The support levels changed as time went on with the groups. I will be focusing on how we went about supporting in the class and with the project. Support can be shown in many different ways while communicating. It can be helping someone to understand something further, it can be a technical question, but it can also be a way to foster relationships and to build a community. Our world is built on trust, and the initial few entries when we are going back and fourth set the foundation for learning as well as for the bonding to continue. At some point in the class, our support began to hinder, and people became a bit disconnected. Our line of communication was disappearing slowly and the support that was built with it also wavered. Initially a comfort level was established which allowed for a supportive setting. As people became less comfortable and more frustrated, the support began to fade. As we got more used to the setting and the technology, it began to pick up once again as we became more organized at the very end.
There were many early conversations through the blogs where people were being supportive of each other. We were able to relate to others and build a bridge where open dialogue is promoted. For an example, Jagger Bunny, in her opening web blog writes about her newfound experience as a waitress and how tough the job can be, as well as how customers can be very unreasonable. In a reply, Tennisfan816 , relates to her experiences, and at the end writes, “My advice is to hang in there and don’t let the customers get to you, sometimes people just have bad days.” This way of ending her comment builds a support system where one student is encouraging another student to keep her head up.
On the same entry, Singer12 writes, “I applaud your patience, and I want to let you know that it is because of your post that I will be sure to be more aware of my behavior in restaurants, in the future.” This is a great way to end with a positive comment. The comment is both applauding her ability to do something difficult, but it also tells Jagger Bunny that she was able to influence someone’s thoughts and eventually actions towards waiters and waitresses in the future. This type of supportiveness is needed for these individual relationships to develop effectively.
In another one of the first blog replies, another student exhibits that they are already skilled in nexting. Here is another example of a student relating to another and then saying how their blog has influenced them to think in a different light. Commsyr09 writes on Tennisfan’s blog “I have always wanted to improve my speaking skills while learning to read and write – reading your post has definitely inspired me to look more into doing so.” Encouraging others through ha respectful voice builds trust in the relationship
In the beginning there was a dialogue between Masr27 and Tennisfan816 where effective nexting takes place with a supportive tone. They are both promoting dialogue, which in effect, brings them closer together. In Masr27’s opening blog, he/she describes how the most important lesson learned recently was to eat healthy and drink water, which has impacted his/her mood greatly. The opening of dialogue comes from Tennisfan816 who writes , “I wish I had your willpower to resist eating junk food, keep up the good work!” This is both supportive of Masr27’s aims at a healthy lifestyle but also compliments Masr27’s will power. This positive attitude towards other’s endeavors creates a trust between the two. This foundation allows for more support in the future.
In TennisFan816’s first blog, the student writes about how his/her family is from Thailand and although the student could speak Thai, he/she had decided to learn how to read and write in Thai. The student explained the difficulties of the alphabet and the daunting task that lies ahead. Masr27 continues the conversation and writes back being very supportive, “I can definitely relate to you, because this past year I was in Cairo studying Arabic, a language I could barely say “how are you doing in”, and now I’ve become proficient in reading and writing. It feels amazing doesn’t it!? We are both bi-lingual!” This is an example of people making connections with each other through effective nexting. It’s building a relationship through similarities and not only relating to the person you are communicating with, but encouraging their shared passions.
The dialogue continues as Tennisfan816 keeps the nexting process going and replies again on
Masr27’s blog, “My friend is currently majoring in Arabic at Emory University in Georgia and she has told me that it’s pretty hard. She was actually in Cairo during fall semester last year, that would be funny if you guys were actually at the same school together.” This is the least effective nexting, as the conversation has hit a wall. The nexting became weaker as the two went on. Once they became comfortable and began to relate to each other, the dialogue stops. This could be due to the fact that the assignment was complete, and they had done what they were expected to do. It seems as soon as the requirement was fulfilled, the interaction ceased.
