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A co-culture is a group in the society that has little or no say in contributing to the development of a dominant structure o
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A co-culture is a group in the society that has little or no say in contributing to the development of a dominant structure of the society to which they live. Some of the co-cultural groups include the homeless, homosexuals, ethnic groups, the disabled as well as the religious minorities (Ting-Toomey & Dorjee, 2018). Studying co-cultures is significant in various ways. The identification and explication of the communication practices of the co-cultural groups are significant and valuable in understanding how the individuals who are marginalized in a dominant society tend to communicate with the people in the same society but have direct access to the institutional power, the influencers of the dominant society. Learning about the co-cultures also enables the learner to understand how the minorities survive under the dominant majorities in society.
Various potential communication barriers exist between a co-culture and the dominant culture. Language is the key barrier as the co-culture may not be of the same language with the dominant culture, and therefore, the two groups cannot communicate effectively. Different cultures have different languages. The only viable mode of communication is through the use of non-verbal means as the words may not be easily understood. The use of non-verbal communication may as well not work as expected as it is subject to misinterpretation.
Stereotyping and prejudices play a major role in hindering communication between cultures. Members of the dominant cultures have negative perceptions regarding the co-culture associating them with bad things merely because they might have heard from someone else. Dominant cultures only believe what members of their culture says, characterizing the co-culture as deceptive and harmful. The negative stereotyping creates prejudices among the co-culture, and this provokes judgmental attitudes. When stereotyping and prejudices are incorporated, it becomes had for the two cultures to come to terms due to judgmental attitudes.
Ethnocentrism is another barrier to communication between co-cultures and dominant cultures. Mostly, the two cultures don’t have a lot of similarities, and therefore each culture perceives the other as being different from them, which is bad. With the dissimilar concept in mind, it is difficult to get members of the two cultures together as they have no common agenda. The dissimilarity can be reflected in behavior and religion where every person in the respective groups feel different from those that belong to the other.
A co-culture of homelessness implies that the people who are in that culture are homeless and they share similar beliefs, norms, values, and behaviors. They also share similar structures, and they belong to the same economic class and thus have a similar environment. According to Walsh et. al. (2016), the homeless do not converse freely with other people, and they feel that they don’t belong to the same social class with most of the interested parties who want to question them and due to this they inhibit a stereotyping effect that the interested parties want to take advantage of their situation. They, therefore, refuse to open up and only freely talk with the other homeless people whom they are in the same culture.
The homeless feel insecure while communicating with people from the dominant culture and this may lead to a lack of disclosure of information. Another reason why the homeless as a co-culture refuse to open up for the dominant culture is the fear of being judged wrongly. Most of them do not live in the streets because they wanted to, but because certain circumstances that led to their eviction from their homes. According to a study by Crane (1998), some of the homeless people were evicted from their homes as they were unable to pay for their mortgage or are mentally ill. Others had their homes taken by their relatives when their parents died, and as children they had no one to take care of them, eventually ending up to the streets.
References
Crane, M. (1998). The associations between mental illness and homelessness among older people: an exploratory study. Aging & Mental Health, 2(3), 171-180. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/13607869856641?journalCode=camh20Ting-Toomey, S., & Dorjee, T. (2018). Communicating across cultures. Guilford Publications. Retrieved from: https://www.guilford.com/books/Communicating-Across-Cultures/Ting-Toomey-Dorjee/9781462536474/summaryWalsh, C. A., Lorenzetti, L., St-Denis, N., Murwisi, P., & Lewis, T. (2016). Community Voices: Insights on social and human services from people with lived experiences of homelessness. Review of Social Sciences, 1(2), 27-41. Retrieved from: https://www.researchgate.net/publication/297610988_Community_Voices_Insights_on_Social_and_Human_services_from_People_with_Lived_Experiences_of_Homelessness
A classroom community has detailed and identifiable characteristics which are offer a favorable learning environment
Management of Classroom Community
A classroom community has detailed and identifiable characteristics which are offer a favorable learning environment. In a classroom community, both teachers and students have roles to play so that learning can take place flawlessly. The characteristics of a classroom community include: responsibility, opportunities, engagement, demonstration, risk taking, instructions, response, time management, and assessment. A successful classroom community plays a vital role in promoting academic excellence and positive social skills. Moreover, children learn best in an environment in which they feel that they are part of the community, where individuality is encouraged and where everyone feels accepted (Baturay & Bay, 2010). Creating a good classroom community calls for constant practice and planning.
