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Considering Differences Presentation

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Jonus Angleton

on 6 June 2016

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Transcript of Considering Differences Presentation

Learning Team C
Jonus Angleton, Mark De Young, Tori Lane, and Santana Quintana
CUR 540
06/06/16
Dr. Gina Stafford

Considering Differences Presentation
Introduction
When building relationships with a new staff, a coach needs to be aware and consider the many differences they may encounter. Some of these differences include gender, generational, and cultural differences. When considering gender differences it is important for a coach to understand different strategies to use for accommodating the needs of males and females. Becoming aware of the population they are working with and adjusting the way they coach accordingly will be beneficial when working with different generations. Building trust and respect between cultural differences will be beneficial when forming coach and coachee relationships.
Communication
This video is beneficial for all of us who live in and breathe in our diverse world. It’s key components are communicating and being culturally aware.
Conclusion
Gender
• Plan various sets of expectations for males and females (dress, how to speak/act, “place in society”)
• Alternative mentoring- understand each gender’s way of thinking to benefit them in the classroom and future
• Use different strategies appropriate for each gender (ex. Offer to work with men & offer to help women)


Generational
• Traditionalists demand respect to stay engaged
• Baby Boomers work best when advantages of their work are clear
• Generation X requires immediate and effective feedback
• Millennials work best with support and collaboration
• DO NOT hold generations accountable to the stereotype; only consider them


Cultural
• Focus on the individual, not the culture/race of the coachee
• Keep an open mind for diversity by keeping relationship professional and student-centered
• Key to success= communication and being culturally aware

Gender
To consider gender in the classroom, teachers need look at different characteristics, rights, responsibilities, and resources in order to better accommodate for both genders in the environment.


Cultural
Different ways of looking at things
Different ways of dressing
Different ways of expressing personality/goodness
Different learning styles- teaching styles must match the way one's cultural communicates

Generational
Sweeney (2011) states that the four generational gaps seen within a faculty are:

• Traditionalists-born between 1900 and 1945
• Baby Boomers-born between 1946 and 1964
• Generation X- born between 1965 and 1980
• Millenials-born between 1981 and 1999

Communication
It is essential that a coach and a mentor does not apply the stigmas and stereotypes of a generation and place their mentee into a particular box of expected behavior just because of the their age (Sweeney, 2011). Collaboration and communication about the generational differences will open a line of respect and understanding, which strengthens the relationship between a mentor and the mentee.
Communication
Strategies for Men

Offer to work together, rather than “help”
Allow men time to process their thoughts and be silent during times of stress
Sit shoulder to shoulder during meetings
Do not interrupt when speaking
When speaking, address the main points only
References
Gender characteristics includes a various set of expectations of what males and females should wear, how they should speak and act, and their “place” in the overall structure of the society.


There needs to be alternative mentoring to help address the learning and understanding of boys and girls' way of thinking to help their abilities and future livelihoods (Fletcher, 2012).
Strategies for Women

Offer strategies that will “help”
Allow women to talk during their times of stress
Sit face to face during meetings
You may interrupt to confirm listening and understanding
When speaking give the women all of the details and allow her the time to cull through the information
When coaching teachers, it is important to understand the differences between male and female genders. Sweeney (2011) suggests that coaches should use practices that resonate with both men and women.
Ag Careers (2010, November 29). The issue of generational differences in the

workplace [Video file]. Retrieved from YouTube website: https://www.youtube.com/watch?

v=5AIORBSH-hg

Borisoff, D. (2012, September 6). Gender and Communication: How Men and Women

Communicate Differently [Video file]. Retrieved from Youtube website: https://

www.youtube.com/watch?v=VWYtgpB33HU

Fletcher, S.J. (2012).
The Sage Handbook of Mentoring and Coaching in

Education.
Retrieved from The University of Phoenix eBook Collection

database.

Swallow, D. (Director). (2012, February 20). Intercultural Communication Adventure with Little

Pilot [Video file]. Retrieved June 4, 2016, from https://www.youtube.com/watch?

v=PSt_op3fQck

Sweeney, D. (2011).
Student centered coaching: A guide for K-8 coaches and

principals.
Retrieved from The University of Phoenix eBook Collection database.
Within any faculty, most staff members will fall into different generations each with its own unique qualities and values. It is essential that a mentor or coach is aware of these differences and adjusts their instruction to meet the generational focus of their learner.
Traditionalists engage when they are respected for the age and experience. Advantages within the workplace entice the Baby Boomers. Generation X members prefer efficiency and immediacy in feedback. Support and collaboration are keys to working with Millenials (Sweeney, 2011).
(Ag Careers, 2010)
(Borisoff, 2012)
According to Fletcher (2012), mentor and protege relationships must be built upon trust, especially when there are racial or cultural differences. It is more important for a mentor to focus on the individual and not on the racial or cultural "category" that the mentee belongs to.
(Swallow, 2012)
Full transcript