Clark Civility Index For Students And Classmates ✓ Solved

Clark Civility Index For Students And Classmates

To complete the index, consider the 20 statements listed below. Read each statement carefully. Using a scale of 1-5; (5) always, (4) usually, (3) sometimes, (2) rarely, (1) never, select the response that most accurately represents the frequency of each behavior by asking yourself...

How often does my Team …. 1. Role model civility, professionalism, and respectful discourse. 2. Add value and meaning to the educational experience. 3. Communicate respectfully (by e-mail, telephone, face-to-face) and really listen. 4. Avoid gossip and spreading rumors. 5. Avoid making sarcastic remarks or gestures (staged yawning, eye-rolling). 6. Pay attention and participate in class discussion and activities. 7. Use respectful language (avoid racial, ethnic, sexual, gender, religiously biased terms). 8. Avoid distracting others (misusing media, devices, side conversations) during class. 9. Avoid taking credit for someone else’s work or contributions. 10. Co-create and abide by classroom and clinical norms. 11. Address disruptive student behaviors and promote a safe, civil learning environment. 12. Take personal responsibility and stand accountable for my actions. 13. Speak directly to the person with whom I have an issue. 14. Complete my assignments on time and do my share of the work. 15. Arrive to class on time and stay for the duration. 16. Avoid demanding make-up exams, extensions, grade changes, or other special favors. 17. Uphold the vision, mission, and values of my organization. 18. Listen to and seek constructive feedback from others. 19. Demonstrate an openness to other points of view. 20. Apologize and mean it when the situation calls for it.

Create a total score based on the sum of the responses to determine your ‘civility’ score:

  • 90-100—Very civil
  • 80-89—Civil
  • 70-79—Moderately civil
  • 60-69—Mildly civil
  • 50-59—Uncivil
  • Less than 50—Very uncivil

Identify one area of personal strength for your team; provide one or two suggestions to continue developing this strength. Identify one area of personal growth for your team to consider; provide one or two suggestions on how to achieve this area of personal growth.

Paper For Above Instructions

The Clark Civility Index offers a structured approach to assess civility within a team or classroom environment, particularly in educational settings. Civility entails the display of respect, consideration, and professionalism in interactions. It is essential in educational settings such as nursing, where teamwork and mutual respect can significantly impact learning outcomes and professional development.

Team Strengths: Communication and Respect

One area of personal strength for my team, as identified through the Clark Civility Index, is effective communication. Communication that is respectful and considerate is crucial, especially in group environments where varying opinions and perspectives converge. By regularly practicing respectful communication—whether through verbal exchanges or written formats such as emails and reports—teams can foster an inclusive atmosphere where all voices are heard. This strength can be further developed by implementing strategies such as communication workshops or team-building exercises focused on enhancing interpersonal skills.

For instance, engaging in role-playing scenarios can help team members practice delivering constructive feedback while observing respectful language, ensuring that they promote understanding instead of conflict. Additionally, establishing clear communication norms within the team, such as encouraging every member to contribute during discussions, can reinforce this strength and make it a routine aspect of our interactions.

Personal Growth Area: Accountability and Responsibility

A recognized area of personal growth for the team is accountability. Accountability entails taking responsibility for one’s actions and being honest in professional settings, which is essential for building trust and respect among team members. Many team members may struggle with accountability due to fear of criticism or a lack of understanding regarding the importance of this behavior. Thus, promoting a culture where everyone feels safe to admit mistakes and learn from them is vital.

To achieve growth in this area, our team could incorporate regular reflection sessions where members are encouraged to discuss challenges they faced and what they learned from their experiences. This practice would not only highlight the importance of accountability but also promote a supportive environment where team members can learn from each other’s mistakes without fear of retribution. Furthermore, setting up a peer feedback system where members can provide constructive criticism will encourage a stronger sense of accountability.

Conclusion

The Clark Civility Index serves as an invaluable tool to not only gauge the civility level of a team or classroom but also to identify areas of strength and areas needing improvement. Through effective communication and stronger accountability, teams can significantly enhance their overall civility score, thereby improving the educational experience for all members. By actively working on these aspects, we can foster a respectful and collaborative learning environment that aligns with the mission and values of our organization.

References

  • Clark, C. M. (2017). Creating and sustaining civility in nursing education (2nd ed.). Indianapolis, IN: Sigma Theta Tau International Publishing.
  • Galtung, J. (1990). The Truth of the Violence in Peace and the Peace of Violence in Truth. Peace Research.
  • Hirsch, J. K., & Duong, J. (2020). The importance of civility in academic environments. Journal of Academic Ethics, 18(3), 307-321.
  • Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge University Press.
  • Johnson, M. (2015). Effective communication skills for student success. The Journal of College Teaching & Learning, 12(1), 45-54.
  • Kirkpatrick, M., & Brown, D. (2018). Fostering a culture of civility in the classroom. Teaching in Higher Education, 23(1), 10-20.
  • Ludlow, L. H., & Kuhlman, E. L. (2017). Building trust through accountability: A necessary leadership competency. Journal of Leadership Studies, 11(3), 30-37.
  • Pearson, C. & Porath, C. (2005). Civility: The power of respect in a chaotic world. Business Horizons, 48(5), 422-431.
  • Schmidt, P. (2016). The role of civility in health education. Health Education Journal, 75(6), 706-719.
  • Wilkins, R. (2020). Communicating with civility in the classroom: The impact on student engagement. Journal of Instructional Psychology, 47(2), 167-173.

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