Another component is the interaction process, which takes an interaction from the beginning to the end. Here there are such processes as problem solving and responding to conflict and resistance, which requires effective communication skills (Friend & Cook, 2009). Another component is a set of programs and services. These provide the baseline for the collaborative activities to take place. In these services, there are interactive processes that are meant to design and deliver student services takes place.
The last component in the collaborative process is context. This is the surrounding where the collaborative processes take place. According to me, the most difficult component to implement is communication skills. This is mainly because of the diversities in cultural backgrounds that you come across when you meet different colleagues and parents. In this case, disagreements can easily come along since some people tend to be ethnocentric. For example, the student to be assisted may be living with grandparents, who may be illiterate, and can only communicate in their mother tongue. As a teacher, or any other team member, it will really need you to have the knowledge of that particular language, or else there will be no communication progress.
The problem-solving process entails sequential procedures that have to be followed in order to come out with good results. The first step is to analyze the problem-solving context. Here, you examine the conditions related to the possibility of the problem-solving process to succeed. You also come up with ideas on what might happen if the problem is not solved.
The next step is to identify the problem. In this case, you explore all data that can give information concerning the problem, having your main goal in mind (Friend & Cook, 2009). The next step is to find out if the amount of resources needed in addressing the problem in question. Here you can conduct some form of estimations and approximations. You will have