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- Anita Lie
- Prof. Dr. Anita Lie mendapatkan gelar Doktor Pendidikan dalam bidang kurikulum dan pengajaran dari Baylor University, Amerika Serikat pada 1994. Pada 1996 dia menjadi dosen tamu di SEAMEO RELC, Singapore. Dia juga pernah menjadi dosen tamu di beberapa universitas di antaranya Kwansei Gakuin, Fu Jen University, Chinese University of Hong Kong, Ateneo University dan De La Salle University, University of Brunei Darussalam, Universiti Putra Malaysia dan Universiti Kebangsaan Malaysia. Dia mendapatkan penghargaan The Rotary International Ambassador of Good Will dan 2000 SEAMEO Jasper Fellowship Award dari pemerintah Kanada untuk kategori penelitian terbaik. Saat ini, Anita Lie berkarya sebagai Direktur EduBusiness Consulting (www.edubusiness.info), dosen di Universitas Katolik Widya Mandala, Surabaya. Anita Lie menulis artikel-artikel untuk media massa serta buku-buku pendidikan di antaranya 101 Cara Menumbuhkan Rasa Percaya Diri Anak, 101 Cara Mengembangkan Kecerdasan Anak, 101 Cara Menumbuhkan Kemandirian dan Tanggung Jawab Anak, Cooperative Learning, English via Environmental Education, Building Bridges, dan Beyond the Classroom.
13 komentar:
Every teacher has his or her own characters. There is a teacher who is willing to cooperate and there is also teacher who is not willing to be in line with the plan made by the leader.
When the teacher objects to follow the school plan, a principal needs to analyze the cause of this situation. It can be caused by the culture and climate at school, the teacher characters and the principal role at school.
If it is merely caused by the teacher him/herself, there are several steps that a principal should do. They are :
a. The principal needs to talk and discuss with the teacher trying to find out the reason she / he is not following the plan
b. The principal needs to re-emphasize on the importance of following the school plan by showing the objective and goal that the school may gain after the plan is well-conducted. The principal also needs to highlight the benefit that the teacher will receive after following the plan
c. The principal needs to negotiate with the objection reason uttered by the teachers. If it is something that is negotiable, it is better that both sides come into an agreement
d. If all the steps above fail to do, the need of strict decision is on the principal's hand. It can be that the principal gives a warning letter or even, the worst case, the principal may give " punishment ". This will become the last step to face the situation.
Above all the steps mentioned above, the principal should be able to build a constructive climate at school so that when she / he is delivering the action plan, the teachers support him/ her and even they are willing to cooperate to achieve the same goal
Dian - 8212708012
"It is very good for a man to talk about what he does not understand; as long as he understands that he does not understand it"-G.K. Chesterton
From the quotation, we can know that it is not easy to lead the people (in this case principal leads the teachers) because they are different each other. Even we come from the same culture and we know their character, we still have difficulties in leading them.
In schools, there will be many teachers and they come from different background both education and culture. Like in my school, we also have expatriate teachers from Australia, US, Philippine. They also come from different districts or areas in their own countries and it affected their habits. I noticed some teachers are totally rebellion and difficult to obey the staffs school policy. I complained to the principals about it because I did not see the fix consequences for them. The principals explained how he/she did a talking heart to heart with some rebellion expatriate teachers to win their heart.
In one side, I agree with that method. As a student affair, I spent time to deal with some undisciplined students to win their heart but once in a time I cannot tolerate. I gave a hard punishment to discipline them. As a subject leader in Math, I also see some of my team were not easy to lead. What did I do? I talked to them and directly told their mistakes. I did not want to see them doing the wrong thing anymore.
So, from the following examples, I could make steps (I hope it will be working well) that a principal will use when dealing with the staff/teachers who cannot cooperate well with school plan:
1. Talk to them privately; invite them to your office personally and ask their reason. In this step, let them express their opinions. After that, use your time wisely in giving explanation.