The class started off with a bang, as people were interacting in their natural ways while learning the fundamentals of nexting. But at some point we began to lose steam. The relationships that we had initially made seemed to unravel a bit. I noticed that there weren’t nearly as many replies to blogs later on in the semester. People were nexting and communicating through their own blogs but it wasn’t as much of an interaction as before. People were really giving much more of their opinions as opposed to listening effectively in order to properly next. This meant that people weren’t getting the most out of the conversation. In “Dialogue’s Basic Tension,” Karen Zediker explains the different between monologic and dialogic interaction, “when one of us can perceive and listen to you as a person while being available as a person to you, and you can do the same thing, then the communication between us can be called “dialogic” or “dialogue.” When the opposite happens- when I am only focused on getting my own ideas out and you are not listening but “reloading”- only working out your response to my ideas, then the communication between us is monologic.”(Stewart, 614) I feel like as time went on in the class, things went from being dialogic to monologic, as kids began to spout off their opinions without really listening to what others had to say originally or in response.
As meeting and planning became a daunting task, Jagger Bunny writes about this frustration and lack of communication, “However, the communication between my team members and I has been so minor, that I don’t believe it has changed us, except maybe frustrated all of us.” I felt this same frustration about ¾ into the class. The feeling is evident throughout the class as people began to question whether things had started to become more disconnected, and this lack of support for one another affected our ability to “next” properly.
Masr27 responded to this blog entry saying “I agree without a doubt 100 percent. You are a part of my team, and I would rather use the term impossible than difficult to explore the “basic tensions” in our dialogue, simply because our dialogue doesn’t exist!” This is again, more evidence that people are getting fed up and questioning the support system that was in weeks prior, being nurtured so heavily.
In the Group Dynamics class, AP1115 made an interesting point, “I started to think around the end of the class that there was a BIG reason why were kept in the dark on grading criteria and what the final project had to be about. It created confusion and in turn made us rely on each other to get through the class.” The lack of instructions about the project and the class as a whole made it so that we were going to have to be supportive of each other in order for anything to get done. Without support, we wouldn’t have gotten as far as we did. In our discussion section, Catherine was constantly extending a helping hand whether it be with confusion on an assignment, orchestrating meeting times, or just being there. It’s safe to say that Catherine was the only team member that was constantly supportive in every aspect of the project. Some of my teammates as well as myself had very different work schedules, which affected how supportive we could be. Timing plays a big part in support because you have to deal with issues, as they arise, not at your convenience.
Catherine’s ability to get everyone on the same page helped us to come together. She has set the standard for the level of support that is now expected and is needed for things to go smoothly. It’s very important that a leader emerges to help others to realize the bigger goal, and to realize that we all needed each other in order to succeed. This was all sustained through supportive messages, which made us feel like we all had people who cared and wanted us to grow together. In “Expressing,” by Mathew McKay it says, “Communicating supportively means that you avoid “win/lose” and “right/wrong” games.”(Stewart, 259) He goes on to say, “Real communication produces understanding and closeness, while “win/lose” games create warfare and distance.”(Stewart, 259) I believe that our group was able to avoid these battles, and nothing got to the level where it was a war of words. People respected each other’s feelings and this helped us to come together more so.
In the group dynamics class a student explained how their group was able to finally all support each other to the point that they became stronger because of it. They were able to all share the responsibilities and by building that trust they grew as a team. , Summer22 explains that “Many of the other sub groups had a little difficulty with their presentations prior to our turn, so we were a little nervous going up to the front of the class. We decided to go up as a group because with prior groups, only single members were going up and we didn’t want any single person within the group to have that burden, so we went together. Our group really did well once we were up there, and it wasn’t just one person who pulled us all together it was each member working off of one another.” This is an excellent example of support. Each member did what he or she had to do, and instead of singling anyone out, they were able to each do their part and hold up their end in the process. It’s about coming together and helping one another to reach their goals. It’s not easy learning to rely on others, but it’s something that we are going to have to get good at if we are ever going to be successful in life. Group harmony must be nurtured and that is one big lesson that we will all walk away from this class having learned.