Crucial Conversation. Conducting Learner-Focused Conversations with Teachers Session 1: Planning the First Conversation Source: Crucial Confrontations

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?

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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?

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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

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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


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?


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?


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


Follow UpFollow Up

New Problems


Make It Safe

Fear?

Work on Me First




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


Follow UpFollow Up

New Problems


Make It Safe

Fear?

Work on Me First




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

Wrap-Up

Participant Feedback form

Thank You!

Documents

Crucial Conversation. Conducting Learner-Focused Conversations with Teachers Session 1: Planning the First Conversation Source: Crucial Confrontations