2. Warning letters; If the first step does not work well, the person still repeats the same thing. We move on the next step, warning letters. In my school, the principals will give 1st, 2nd, and finally 3rd warning letter. When they got the 3rd warning letter, this person will be eliminated. But, during the process after 1st warning letter, the principal is still trying to help him/her to change their behavior.
Again, it is not easy to eliminate our subordinate but if we can help him/her to be a better staff towards the school action plan, why should we have him/her?
Among twelve Jesus diciples there was Judas who betrayed Him. It happened thousands years ago. According to US scientists, there is always around twelve percent from the members of the organization are not in line with the leader’s policy. It means there is/are always trouble maker/s in every organization. It also happens in school. The principal as the top leader should identify his/her staff.
As we know, there are three levels of staff. The first is the staff who are the active participants at school, second is the staff that are only waiting for on the fence, and the third is the staff that are outside the fence.
As I have said above, that the principal should identify the staff that do not cooperate with him, if the trouble maker is the one outside the fence, just let him go.
If he is the one who is waiting for on the fence, the principal should:
1. Ask him whether he still want to join or not. Because the persons in this position are usually waiting for the chance that gives benefit to him. He will join the group who will win the competition.
2. If he wants to join the leader, he can be given a chance to help.
3. If he does not want to cooperate, just ask him to go.
If the trouble maker is the one who active participant, the principal should:
1. invite him and make a discussion to know what he wants
2. ask him to recognize himself, whether he has the talent in the position he wants or not
3. if it is possible, the principal can give him a chance to be in a certain position.
4. If he can do the best and does not make any troubles, it means the principal has succeeded in recruiting him to be better.
5. Unluckily, if he still makes another trouble, he must be warned and may be punished.
However, it will be different if the trouble makers are more than twelve percent, the principal can invite the observer to make the evaluation. And finally the principal can decide whether they still can work there or not. The last action is redesign the management.
Indah Noor Aini
8212708018
As a good leader, a principal should know each of his subordinate's characteristics, ways of thought and behavior. Each person has his own thought and ideas. If there are some subordinates cannot or even do not want to cooperate with you, a principal should find the reason first. May be he/she can ask the subordinate the reason why she/he does not want to follow your decision and also tell him/her that your decision is others' too (remember to ask everyone's suggestion in deciding something do not be egoistic). If the subordinate keep on 'naughty', you can remind his/her responsibilities that he/she has agreed in the first time he/she joined your team. Furthermore, you can give him/her oral warning first before giving the written one. However, before you do so, try to talk and discuss it first with the person because sometimes this kind of person may have better idea that cannot be accepted by others because she/he is junior. It is like playing kite, sometimes we must give our subordinates opportunity to express their ideas and thought but some other time we have to be strict with them.
• Start out by examining yourself. Are you sure that the other person is really the problem and that you're not overreacting? Have you always experienced difficulty with the same type of person or actions? Does a pattern exist for you in your interaction with subordinates? Do you recognize that you have hot buttons that are easily pushed? (We all do, you know.) Always start with self-examination to determine that the object of your attention really is a difficult person’s actions.
• Explore what you are experiencing with a trusted friend or colleague. Brainstorm ways to address the situation. When you are the object of an attack, or your boss appears to support the dysfunctional actions of a subordinate, it is often difficult to objectively assess your options. Anger, pain, humiliation, fear and concern about making the situation worse are legitimate emotions.
Pay attention to the unspoken agreement you create when you solicit another’s assistance. You are committing to act unless you agree actions will only hurt the situation. Otherwise, you risk becoming a whiner or complainer in the eyes of your colleague.
• Approach the person with whom you are having the problem for a private discussion. Talk to them about what you are experiencing in “I” messages. (Using “I” messages is a communication approach that focuses on your experience of the situation rather than on attacking or accusing the other person.) You can also explain to your coworker the impact of their actions on you.
