Servant Leadership and Teaching in an E-learning Environment.
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Transcript of Servant Leadership and Teaching in an E-learning Environment.
Servant Leadership
• Greenleaf (1977) states, “The servant leader is a servant first. It begins with the natural feeling that one wants to serve. The conscious choice brings one to aspire to lead. The best test is: do those served grow as persons, do they, while being served, become healthier, wise, freer, more autonomous, more likely themselves to become servants”(p. 13).
• Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press
Servant Leadership
Patterson, K. A. (2003). Servant leadership: A theoretical model (Doctoral dissertation, Regent University, 2003). Dissertation Abstracts International, 64 (02), 570. (Publication No. 3082719)
Transformational Leadership
• Idealized Influence • Intellectual Stimulation• Individual Consideration • Inspirational Motivation
Bass, B. M., & Avolio, B. J. (1990). Developing transformational leadership: 1992 and beyond. Journal of European Industrial Training, 14, 21-27.
Functional Learner AutonomyFunctional Learner Autonomy -- Is a range of ability and willingness to participate in selecting and shaping learning experiences in which the learner may function independently or in concert with others.The degree to which an individual is engaged in functional learner autonomy is expressed in the extent that the learner optimizes the learning process by making efficient and appropriate use of their personal resources and the resources of others. Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.
Functional Learner Autonomy
Functional Learner Autonomy
DysfunctionalLearner Dependence
DysfunctionalLearner Independence
Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.
Desire
Resourcefulness
Persistence
Initiative
Autonomous Learning
Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.
Resourcefulness Subscales
Learning Priority
Deferring Gratification
Resolving Conflict
Future Orientation
Planning
Evaluating Alternatives
Anticipating Consequences
Carr, P. B. (1999). The measurement of resourcefulness intentions in the adult autonomous learner (Doctoral dissertation, The George Washington University, 1999). Dissertation Abstracts International, 60, (11), 3849. (Publication No. AAT 9949341)
Initiative Subscales
Goal Directedness
Action Orientation
Overcoming Obstacles
Active Approach
Self-Starting
Ponton, M. K. (1999). The measurement of an adult‘s intention to exhibit personal initiative in autonomous learning (Doctoral dissertation, The George Washington University, 2000). Dissertation Abstracts International, 60 (11), 3933. (Publication No. 9949350)
Persistence SubscalesVolition
Self-Regulation
Goal Maintenance
Derrick, M. G. (2001). The measurement of an adult‘s intention to exhibit persistence in autonomous learning (Doctoral dissertation, The George Washington University, 2001). Dissertation Abstracts International, 62 (05), 2533. (Publication No. 3006915
Staged Self-Directed Learning Model (Grow, 1991)
Stage Student
Stage 1
Stage 2
Stage 3
Stage 4
Dependent
Interested
Involved
Self-Directed
Teacher
Authority,Expert
Motivator,Guide
Facilitator
Consultant,Delegator
Examples
Coaching with immediate feedback.Drill. Informational Lecture. OvercomingResistance.
Inspiring lecture plus guided discussion.Goal setting and learning strategies.
Discussion facilitated by teacher whoParticipates as equal. Seminar.Group projects.
Internship, dissertation, individual Work or self-directed study-groups.
Match versus Mismatch in Learner Stages and Teacher Styles
(Grow, 1991)
DependentLearner
InterestedLearner
InvolvedLearner
Self-DirectedLearner
Authority,Expert
Motivator,Guide
Facilitator Consultant,Delegator
Match
Match
Match
Match
NearMatch
NearMatch
NearMatch
NearMatchMismatch
Mismatch
Mismatch
Mismatch
SevereMismatch
NearMatch
NearMatch
SevereMismatch
Teacher/Servant Leadership
Characteristics• Listening• Empathy• Holistic Interaction• Awareness• Authenticity• Persuasion
Teacher/Servant Leadership
Characteristics• Conceptualization• Foresight• Stewardship• Commitment to People• Community
Listening:Actively listens to students with more than the ear, but
also the heart. The response to the listening involves an
assessment of the students’ individual needs, which may be
personal, spiritual, physical, emotional, and academic. Derrick, G., & Jordan, H. (2003, Summer).
http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard. Retrieved April 15, 2008, from http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard: http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard
Listening
• Do not make assumptions• Asked for clarification• Stay away from “you
wrote” and use but “My understanding of what you have written is this my correct”?
• Look for the issue behind the issue
Empathy: demonstrates genuine care and concern about
the student, the ability to relate and understand
what the student is experiencing cognitively,
affectively, and physically.Derrick, G., & Jordan, H. (2003, Summer).
http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard
.
Empathy• Share your story• Encourage• Affirm your understanding of the
struggle of the student balancing act of being, full-time employee, family member, and member of the community
• Listen but not lower the bar in terms of standards.
• Do not offer solutions unless the requested
Holistic Interaction
• Emphasize that it is not the grade it is about the learning. Learning is of greater value than a grade and has its own rewards.
• It’s not about memorizing data is about exercising wisdom
• Learning should result in change• Help connect the dots knowledge,
character, and skill
Awareness:
• The first job of a leader is to define reality, last to say thank you and, in between, to be a debtor and a servant.“ -- Max DuPree
• Reality in terms of who they are.• Reality in terms of the world they
live in at this time
Persuasion: Challenging the students
in their analytical and independent thinking and
learning.
Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard
.
Persuasion
• Ask questions to make them rethink and/or more credibly defend their conclusion
• Restate the rationale of their position
Foresight: Meets the needs of
the student in advance, and take a proactive approach.
The academic, learning process is
only part of the part of the ultimate goal; it is not the end result but
the beginning.
Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard
.
Foresight
• Keep the vision and mission of the learning before the student.
• Do not wait for the student to ask for help but take the initiative if there appears to be a problem.
• Take the initiative in voice communication or in face to face communication
Stewardship:Understands the role of teacher is a sacred trust
Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard
.
Commitment to people: Inspires
others to serve one another and the
community in which they live and
participate. Learning should lead to service.
Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard
.
Community: Seeks in expanding their vision beyond
themselves and immediate
circumstances, to encourage others to
become leaders in the broader global
community.Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard.