Section # 1.

4 Teamwork
Students need to learn how to work with others no matter where they are. Teamwork is closely related to communication and responsibility because your individual actions will always affect the others around you. Working with others can make jobs easier, and teamwork can help with solving problems by providing different perspectives and different ideas. However teamwork can also be a challenging skill, which is why it is a skill that needs to be developed and practiced. Teamwork does not always mean that you will work in small groups. Teamwork can include many people working on individual tasks, that when combined benefit the whole team. For example, a seller or cashier is a member of the shops team. If they dont do their job well, the shop will not succeed. Therefore, the seller/cashiers decisions will affect the success of the shop even though the their responsibilities do not require them to work directly with other employees. If any member of the shops team fails, the shop will suffer negative consequences. Objectives (Learning Outcomes): Students will be able to: Identify different ways to define a team. Identify importance of each member in the team by assigning tasks to different members of their group according to the experience and abilities of group members. Demonstrate how to be a good team member by following 5 main points. Apply teamwork skills within various scenarios. Suggested Lessons for this section: 1.4.1 What does Teamwork look like? 1.4.2 Value of working as Team Why teamwork is better than doing everything by yourself. How to learn from others 5 main points 1.4.3 What makes good Teamwork? Demonstrate good teamwork skills Listening to others and communicating well Required skills (core knowledge): Communicate well with others Organization Responsibility Important Connections: Sharing ideas and accepting ideas amongst the team Taking responsibilities and giving responsibilities within the team to meet objectives Finishing individual tasks is important to accomplishing the teams task.

Quotes/Proverbs for Section Introduction: No I in TEAM Pull your own weight Suggested Resources: Video clips, news prints, material for games (strings, plastic cup, plate, balls, etc..)

Activities for 1.4.1 What does teamwork look like?

Title: Disappearing Colleagues Objective: To demonstrate the difficulty when people are not available to help the team. Materials: Water Balloon / A stack of paper plates Application: Activity Procedure:
1. The instructor has all the students get into even sized groups. The groups stand in a line side by side with their arms stretched out. Each person should be able to touch the finger tips of the people next to them. They are told that their feet cannot move from place. Each line is given a water balloon to pass up and down the line. Try this several times. After a few passes the instructor then walks around and taps certain people. These people need to sit down in their lines and they cannot touch the water balloon. (The instructor should tap the students standing in the middle of the lines, as the beginning and end people need to be the same.) This continues until only one group remains. (If it is close, at the end it will only be the first and the last people in the lines throwing the water balloons over the heads of their teammates.) Alter nat e V er sion : Make a large circle of all students. Start passing a stack of paper plates around the circle. Once they have all been passed around once, then select students to sit down. Each round will have fewer and fewer students. Follow-Up Questions: How did the game change over time? Why did it get more difficult? What do you think we will be studying about today? (Teamwork) How does this game connect to teamwork?

Title: Putting the pieces together Objective: Use metaphors to show that all teams are like any tool: they have individual parts that are necessary to make everything work. Materials: Flashlight; Telephone; Fan; Whiteboard; Markers Application: Discussion Procedure:
1. First show the students a flashlight that works. Turn it on and off. Now tell the students that you will remove one part of the flashlight and ask them what will happen. (It will not work) Then follow-up and ask the students why it will not work. (They should be able to see that each part has a job to make the flashlight work, and if one part is removed then the whole thing will not work) Use some other simple machines to demonstrate this point, i.e. fans, telephone. 2. Here the instructor will talk about the functions of the different machines. This will be used in comparison to teams that people work and play on. Each of these teams also has a main task to perform, much like the simple machines. What we will do after this is to show that on a team the members are all needed to complete the task well. Think about these machines. Each has a job to complete. What are the jobs of these machines? Flashlight: so you can see in the dark Telephone: so you can talk to someone who is not near you Fan: to keep you cool when it is hot 3. Now, ask the students to think about something they do in groups where the group has one main job. The following examples are provided for the trainer: Football/ Volleyball/ Caneball: to win the game Cooking: to make food so we can eat

Group work in class/ team games in class: to answer the problem of do the assignment correctly

4. Connection Questions: a. In a world cup match what happens when a player gets a red card? They have to leave the game and they cannot be replaced. That team looses one player Why is this a bad thing to happen for the team? They will be weaker and not as effective. Ask the students to explain how this is similar to the flashlight. b. Ask the students to think of a volleyball or a football team. Does everyone on the team have the same skills? Ask the students to give examples of different skills for these games and how that connects to what job they have on the team. Here we are looking to see if the students can identify that people with certain skills are placed in specific positions. Someone who is very quick and a good passer might play on offense.

Title: Journal Objective: To identify examples of teams within their community. Materials: Journal Application: Homework / Activity Procedure:
1. Ask the students to identify people who work in teams where they live/ in their communities. This should not include sports teams for this example. If necessary the trainer can provide a few examples, e.g. school staff, cooking groups, clinic medics. What is the team they work on? What is their main task? How many people are on the team? What different roles do they have? Why do they have these different roles?

The next class the trainer will ask some of the students to share what they found. Also the trainer should check to see that everyone has completed their work.

Activities for 1.4.2 Value of working as a team

Title: Pulling your own weight Objective: To identify that tasks are easier when everyone works together. Materials: Plastic folding mat Application: Activity Procedure:
1. The trainer takes a plastic folding mat and puts it folded in half on the ground. The trainer will ask some volunteers to sit on the mat (2-3 people). Then ask 5 people to come up and take one end of the mat and pull the students across the classroom. Was everyone in the group pulling? Was that difficult to do? 2. Now ask the students to pull the others back across the classroom. This time tell one of the students pulling to hold onto the mat but dont use any strength/ dont really pull. Was there any difference this time? Was it heavier? 3. Do it again but this time choose two more students to not pull. So now there are two pulling and three not pulling. Was it different this time? Was it heavier? 4. Introduce the phrase Pull y our o wn w eig ht. This means that everyone does their part and does not do less than they should. 5. Ask the students to very quickly write in their journals what this means to them about teamwork.

Title: Staying balanced Objective: To demonstrate the need for communication within a team. Materials: One long stick / rod/ pole Application: Activity Procedure:
1. Students will have to stand in two lines facing each other. Trainer will put one long stick between two lines. All students have to use their two fingers and put it on the ground. All students need to touch the stick AT ALL TIMES until it touches the ground. If someones finger comes off the stick they have to start it from the beginning. 2. Discussion Questions: a. Was it easy to get the stick down? b. What was most/least helpful when doing this activity? c. What did your group do to finally accomplish the task? d. Does this relate to teamwork?

Title: Stick the nose on the clown Objective: To communicate directions within the group to accomplish a common goal. Materials: Large newsprint with a face drawn, but no nose; Tape; Nose cutout Application: Activity / Game Procedure:
1. 2. 3. 4. On a big sheet of newsprint the trainer has drawn a picture of a face with no nose. The students are put into groups of three. If necessary some students can be on more than one group in a different role if there are not enough team members. The trainer will tell the students that their goal is to get the nose with the tape the closest to the right position on the face. The team will have one minute to complete this task. The person with the nose can only touch the wall one time. The first time they touch they have to stick the nose on the wall. Each person in the group has a different task. a. The person who holds the nose is blindfolded and cannot talk. This person will listen to directions from person 2 b. Person 2 can talk but cannot look at person 1. Person 2 must face opposite the face and the wall. Person 2 can only look at person 3. c. Person 3 can look at everything, but cannot talk. Person 3 must communicate with only body language to person 2. Person 3 needs to give directions for person 1 on where to go and how to put the nose on the face. Person 2 can speak and give these directions to person 1. d. The winning team is the one that gets the nose closest to the correct place.

5. After this the trainer will then get the students to think about the following questions: What was the objective here? What were the different task your team had to do? Were you successful? Why or why not? Did everyone have a role to play? What were these roles? 6. The trainer will explain that this is an example of teamwork. The team has a shared goal. In order to reach this goal it is necessary to complete smaller tasks. These tasks need to be done by different people. And the different people on the team need to work together and help each other out in order to get the job done correctly.

Title: Breaking up a big job into smaller ones Objective: To identify that a large task can be separated into smaller, individual tasks. Materials: Whiteboard; markers Application: Discussion / Activity Procedure:
These jobs are just examples and the trainer should feel free to use other more appropriate or interesting examples.

1. The trainer will give the following examples for the students in groups to look at. The trainer will walk the groups through the first example. Here the trainer will elicit responses from the students on the different smaller tasks that need to be completed in order to reach the objective. Washing 50 shirts o Separate dark and light colors o Prepare the water and the soap buckets o Scrub the clothes o Rinse the clothes o Wring out the clothes o Hang them up to dry Cleaning up the school ground/ dorm Making a sign for the next school holiday Washing a truck 2. The trainer will then have the students in groups look at the last three examples and give them a chance to break these up into smaller jobs.

3. After they have done this then the trainer can elicit some answers from the groups. One group can take the first one, then the trainer can ask if the other groups agree or if they have forgotten some steps. 4. The trainer should make sure to add some missing steps in as well. 5. Remind the students that when working with teams, its important to take advantage of everyones strength. Therefore assigning roles can be important to the success of a task. 6. Tell the students to look again at the first example from above about washing clothes. Imagine you have two people who are going to do this job, a mother and her 12 year-old son. Who do you think should have the different jobs? Why? Now imagine you add in another person, a 15 year old daughter. How will this change the roles and responsibilities? 7. Now ask students to take one of the other examples from above. Make a sign for the next school holiday and look again at the different tasks. Purchase materials at the market Find out what the sign is for and when it needs to be completed Plan the words that will go on the sign Plan the design for the sign Draw out the plan on the foam board Cut the letters and the pictures out of the foamboard and paper Glue the letters and the pictures down to the backboard They should think of the following: For the first task what needs to be done here? Someone needs to be able to go to the stationary store and buy the materials. So, we need someone who can ride a motorbike and is able to speak Thai or Burmese to the staff at the store. Who in the class could do this? If none of the students could do this, remember that the trainer could do this part. Repeat this same process for the rest of the steps to go through.

