Meanwhile they must also be able to build relationships with others, multitask, prioritize, delegate wisely, relate to, and motivate others. Reading that both the National Association of Elementary School Principals and the American Association of School Administrators have noted the importance of communication to the school system's success (p. 101), has affirmed for this student that the need for outside assistance with communication is indeed a serious concern for administrators.
Toseland, R & Rivas, R 2012, An Introduction to group work practice, 7th edn, Allyn & Bacon, Massachusetts.
pp. 309-329, 371-393, 241-259. Engleberg, I., Wynn, D., & Schuttler, R., (2003). Working in Groups: Communication Principles and Strategies (3rd ed.) Boston: Houghton-Mifflin.
Moreover, the group communication that set the member by teacher gave me the useful lesson about how to communicate in team and how to reach the team to the goal. However, there was not useful in some part of group communication assignment because of every group didn't apply knowledge from public speaking course in our second year in their presentation, most of them read the script and don't use their own words in the presentation so I cannot understand the content of presentation as expected. Therefore, I think some part of team presentation were not necessary. Teacher should teach theoretical foundation for all six topics include team dynamics, meeting management, conflict management, intercultural communication, negotiation, and virtual communication by himself, and let the students present about the application of the theory in their real life situations, so we can gain more knowledge about theoretical foundation of each topic from teacher and learn how to work with other people. I think teacher should add more case study or the application of the theory in real life situation because we should analyze all knowledge of a theoretical foundation to find the application of
In week 7 our seminar leader allocated us into smaller groups of six to work together, get together and to start preparing for the mock debate in week 9 and the debate in week 10. When we started to get alone with each other, it was seen that it is not going to be easy to achieve our goals, not just because in our group had a strong activist, reflector, theorist and pragmatist, but we also needed to face some solvable difficulties as our first meeting of the week was cancelled by problem like the lack of communication, miscommunication and the ability to listen to another.
McLean, S (2010). Developing business presentations. In Business Communication for Success (pp. 371-414). Retrieved from
On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Class meetings allow students an opportunity to solve group issues as a class under the direction of the teacher. The students gather in a circle and each one shares their observations of the problem, but not “how the problem made them feel . . . (or their) ideas for solving it” (Crowe, 2009, p. 178). Once everyone has shared their observations, each student has the opportunity to share their feelings and solutions. If they do not have something to share or do not feel comfortable sharing their opinion they say pass. They must all agree to a solution or at least be able to live with it. This is a great way for me, a constructivist teacher, to guide students in finding solutions to
From the very onset we were introduced to our conference groups. Ensuring a diverse mix of students and teachers, I was pleased to find myself exposed to a wide range of cultures and backgrounds. The student and adult group leaders were amazingly friendly and organized. I was very impressed by their leadership abilit...