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    Members skilled in questioning technique can keep the group work on track

    By Robert J. Garmston
    Categories: Collaboration, Learning designs
    June 2008
    Professional communication lies at the heart of getting work done in schools. Educators communicate informally within and across disciplines, grade levels, departments, and schools. They talk in pairs and trios, in discussions that are spontaneous or planned. Through communication, teachers work to improve instructional practice and performance. They communicate to clarify policies, identify and address problems and priorities, and monitor achievement. Faculties communicate in their work together to respond to the changing needs of students, standards, and curriculum demands. Through communication, groups manage differences and cultures evolve — or stay the same. In schools, one primary vehicle for communication is meetings. Meetings have a greater effect on organizational success than we might think. They are the bedrock of successful learning communities. First, effective and time-efficient

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    References

    Garmston, R. (2002, Summer). Standards can guide success in meetings. JSD, 23(3), 74-75.

    Garmston, R. & Wellman, B. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon.

    Hoy, W.K., Tarter, C.J., & Hoy, A.W. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425- 446.


    Image for aesthetic effect only - Robert-garmston
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    Robert J. Garmston (fabobg@gmail.com) is an emeritus professor of education administration at California State University, Sacramento, and co-developer of Cognitive Coaching and Adaptive Schools.


    Categories: Collaboration, Learning designs

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