As a teacher, I will be responsible by setting guidelines and ensuring the students become responsible for their behavior and learning in the classroom. This will further model responsible behavior in learners. Secondly, I will give opportunities to students by ensuring they write and read in meaningful activities. Thirdly, I will nurture engagement in students by ensuring they take part in authentic opportunities and activities to work with fellow classmates and also model what good writers and readers do by employing think-aloud in order to explain what they think. Also, I will motivate and encourage the students to take risks while exploring a new idea and make them know that failing is part of learning. Lastly, I will foster a sense of belonging in which children learn to work collaboratively, participate in class meetings, and resolve conflicts that arise amongst them peacefully with some of the aforementioned resources.
References
Baturay, M. H., & Bay, O. F. (2010). The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students. Computers & Education, 55(1), 43-52.
Leadership and Management Discussion
Leadership and Management Discussion
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Leadership and Management Discussion
The book On Grand Strategy is an excellent guide to the leadership art. Gaddis (2019) incorporates his knowledge of history to satisfyingly address the rigorous study of leadership. He draws on history and the associated classical lessons to offer insights into preparing future leaders for leadership responsibilities.
Based on his suggestions, leadership is the systematic and purposeful process of influencing, directing, guiding, and inspiring people’s behavior towards attaining desired goals in diverse uncertain situations. It entails using insufficient means and realistically limited information to select goals prudently, balance ambitions and aspirations against practical uncertainties and constraints, and leverage common sense to navigate cluttered, ambiguous, and changing environments to augment the probabilities of successful goal accomplishment. Gaddis (2019) further alludes that leadership involves demonstrating the capacity to align actions and goals across time, coordinate actions in dissimilar settings, and adapt plans to changing circumstances. This allows leaders to articulate goals, plans, and purposes effectively, seize new opportunities objectively and flexibly and realize their goals and plans amidst unpredictable events without forcing these opportunities and events to fit into preconceived schemes.
Conversely, management is the administrative and coordinative process for reaching desired goals by working with and via people and other organizational resources. Management entails demonstrating accountability, stewardship, and responsibility for organizational resources in the attainment of established goals. Management also involves applying principles associated with the functions of organizing, planning, controlling, directing, and coordinating to harness human, technological, informational, and other resources in organizational goal attainment, hence optimizing efficiency (Pal & Bansal, 2011). Based on these descriptions, leadership is inspiring people towards work while management is getting work done by and through people. Leadership focuses on the effectiveness of resources to attain quality while management focuses on resource utilization efficiency to optimize time.
The contrast between leadership and management has been debated extensively. Some people in the leadership verse management debate view one construct as a subset of the other. Those who support this notion sustain that doing wrong things right does not imply good leadership or good management, and likewise, doing right things wrong does not infer bad leadership or bad management. However, some believe that leadership is a subset of management because good managers must primarily have leadership skills such as directing and influencing people to propel them towards getting the work done. Others argue that management is a subset of leadership because an individual truly leads effectively and inspire others when management is combined with leadership elements of offering purpose, motivation, and positive character traits (McCarthy, 2016). The leadership description derived from the suggestions by Gaddis (2019) shows that he would view management as a subset of leadership. Irrespective of this debate, both management and leadership are different but critical to organizational success.
In practice, managers perform leadership roles and leaders perform management roles. Also, managers do not necessarily make excellent leaders, and similarly, leaders might fail to excel at management, implying that there are leaders who cannot manage and managers who cannot lead. Essentially, this means that great managers can be poor leaders, and great leaders can be poor managers depending on their skills deficiencies.
References
Gaddis, J. L. (2019). On grand strategy. New York, NY. Penguin Books.
McCarthy, B. (2016). Do we need leaders or managers?. Company Command: Building Combat-Ready Teams. United States Army.
Pal, K., & Bansal, H. (2011). Management concepts and organizational behaviour. Guru Jambheshwar University.