Remember To Squeeze The Most Learning From Your Effort

Name Remember To Squeeze The Most Learning From Your Effort Dive D

Name Remember To Squeeze The Most Learning From Your Effort Dive D

Use the five suggestions printed on the inside back cover of your COL 101 On Course textbook. Journal Entry 19 involves exploring assertiveness through practical exercises. The activity includes constructing responses to an instructor in a scenario where the student is shut out of a required course, writing a letter to seek assistance for a challenging academic goal, and reflecting on personal assertiveness and communication strategies.

Paper For Above instruction

Effective assertiveness is vital for academic success, interpersonal relationships, and self-esteem development. It allows individuals to communicate their needs and boundaries clearly and respectfully, fostering mutual understanding and personal empowerment. This paper examines a practical exercise designed to enhance assertiveness skills through three components: responding to an instructor in a challenging situation, requesting assistance for a significant academic goal, and reflecting on personal assertiveness practice and future improvements.

Responding to the Instructor: Placating, Blaming, and Leveling

The scenario involves a student who finds their name absent from the course roster in their final required class, leading to potential postponement of graduation. Three different responses showcase varying assertiveness levels:

  • Placating response: "I understand there might be some confusion. I really needed this class to graduate on time. Is there any way we could work something out or consider a waitlist?"
  • Blaming response: "You must have made a mistake. I signed up for this class correctly, and I don’t understand why my name isn’t on the roster. This is unfair, and I won’t let it ruin my graduation."
  • Leveling response: "I noticed my name isn’t on the roster for this course, which is essential for my graduation. Could we discuss possible solutions or alternatives? I’d appreciate your help in resolving this issue."

Each response demonstrates different levels of assertiveness: placating attempts to appease, blaming shifts responsibility unjustly, while leveling communicates directly and respectfully to seek resolution.

Writing a Letter for Academic Support

The second part involves drafting a letter to an individual who can aid in overcoming an academic challenge. For example, a student might write to a faculty advisor or mentor explaining their most challenging academic goal, such as earning a specific GPA to qualify for an internship essential for their career aspirations. They should describe how this goal connects to their long-term dream—perhaps becoming a licensed professional or building a future in a specialized field—and articulate the obstacles preventing achievement, such as time management issues or lack of resources.

The student should then clarify how the recipient can assist—perhaps by providing guidance, mentorship, or recommending resources—and acknowledge any hesitations or fears about asking for help. The letter should be concise, persuasive, and aligned with the DAPPS rules (which emphasize Specificity, Achievability, Positive framing, Proximity, and Satisfaction). The goal is to make a clear, respectful request that encourages support.

Reflection on Assertiveness

Reflecting on personal assertiveness involves analyzing one's communication patterns in pursuit of goals. An individual might realize they tend to be passive, frequently placating or avoiding confrontation, which can undermine self-esteem and hinder progress. Alternatively, they may recognize moments of over-blaming that damage relationships and hinder collaboration. Developing a balanced, leveling approach—being honest, respectful, and firm—can foster stronger relationships and bolster self-esteem.

Changes in communication strategies might include practicing assertive language, such as “I” statements, clear requests, and boundaries, while learning to say “no” when necessary. Adopting these behaviors involves confronting fears of rejection or conflict but ultimately leads to greater personal empowerment and authentic interactions. Deep reflection on one's tendencies and deliberate practice will support growth toward more effective, assertive communication.

In conclusion, practicing assertiveness through real-life exercises—responding appropriately to challenging situations, seeking support effectively, and reflecting on personal communication patterns—can significantly enhance self-esteem and achieve academic and personal goals. The commitment to genuine leveling communication, coupled with awareness and intentional effort, fosters resilience and authenticity in all interactions.

References

  • Alberti, R. E., & Emmons, M. L. (2017). Your Perfect Right: Assertiveness and Equality in Your Life and Relationships. Impact Publishers.
  • Cornelius, M. (2014). The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and inRelationships. New Harbinger Publications.
  • Hargie, O. (2011). Skilled Interpersonal Communication: Research, Theory and Practice. Routledge.
  • P Richards, & E. K. Carter (Eds.), (2019). Interpersonal communication: Relating to Others. Wiley-Blackwell.
  • Thompson, L. (2018). Making the Team: A Guide to Quitting and Rejoining. Pearson.
  • Baumgarten, M. (2020). The art of assertive communication. Journal of Communication Skills, 35(2), 134-148.
  • Johnson, D. W., & Johnson, R. T. (2014). Joining Together: Group Theory and Group Skills. Pearson.
  • Gerard, H. B. (2016). Communicative competence and assertiveness. International Journal of Communication, 10, 189-205.
  • Levine, T. R. (2017). What is assertiveness? Communication Monographs, 84(2), 137-154.
  • MacNealy, M. S. (2018). Strategies for effective communication. Harvard Business Review.

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