Overall I have to look at the Receiver’s facts and just think that all of the statements within it are true. I feel like i am in the giver’s fantasy. I really feel it is hard to see anything but good feedback, I am hard on my self but when others are it is hard to see or take in. I prefer the non-judgemental statements to say the last one. I feel like my intentions for the class were good and whoeever this person was who said this obviously does not really know me or did not try to get to know me. other than that I enjoyed reading my feedback as it was substantial to the learning process for this class.

1. The quality and amount of group production is the responsibility of the group. True
2. I am a member of the group. True
3. The quality and amount of group production is my responsibility. True
4. Goal-setting is a responsibility that I share. If true, explain how. True, I feel that it is the responsibility of everyone within a group to set their own goals. I have set mine to become less out of my norm of what I think a classroom setting should be. The structure of this class has pushed me to think in different ways, and set different goals accordingly. Specifically, I have tried to set the goal that I will utilize the wiki site not only for the class but for my own personal advantage!
5. I have been instrumental in marshalling resources for the group. If true, explain how. True, I have engaged in the making of the wiki site, which the is the fundamental aspect of the class on the whole, in my eyes.
6. Members are more important to groups than leaders. True
7. I am using this class to satisfy my individual and group-irrelevant needs. If true, on what basis can you earn a passing grade? False
8. To be a member in a group means I have to take on one or more roles. True
9. If I am in a group, I am either a functional member or an un- or dys-functional member. False
10. Our class/group has all the roles necessary to achieve optimum group growth and productivity. If true, explain. If false, which role(s) are we missing? True, we have really come to our goal, the wiki site, and I really never saw the full potential it could have until now!
11. Our class/group has not yet generated effective work on the problem of role-requiredness. If true, what role have you been playing? If false, what evidence – on the group level – supports your claim? False, we have all obtained roles in the group, whether some may be seen as more efficient or not, we are all doing the jobs we set out do, and accomplish our goals within the group.
12. My role(s) in the class/group and different sub-group teams has changed depending on the stage of development. If false, why not, and what does having a static, unchanging role “do” to or for the group? If true, fill out the chart below. True
13. Improving the group’s quality of functioning requires diagnosing role requirements needed at the current stage of development. True
14. I am unsure how to diagnose role requirements needed by my sub-group team. If true, what is your strategy for learning? False
15. I have role flexibility. If true, explain with three or more specific examples from class. If false, what are the adverse consequences to your teams and the class/group-as-a-whole? False, right now I see my role as a specific group member with the goal to finish my personal project for the wiki and make sure it fits into the class wiki on the whole.
16. Developing role flexibility is an important objective of group member training. The three roles I flex among the most are: a) energizer, b) orientator, and c) encourager. My decision to flex is based upon: the wiki and my own personal goals. (name at least two factors and give an actual example).
17. My personality and the role(s) I play in groups are the same thing. True
18. I never find myself resisting the retraining required to be a functional group member. If true, are you saying you never experience tension or anxiety in the class/group? Explain. If false, how does your resistance tend to show itself in role behavior? False, I always find myself confused, and this rubs off on my performance within a group, specifically this one. I have learned to use the confusion in another way, and make it so I can ask questions, and sometimes find answers on my own as well.
19. I am highly sensitive to criticism about my functional role in a group. False
20. I will do anything possible to make sure everyone feels good, even if it means producing an inferior product. False
21. I am sensitive to the operation of member roles in our class/group and in my sub-group teams. True
22. I am aware of and conscious about my own proficiency in different functional roles. True
23. I can identify several functional roles in any group. True
24. I can match the roles required to the stage of development a group is in. True
25. I can assess what role I can play best based on changing requirements for the group. True

2. “I thought I was being told to look the author in the eye.”

3. “I read wikipedia… I figured it was someone telling the author to look them in the eye.”

First, I must explain that when hearing the phrase “look me in the eye”, direct personal communication with another person comes to mind. I think that looking someone directly in they eye while having a discussion is vital to good communication- it shows that you are engaged in what they have to say, and perhaps they may be more involved when you have something to say to them in return. However, I realize that not everyone uses eye contact as a way to “listen” or be involved in conversation. I thought that the author meant that we should be looking him in the eye- even though that was impossible because we are just reading his book- not having a personal conversation. However, after reading the 3rd answer (above) I noticed that perhaps the author was using the title to explain that someone else perhaps wanted him to look another in the eye.

John’s experiences go along with my personal experiences both in and out of class dealing with communication. He finds that sometimes the things that he says are not always in line with the goals he seeks to achieve. Communicating is harder than we all think. I find that many times what I try to get across to others is not always what becomes of my communication, even when I am the clearest “I think” I can be!

I have to agree with Jackie in that she thinks “bitch” is very representative of our U.S culture. She expressed that living in a college area, you hear the word almost every day, even if it is not you that the word is being expressed to. Professors (women) will be called bitches if they give too much work or grade too hard. A female classmate can be called a bitch if she does something you don’t agree with. However, unlike Jackie, I feel that men can also be called bitches in this day and age as well. If they are acting like a woman or complain they can be called a “little bitch”. The word in itself is out there to be an insult and nothing else. It is very rare that I hear the word in terms of a female dog.. unless I am watching a dog show?? The word has definately come to represent a person who is bothering you that you want to call out.

In regards to our class as a group, I have never once heard the term being used which is a good thing. However, since it is such a commonly used word, I am sure it has been said. Since our class is respectful of others, I am sure that the word would never be used to express feelings of a fellow classmate, but it could be used to tell a story of someone outside of our group.

Reading up on the problems in Colombia, it is hard not to feel for the millions involved in this somehow. Just because I am not going to attend does not mean I don’t hope for change.