Activities for 1.4.3 What ma kes good teamwork?

Title: Singing about teamwork Objective: To show how working with others effectively and responsibly will help you get your own work done.

Materials: Guitar / Instruments; Poster material; Glue; Markers Application: Discussion / Activity Procedure:
1. Put the students into groups of 3 or 4. Tell them that they either need to make a song or a poster about their class. Give the groups a few minutes to discuss this. When they make a decision ask them how they made this decision. They will probably reply that someone in their group has a related talent. Remind the students here that they should make a thoughtful decision by using information. 2. Before continuing, the trainer should remind students that: a. A big part of teamwork is listening to and respecting each other. b. Giving your ideas is being responsible to yourself and listening to team members is responsibility to others c. It is the responsibility to the group to help each other out if you are finished with your work earlier The trainer will be walking around checking to see that people are giving ideas and listening to each other. The trainer will also be walking around to see that if some have finished their work early they are helping the others to finish the job on time. 3. 4. The first thing that the students need to do is define what their objective is. The trainer should try to push them to be a little specific, not just write a song, but they should say what kind of song or poster. Next, they need to break their work up into smaller tasks. Then these tasks need to be assigned to different team members. The trainer at this point when the students are working needs to make sure to be walking around and checking that roles have been distributed evenly among the different group members. The groups should be able to explain why they have given different roles to different people Then the trainer will give the groups time to complete their work. At this time it is important that the trainer is looking to see if team members who have completed their work are helping others on their team to finish on time. At the end of the time the groups will then present their final product and the trainer will give feedback on the following points: a. b. c. d. e. f. g. Group had objective Group was able to break up work into small jobs People were given responsibility to the small jobs The right people were selected for the jobs The group was able to finish its work During the work the members listened to and respected each other During the work the members who finished their work helped out their friends

5. 6. 7.

Title: Building a bridge Objective: Getting groups to collaborate and work together Materials: About 40 sheets of newspaper, cellotape, piece of fruit for each group. Application: Activity Procedure:
1. Students are put into groups of four and are challenged to build the longest newspaper bridge using only newspaper and cello tape. The bridge must stretch between two floor standing supports that are at least 20cms off the ground. Any of the span that is 20cm below the ground is not counted. If additional floor standing supports are added the distance to this floor standing support will be measured. The bridge should be able to support an object such as an orange or another piece of fruit. 2. At this point the trainer should put up the criteria for good teamwork up on the board. Each member of the group performs a specific task These tasks contribute to the overall objective

Each person performs a task according to their skills, abilities and experience. Group member perform a job outside of what their originally assigned role in order to help the objective. All ideas listened to and considered.

3. As the activity is being performed the trainer will walk around and question how each group performed as a team. The teacher should ask specific questions connected to the criteria above. For example: The students at this point should consider how well developed their teamwork skills are in comparison to Youth Connect. What is the objective of this assignment? Did everyone share their ideas about how to complete the assignment? Have you broken down the tasks into smaller manageable activities? Have you allocated the roles according where possible according to skills, abilities and experience? Did all students in the group will complete their task or in a timely and complete manner so that the objective of the bigger task can be completed? Did students perform tasks outside their own roles in order where possible in order to help achieve the teams objective?

Title: Enlargement Objective: Getting students to cooperate and collaborate together. Materials: Copy of picture and cut out for each group, pencils, newsprint, crayons/markers, scissors. Procedure:
1. 2. 3. Students are split into groups of 4 and are told that they have to reproduce the following picture. The students are given the picture that is cut into 4 pieces and each member must take responsibility to reproduce their piece. Tell the groups as a team they have to produce a picture which is ten times larger than the picture they are given. Students are given 25 minutes to complete the task. When students have finished they have to assemble the large picture on the walls to show how well they have managed to complete the task. Students should be able to explain how they coordinated the process and how they completed or didnt complete the task.

4. 5.

Questions for Discussion: a. Was your picture a success or failure? b. Why or why not? c. How did you decide which parts of the picture had to be done by which person in the team? Did this affect the success or failure of the others in group? d. The activity showed that there were different groups or people working on their own parts, to what extent did you need to consult with others in the group in order to complete the activity at hand? How did you have to consult with other members of the team who were working on different parts? e. Where do you think you might have to perform a similar task in the work place?

6. Again, the student can be asked to examine their team work skills by examining to what extent they fulfilled the criteria. What is the objective of this assignment? Did everyone share their ideas about how to complete the assignment? Have you broken down the tasks into smaller manageable activities? Have you allocated the roles according where possible according to skills, abilities and experience? Did all students in the group will complete their task or in a timely and complete manner so that the objective of the bigger task can be completed? Did students perform tasks outside their own roles in order where possible in order to help achieve the teams objective?