surprise finals are very relevant to my life – not cool

4. I am assuming the goals in question are that of our group. In this context, I had some control over what direction our project took. I could not hand out orders, but I could engage in discussion with my peers. It was partially my responsibility to set our goals because they affect me. The success of the group is my success therefore as a responsible person I need to be involved.

5. I feel as though I have tried to be helpful in marshaling our resources. The only resources our group had that I can think of are time and ideas. I did my best, particularly in the fishbowls but also in the group projects, to make sure we used our time efficiently as possible. However, Steph was the one who dictated what we did when (with a few exceptions). As for ideas, I think I came up with some good contributions, both in my blog and in class.

7. Everyone in the class is using this class to fulfill an individual and group irrelevant, as that is the need of 3 credits and possibly the fulfillment of an interpersonal requirement (as in my case). Possibly, there may be some here who don’t need anymore credits and just want to educate themselves. This is an obvious need, and has nothing to do with whatever basis it is that I deserve a passing grade. I deserve a passing grade because I’ve done all the work asked of me and more, and I’ve been actively participating in our group. If I didn’t pass this class I’d probably have a conniption.

10. We obviously don’t have optimum configuaration as it took our class about two months to refine a concept that doesn’t even work. We definitely could have used more “iniatator-contributors” as we really only mustered one concrete idea. I’m sure these ideas were there, maybe it would have taken some “opinion seekers” to draw them out. I think could have used more input from an orienter at times. A stronger “evaluator-critic” could have pointed out the flaws in our plan. “Harmonizers” and “compromisers” probably could have worked out something between those who wanted to explore other options and those bent on a guide, but instead we bickered for few weeks. We may have had an “ego ideal,” however, I don’t think there was much of a “standard setter.” We certainly had enough followers.

11. I think that at the beginning, most people were acting as followers. However, once we realized the structure of the class, members started assuming different roles. I don’t think at the time we realized we were missing certain roles, for example a “gate-keeper and expediter,” it was more that people stepped up to the plate.

12. What chart?

15. In small group assignments especially, I feel as though often I have been an elaborator, explaining the content to the rest of my group. Also, especially in small groups, I often try to take charge and be a “iniatator-contributor” and propose ideas. However, at the same time I want to be respectful of other’s opinions, so I play the opinion seeker role.

16. I think that I most often play the elaborator, orienter, and evaluator-critic. I don’t think I so much switch as I do play multiple roles at the same time. I decide how to act when based on others actions. If no one is stepping up, or I feel like people aren’t performing as well as I think I could, I take action. For example, I recall raises criticisms about the relevance of certain discussions because they were unnecessarily hanging us up but we continued to debate.

18. I think that my resistance probably causes me to take more negative roles, such as the critic. Being without direction and even goal but forced to function in a group causes me to be irritable. I typically don’t like working in groups anyways. Because of this I probably withdraw a bit and point out the occassional flaw in someone elses argument instead of formulating my own.