Be pleasant and agreeable as you talk with the other person. They may not be aware of the impact of their words or actions on you. They may be learning about their impact on you for the first time. Or, they may have to consider and confront a pattern in their own interaction with people. Worst case? They may know their impact on you and deny it or try to explain it away. Unfortunately, some difficult people just don’t care. During the discussion, attempt to reach agreement about positive and supportive actions going forward.
• Follow up after the initial discussion. Has the behavior changed? Gotten better? Or worse? Determine whether a follow-up discussion is needed. Determine whether a follow-up discussion will have any impact. Decide if you want to continue to confront the difficult person by yourself. Become a peacemaker. (Decide how badly you want to make peace with the other person and how much you want your current job. Determine whether you have experienced a pattern of support from your boss.) If you answer, “yes,” to these questions, hold another discussion. If not, escalate and move to the next idea.
• You can confront your difficult subordinates' behavior publicly. Deal with the person with gentle humor or slight sarcasm. Or, make an exaggerated physical gesture – no, not that one – such as a salute or place your hand over your heart to indicate a serious wounding.
You can also tell the difficult person that you’d like them to consider important history in their decision making or similar words expressed positively, depending on the subject. Direct confrontation does work well for some people in some situations. I don’t think it works to ask the person to stop doing what they’re doing, publicly, but you can employ more positive confrontational tactics. Their success for you will depend on your ability to pull them off. Each of us is not spur-of-the-moment funny, but if you are, you can use the humor well with difficult subordinates.
My action depends on the the structure of the school I lead and whether the one who is not in line. However, first of all, irrespective of those two factors, as the school leader, I will find the root of the problem of the case. I will be questioning whether the root is originating from the school's lack or purely from the person's character. My reason of questioning the 'stuff' of the school is that there are chances that the case is originating from it while principal (in this case, it is me)does not realize yet. If the case is originating from the lack of the school, I will work on it. If the case is originating from the person's character, there will be one thing I consider, namely: whether the person is a teacher, or a staff (team leader). If s/he is a teacher, I will ask the team leader to deal with it because I still have other things more urgent to do, and I want to give this task as a part of responsibility of the team leader. If the team leader fails to deal with it, I will deal with it directly, asking the person to talk with me. If it fails, there will be the first warning, second, and the third. If it still fails, no more excuse, out!!! If the person who cannot coordinate is the team leader, I will directly ask him/her to talk with me.
Ari Sukma-8212708006
Being a school leader of many staffs and teachers with different characters is not an easy job. S/he does not only deal with the goals that need to be achieved, but the way how to reach it also. Regarding the way to achieve the setting goals, a principal needs a support from his/her subordinates. However, I cannot deny that there will be probably a teacher or even a few who is not willing to support the school action plan that has been socialized by the principal. I think that a principal cannot fully assume that all his/her subordinates will be in line with him/her. To overcome this incident, a principal should:
1. Talk to the teacher personally (personal approach)
A principal might invite the teacher to have a personal discussion in which s/he can remind the teacher of the goal that they have to achieve altogether. In addition, a principal can inform the teacher the reason of the decision making of the school action plan to make him/her understand why it must be applied. This discussion usually facilitates the teacher to share his/her ideas explicitly including his/her agreement or disagreement toward the plan made. As long as it is negotiable, both sides can find ‘win-win solution’.
2. Issue warning letter
Once personal approach fails, a principal can give sanction to the teacher. If s/he is a contract teacher, a principal will be easier to issue a warning letter as it is usually written in the contract that teacher must follow any school action plan. Otherwise, school has a right to terminate the contract. However, it is quite hard to do the same thing to the permanent teacher. The possible action that a principal can do is to give sanction and the teacher will be evaluated in certain length of time whether s/he will change or not. Otherwise, a principal can rotate and remove him/her to other branch or level. If all of these steps are not successfully done, the worst action is to fire the teacher.
