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Crucial Conversation.
Conducting Learner-Focused Conversations with Teachers
Session 1: Planning the First Conversation
Source: Crucial Confrontations by Kerry Patterson
Facilitated by:
Crucial ConversationConducting Learner-Focused Conversations with Teachers
Opening Activity – On your own read Learning Guide p.2
Definition: Underline 3 significant words Survey: Be honest with yourself
– Mark your survey responses– Add up your score
• How are you doing?
Welcome & Introductions
Superintendent Welcome Why the workshop is important
Facilitator Overview Agenda Enduring Understandings Guiding Questions Targeted Objectives
Introductions
Participants will… Preplan a crucial conversation Identify sources of influence which
shape the nature of conversations Simulate a conversation Plan effective closure ?Practice a conversation in triads?
4
Today’s Agenda
Proposed Norms & ExpectationsProposed Norms & Expectations
Stay focused and fully engaged no competing conversations please
Participate to grow share openly and monitor your listening
Be a learner create your own meaning and application
Get your needs met ask questions that benefit the group personal questions on breaks
Housekeeping silence cell phones handle business later share ONE point …then next person
Effective Conversations? In your past experience, think
of a time when you received feedback that was focused, helpful, and welcome?
What made it helpful? List at least 3 items
Share with your elbow partner
What are some difficult conversations you have had?
Are there any difficult conversations which you know you need to have?
Is there a staff member in your school, where classroom performance does not meet expectations? What stops YOU from having the
difficult conversations?
7
Difficult Conversations?
Uncomfortable with possible reaction of the teacher during the conversation.
Worried that things will get worse and/or negative impact on relationship
Fear of reaction of staff and/or other unintended consequences
Cannot find the timeIt is a friend
8
Some Common Reasons
Session 1 Segment 1Guiding Questions:
What do I need to consider before I engage in the conversation?
How do I master my internal issues/perspectives related to the problem to be addressed?
How do motivation & capacity play into the issue and solution?
Agree On a PlanAgree On a Plan
Follow UpFollow Up
New Problems
Refocus on theOriginal Problems
Make It Safe
Fear?
Work on Me First
Confront With Safety
Move To ActionMove To Action
Stay Focused& Flexible
Work on Me FirstApplication
• Choose a teacher that knows you and with whom you have a positive relationship• Will he/she practice with you?
• Take out a blank graphic organizer and two blank sheets of paper for making notes
• Getting Started…• Put his/her name in the organizer• Identify the INSTRUCTIONAL issue
Work on Me FirstDeciding What to Confront
• Think C P R • Describe Content, Pattern, Relationship• Consider intent & consequences
• Identify what you do and do not want for yourself, the other person, and the relationship.
Work on Me FirstDeciding IF to Confront
• Based on C P R consider the following:• Is my conscience nagging me, and therefore I
know I need to speak up? (I really cannot choose the comfort of silence.)
• Is speaking up in the best interest of children?• Is this an individual or school issue?
• Will the school culture support my effort to speak up on this issue?
• Do I want to lead?
Work on Me FirstMaster My Stories
Reflect on the rest of the story:
• Why would a reasonable, rational, decent person behave that way?
• What role are you playing in this problem or scenario?
Research: FIVE reasons people don’t do what they are supposed to do…
Unaware: They don’t know what they are supposed to do or think they are doing it.
Unskilled: They don’t know how to do it.Unwilling: They don’t know (or believe)
why they are to do itUnshared vision: They think something
else is more important (other priorities)Unaccountable: There are no
consequences for not doing it implied acceptance
Work on Me FirstMaster My Stories
Look at the SIX sources of influence:
Motivation Capacity
Motivate EnableSelf Pleasure & Pain Strengths & Weaknesses
Others Praise & Pressure Helps & Hindrances
Things Carrots & Sticks Bridges & Barriers
See participant learning guide
Work on Me FirstMaster My StoriesSELF:• Are the beliefs of the individual congruent
with the desired behaviors/expectations?• What are the strengths of the individual,
and how can they help address this issue?• What other barriers may exist?• What are the weaknesses of the individual,
and how are they influencing this issue?• If the expectation exposes a weakness,
what can be done to improve it?
Work on Me FirstMaster My Stories
OTHERS:• Is the reward system aligned with desired
behaviors? • Or is it rewarding undesired behaviors?
• Do others support the desired behavior?• Or do they provide pressure against it?
• Do the behaviors of others help or hinder the teacher in meeting expectations?
Work on Me FirstMaster My Stories
THINGS:• What incentives exist?
• Does doing the wrong thing bring them positive attention or easier assignments?
• What are the negative consequences?
• Are there policies, procedures, or structures that make desired behavior difficult?
• If another person does this well, how can that person support him/her?
• What else can provide a bridge?
Work on Me FirstApplication
Pair Share…
• Discuss the following items (BE BRIEF) • What
• Instructional Issue• Content (facts)• Source of Influence prediction…
• Unwilling – motivation needed• Unskilled – Capacity needed
Agree On a PlanAgree On a Plan
Follow UpFollow Up
New Problems
Refocus on theOriginal Problems
Make It Safe
Fear?
Work on Me First
Confront With Safety
Move To ActionMove To Action
Stay Focused& Flexible
Confront with SafetyGuiding Question
What do I need to do to keep the conversation safe, focused, and productive for both parties?
Confront with SafetyDescribe the Gap
Let’s return to our planning INDIVIDUALLY make notes as
though the conversation were happening right here!
Imagine that person is sitting next you, and let’s anticipate what might happen
During the conversation…
Effective feedback must focus on enabling or motivating the person to “DO” (take specific action) WHAT …the specific action WHY …the data that supports the
need for this action (GAP) HOW & WHEN …the agreed-upon
plan of action with deadlines
Confront with SafetyDescribe the Gap
Describe the expectedDescribe the observed
Just the factsUse contrasting to establish clarity
State what you do and don’t meanMaintain Mutual Respect
Confront with SafetyGive Time to ProcessGive him/her time to talk
Ask open ended questions
Listen respectfully Identify differences
Uncover misinterpretations
Establish Mutual Purpose Find Common Ground (beliefs, goals, etc)
Maintain Mutual Respect
Confront with SafetyMove to an agreed-upon solution
Make it Motivating
Consequences motivate (+ or -)
Match consequences to the situation or circumstances
Pop the question to check to see if willing
Make it Easy
Explore root causesMake it possible with
training, coaching, etc
Pop the question to check to see if able
Agree On a PlanAgree On a Plan
Follow UpFollow Up
New Problems
Refocus on theOriginal Problems
Make It Safe
Fear?
Work on Me First
Confront With Safety
Move To ActionMove To Action
Stay Focused& Flexible
Move To ActionGuiding Question
How do I close the conversation with clear expectations and established accountability measures for both parties?
Move to Action
Make a Plan:
• Who
• does What
• by When
• Follow-up (be specific)
Put it on your calendar right then!
DebriefHow is this process similar to or
different from your past experiences?Research indicates that the lack of
crucial conversations results in a lack of accountability. How might this strategy help you
to hold staff accountable for agreed-upon priorities?
Report Back
What was the result of your crucial conversation?
–Assess Implementation• How well plan was followed
–Discuss …• Most effective part of plan
• Action Plan & Follow-up
• How effective was the
conversation? …RESULTS
Clarifying Your Report Back
In pairs, discuss the following…
What is the result that you
expect to report after the crucial conversation at our next meeting?
–Observable
–Measureable
–Reasonable