Teacher-Student Dialogue

Empower Students to Be ‘Captains of Communication’ From Ed Week

By Starr Sackstein on February 12, 2017 6:31 AM Guest post by Brian Klaft

http://blogs.edweek.org/teachers/work_in_progress/2017/02/captains_of_communication.html?utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=workinprogress

Short excerpt:

When groups are constructed around strong student communicators, student engagement increased. My class now has the ability to work bell to bell, to the point that my students often lose track of time due to their engagement. I have heard “time flew today” on more than one occasion. Time flies when learning is deep. Increased engagement was not the only benefit of having table captains.”

A good communicator has a way of making a group safe to engage in, which leads to more academic risk taking, which leads to deeper questioning and understanding of science phenomena. Questioning and understanding phenomena is the goal and communication is the key.”

My students have a safe zone through which they can take part in class in a more active way. They are not just going deeper due to NGSS [Next Generation Science Standards] and its three dimensions, but also do to the safe dynamic of the group. Having a class designed on safety of communication has also resulted in fewer students on the periphery that only engage under teacher supervision.”

 

Teacher to Teacher Dialogue

Jim Knight’s approach to coaching.  Well worth exploring. “This collection of our free and most popular resources include teaching tools and forms. They are designed to assist in the developm…

Source: Teacher to Teacher Dialogue

Teacher to Teacher Dialogue

Jim Knight’s approach to coaching.  Well worth exploring.

“This collection of our free and most popular resources include teaching tools and forms. They are designed to assist in the development and understanding of coaches, teachers, and administrators.”

http://www.instructionalcoaching.com/resources/

“A partnership approach to dramatically improving instruction.

  1. What complicates the task of helping adults? 2. What are the partnership principles and should I ground my coaching in them? 3. What is the instructional coaching improvement cycle? How do I do it? Should I do it?

Equality

Choice

Voice

Dialogue

Reflection

Praxis

Reciprocity

 

Parent-Teacher Communication Challenges

A child’s teacher has a significant impact of that child’s life….at every grade.  It is so important for both teacher and parent to work at meaningful communication.  I believe that both teachers and parents have good intentions.  Here is an example of a conversation that we can learn from:

Parent-Teacher Communication from Understood

What Having the “Wrong” Teacher Taught Me About My Son With ADHD

My Parent Journey blog post by ToughTopics
Aug 11, 2016

“I also learned how important it was to communicate with the teacher early and often. I tried to arrange a meeting for the first week of school so I could explain my son’s challenges and strengths. Once, a teacher who didn’t seem like a good fit turned out to be great for my son once we really started talking…”

Get tips on how to improve your relationship with your child’s teacher. Use these sentence starters to help kick off the conversation. And read expert advice on changing teachers during the school year.

Being Open to Learning is Harder Than It Appears

There is a volume of information about carrying on meaningful conversations, especially about change. In the last posting I mentioned Grice’s Maxims which specify 4 qualities of conversation (from:…

Source: Being Open to Learning is Harder Than It Appears

Being Open to Learning is Harder Than It Appears

There is a volume of information about carrying on meaningful conversations, especially about change. In the last posting I mentioned Grice’s Maxims which specify 4 qualities of conversation (from:

https://www.sas.upenn.edu/~haroldfs/dravling/grice.html )

  1. The maxim of quantity, where one tries to be as informative as one possibly can, and gives as much information as is needed, and no more.
  2. The maxim of quality, where one tries to be truthful, and does not give information that is false or that is not supported by evidence.
  3. The maxim of relation, where one tries to be relevant, and says things that are pertinent to the discussion.
  4. The maxim of manner, when one tries to be as clear, as brief, and as orderly as one can in what one says, and where one avoids obscurity and ambiguity

This appears to be fairly straightforward but, in my experience, not a simple task.

Looking at the work of Robinson, I think we get a more realistic orientation to the challenges of conversations that are open to learning, conversations in making changes.

Here is a quote from the author (Viviane M. J. Robinson) University of Auckland cautioning us that “Open to learning” conversations are not easy, even when an administrator is talking with a teacher:

The Key Components of an Open-to-learning Conversation. There are no rules or step-by-step guides to open-to-learning conversations. This is because the shifts from less open to more open-to-learning conversations are as much about changes in values and ways of thinking as they are about changes in communication skills. Hard and fast rules also do not work because good conversations are responsive to context and to the other person. Despite this, it is possible to identify some of the recurring components of open-to-learning conversations. Table 3 identifies some of these components and shows how a leader might use them in conversations about the quality of teaching.”….

Nevertheless, she lists 7 components (starting points?):

  1. Describe your concern as your point of view. I need to tell you about a possible concern I have about.. I think we may have different views… I realise this may not be how you see it….
  2. Describe what your concern is based on. The reason why I was concerned is..
  3. Invite the other’s point of view. Pause and look at the other person or say.. What do you think?
  4. Paraphrase their point of view and check. I got three important messages from that…Am I on the right track?
  5. Detect and check important assumptions… What leads you to believe that the children…
  6. Establish common ground. The common ground might be based…
  7. Make a plan to get what you both want. How would you like to learn more about….

There are several YouTube videos that provide examples.  For example:

https://www.youtube.com/watch?v=pV5KmINdTWY