Esti - 8212708009
I agree with my friends opinion that every person is different. Each of them has their own personality. What we have to know is the reason behind their attitude. We have to be sensitive to know the problems lie behind their attitude. By observing it we then can decide a proper act related to it.
Having discussion is a first good action we can do, but if they still resist we have to reflect and evaluate whether our decision or plan is good or not, appropriate or not. When we sure then do it, leave them. I believe if what we do is good for the benefit of the community they will see and feel the results, then it may influenece them.
I have an experience related to this. One of my colleagues was alwyas disagree and made 'rebellion' with the policy made together related to teaching materials. We have several duscussion and approaches but she kept on rejecting. So,we just did the program of teaching material we had decided previously. At the end of semester she realized that our program went and worked well in helping sutudents. Then she followed us. Of course this experience cannot be appled generally.
There are steps that I’d take to deal with the problem:
1.Talk privately with the staff/teacher who doesn’t want to cooperate. Listen and consider her/his objections to the school action plan.
2.Gather as much facts as I can about the objections. Discuss the objections with the other people involve. There are two options available:
a.If the objections are valid or reasonable, gather people who are involve with the school action plan and discuss on how to solve the problems. Involve the particular staff/teacher in solving the problems. Listen and consider her/his alternatives on the school action plan.
b.However, if the objection uttered by the particular staff/teacher doesn’t have any reasonable background or validity, or if it’s just based on pettiness or jealousy, than as a school leader I can dismiss the objections. I can move him/her to an unimportant position where his/her cooperation is not necessary. If he/she insists on being uncooperative and creating troubles for the others, then I can give a warning to the staff/teacher. The last step that I will have to take is to fire him/her.
Retno Indrasari - 8212708014
I have never put my back on a principal hot seat but it looks like fun to do. I can lead the school into better condition just like what I want. It will be a monarchy institution- sounds cool to me. According to my opinion, I like to keep my subordinates and the institution I lead works as I want. From my experience in running a business, I took no tolerance if someone refuses or working out of my instruction. If someone is refuse to follow my order or working under their own thinking I will take actions. In a principal’s seat, I will lead my subordinates- as in this case teachers- working under my supervision. My further action will be divided into some considerations which are first warning, second warning and third warning. Each warns has its own regulation and these rules will be applied into all subordinates including teachers until security guards. If someone does not obey my words then I will give him/her warns which are limited until three times, and the fourth warn will be a kicked out from institution. Mistakes that I count will be started from on time arrival and dismissal until miss teaching. Furthermore, as a principal I will observe all of my subordinates by looking at their performances. So I will be rarely found in the principal office. I will have a mistakes recorder or even I will carry a handy cam so I can catch them in the act. Warns may be shortened if the outlaw have their unreasonable argumentation or even if they attack me directly. I may expel them directly.
Dimas
I agree with the opinion that we are all different, but we must try to learn and understand the differences.
There are some steps that a principal should take, if there is a teacher or staff who would not cooperate with the school action plan.
1.Making introspection and examining whether his decision, plan or policy is the right thing to do for every teacher and staff.
2.Asking or discussing with the other vice principals about this matter.
3.Setting up a meeting to talk with the teacher about the matter. I suggest that the best time to talk is either before or after school hours, when both the principal and the teacher can focus. Don't ask the teacher immediately about his or her unwillingness to cooperate with the school's plan , but a principal should raise personal questions friendly then calmly explain what the principal perceives as a problem and offer suggestions to help correct the situation.
4.Negotiating and making an agreement with the teacher concern.
5.If the teacher does not want to make an agreement, eliminate or move him or her to another school. Of course this can be done after a thorough discussion with the higher administrator, in this case is the Head of Regional Board of Education.
It is not easy to be a leader. Above all, a principal should create a culture of accountability; engage staff in analyzing results and creating action plans and make personnel decisions appropriately.
