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Servant Leadership and Teaching in an E-learning Environment

Servant Leadership and Teaching in an E-learning Environment . Servant Leadership.

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Servant Leadership and Teaching in an E-learning Environment

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  1. Servant Leadership and Teaching in an E-learning Environment

  2. 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

  3. 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)

  4. 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.

  5. Functional Learner Autonomy Functional 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.

  6. Functional Learner Autonomy Functional Learner Autonomy Dysfunctional Learner Dependence Dysfunctional Learner 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.

  7. Autonomous Learning Initiative Resourcefulness Desire Persistence 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.

  8. 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)

  9. 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)

  10. Persistence Subscales Volition 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

  11. Staged Self-Directed Learning Model (Grow, 1991) Stage Student Teacher Examples Coaching with immediate feedback. Drill. Informational Lecture. Overcoming Resistance. Stage 1 Dependent Authority, Expert Stage 2 Interested Motivator, Guide Inspiring lecture plus guided discussion. Goal setting and learning strategies. Stage 3 Involved Facilitator Discussion facilitated by teacher who Participates as equal. Seminar. Group projects. Consultant, Delegator Internship, dissertation, individual Work or self-directed study-groups. Stage 4 Self-Directed

  12. Match versus Mismatch in Learner Stages and Teacher Styles (Grow, 1991) Authority, Expert Motivator, Guide Consultant, Delegator Facilitator Severe Mismatch Dependent Learner Near Match Match Mismatch Near Match Near Match Mismatch Match Interested Learner Near Match Near Match Involved Learner Mismatch Match Self-Directed Learner Severe Mismatch Near Match Match Mismatch

  13. Teacher/Servant LeadershipCharacteristics • Listening • Empathy • Holistic Interaction • Awareness • Authenticity • Persuasion

  14. Teacher/Servant LeadershipCharacteristics • Conceptualization • Foresight • Stewardship • Commitment to People • Community

  15. How would you see these characteristics being exercised in an e-learning environment ?

  16. Questions

  17. Some preliminary observations

  18. 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

  19. 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

  20. 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.

  21. 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

  22. Authenticity

  23. Holistic Interactionencourages cognitive and spiritual growth

  24. 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

  25. 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

  26. 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.

  27. Persuasion • Ask questions to make them rethink and/or more credibly defend their conclusion • Restate the rationale of their position

  28. 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.

  29. 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

  30. 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.

  31. 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.

  32. 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.

  33. Questions

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