I agree with the opinion that we are all different, but we must try to learn and understand the differences.
There are some steps that a principal should take, if there is a teacher or staff who would not cooperate with the school action plan.
1.Making introspection and examining whether his decision, plan or policy is the right thing to do for every teacher and staff.
2.Asking or discussing with the other vice principals about this matter.
3.Setting up a meeting to talk with the teacher about the matter. I suggest that the best time to talk is either before or after school hours, when both the principal and the teacher can focus. Don't ask the teacher immediately about his or her unwillingness to cooperate with the school's plan , but a principal should raise personal questions friendly then calmly explain what the principal perceives as a problem and offer suggestions to help correct the situation.
4.Negotiating and making an agreement with the teacher concern.
5.If the teacher does not want to make an agreement, eliminate or move him or her to another school. Of course this can be done after a thorough discussion with the higher administrator, in this case is the Head of Regional Board of Education.
It is not easy to be a leader. Above all, a principal should create a culture of accountability; engage staff in analyzing results and creating action plans and make personnel decisions appropriately.
Eric Sulindra
MPBI 12
If there were a school teacher who would not cooperate or agree on any plan that I had made as a school principal, initially I would not involve him or her too much in any of the plan agreed by my teachers and I. However, it was not the end of it. There should be further action taken which goal was to involve every teacher at their optimum performance.
When a teacher is frequently not taking part in any of the school plan, there should be a logical explanation. There are three possible causes of not involving in a school plan:
1. The teacher is having a complicated personal problem that takes up his or her energy. It will take some time before the teacher can actively participate in any of the school program. For example, I once had a colleague who hardly participated in any of our institution program. We, his colleagues, finally found out that he was in a middle of a complicated family problem. It took him about six months before he could actively participate in my institution programs (of course, he was still doing his routine jobs, like teaching and correcting students’ work.).
2. The teacher is still new and in the process of ‘finding his/ her place’ in the group, the school society. It is hard for a new person in an organization to directly involve in the organization’s activity, or directly express him/ herself in the society where he or she is in (with some exception for some people with ‘exceptional personality’).
For the two possible causes above, the teachers will mostly say yes in words, when being asked to get involve in a school plan, but will ‘say no in the action’, meaning that they will not take part in the action plan.
3. The teacher is a person with ‘difficult personality’, a personality which causing him or her to be very difficult to cooperate or work in a team with other people. The reason of saying ‘No’ is not because of the plan itself (e.g. the plan is bad.), but mostly because of his or her ‘oppositional personality’, a personality that enjoys being the opposition party. This kind of person has a natural rebellious personality, which always against the mainstream. The background of oppositional personality is usually overwhelmed with traumatic experiences related to an authority in the past (e.g. parents, school principal, teachers, etc.).
For case number 1 and two, as a school principal, I would simply wait and encourage the teacher to actively participate more and more, giving him or her more responsibility, little by little, as the time goes by. For case number 3, which is mostly happening at most schools, I would…to be honest…pray to God…asking for His Wisdom (and strength to endure the difficult behavior), then by His grace, I believe, I would find something inside him or her (talent or interest) that would be the starting point of our relationship as a school principal and a school teacher. Ibu Anita Lie, my lecturer in this class, once told a story about a difficult (teacher or parent?) who hardly cooperated in any possible ways. Then, she found out that this person likes to be ‘on stage’. Eventually, Ibu Anita put her in the position of a leader of an orchestra; it worked very well for the following relationship between them. By the same principle, I would try hard to find my teacher’s interest or talent, and find ways for him or her to express her/ himself, hoping that by doing this he or she would begin to be more ‘cooperative’.
What I have written here is the theoretical approach to the problem of having a difficult person in a team. However, practically, in my opinion based on my personal experience, there is no fixed guarantee that a difficult person would change so easily. The best thing which can happen is that having this difficult person around will change…ourselves…to be a better person.
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