In yesterday's class we read an abstract of Crucial Confrontations. In our discussion, we understood that these strategies can afford us valuable tools as a school leader and agent of change. Additionally, it enables us to hold those difficult conversations about our work (and working conditions) when we might otherwise feel disempowered or, even worse, regretful.Think about your workplace and a issue that could/should be addressed with these tools. Please answer the following by writing highlights from a draft script of what you might actually say, e.g., Thank you "Jack" for agreeing to talk about...(issue)
- How would you set up the conversation to present the facts using CPR, point out the gap and make it safe?
- Who are the stakeholders for this issue?
- What would motivate your colleague, parent (or superior) to listen to you?
- What is your "story" about what motivated him/her?
- How would you invite the other person to help brainstorm solutions and a plan?
- What do you think might be the outcome of this confrontation?
In class I presented a recent conflict with a colleague of mine - we went through the situation and discovered what the root problem was, rather than making the situation overly personal. At the end, I felt like I could identify what really bothered me about the situation and that the stakeholders are not only my colleague and I, but also my co-leader for my grade team, AP/Coach, my principal, the students and other teachers on my team.
ReplyDeleteI guess I was thinking that I could point out the value of what this particular teacher is doing along with the fact that it feels as though my class did not receive the attention in needed from students during this particular time period. I think it's important to do so, because the teacher was teaching a variety of necessary skills for our students. However,I am wondering, going forward, how this can become a collaborative effort that we can all support without giving way just to that teacher making my class less than important to students (their attention was temporarily solely focused on his class).
I feel what would motivate my colleague would be what is best for students - there needs to be an equal emphasis of importance on all subjects since our students in particular need special attention to all content areas.
I believe that his story comes from what he wants students to accomplish over the year - basically, a good story! I am actually meeting with him and my my co-leader (and AP) Thursday to discuss how we can work through this going forward - this will help us create a collaborative team effort to ensure student success across content areas. More importantly, I would want this project to become inter-disciplinary.
I think the outcome will actually be quite positive - this teacher does want to be a team player, but sometimes his own drive and passion tends to get in the way. I hope that at the end, we can move towards a common goal for content areas in the coming years.
An ELL in my classroom has been struggling academically and is not performing on grade level. I've applied various interventions in the classroom with little or no success. To help my student improve I've inquired services for my student outside of the classroom. Unfortunately, upon review from the inquiry team no supplemental instruction outside my classroom has been provided for my student. In fact I was informed by my AP that because this student is an ELL no additional services would be rendered.
ReplyDeleteI'd like to discuss this student's current progress in school with all the members of the team. While I understand that ultimately the final decision is made by the principal my only wish is that my student is treated like others who are not considered to be ELLs and are provided with supplemental instruction in their weak subject area. Denying him the opportunity to receive these services have been detrimental to his academic success as he has become more frustrated and less motivated. I admit that I myself have run out of resources and ideas even with support from Beers. The students parents have also been involved and has since been providing the child with a private tutor. Ultimately, everyone is at stake here; the student, parent and staff.
I feel that providing my superiors with a glimpse of my students frustration would motivate them into reconsidering their decision. After all, they can't understand what they haven't experienced. Spending time with my student may make them think differently.
Perhaps a conference with the inquiry team would help support my interest. During this conference I would present my case orally versus a write up as was previously done. Evidence of students work as well as data from other colleagues who work with my student on a weekly basis would be utilized to provide another perspective on the same student. During this conference I look forward to gaining feedback and a plan for my student.
The conclusion of this meeting will hopefully be a positive one. In the end everyone wants the same thing- successful learners. I'm sure together we can find a way that will benefit everyone.
Currently, I’ve been very disappointed with the second grade curriculum development and implementation. Two weeks ago, a colleague and I were asked to sit down with the literacy coaches before school to start the development of an informational writing unit with a social studies focus. Little did I know, the coaches actually wanted us to develop and write the whole 5-week curriculum in one hour. I was extremely disappointed that they did not take a professional, realistic approach with the project. It really made me concerned about the leadership of the school and the value that they placed on developing meaningful units.
ReplyDeleteIf I were to set up a conversation with the literacy coaches, I might say “Last week, we met before school to develop the information writing unit. You wanted the unit to be developed in one hour, and you wanted it to be meaningful. The first 15-20 minutes were used to explain what you had done already, and the remaining time was spent discussing avenues to get to the end result. I didn’t realize that you wanted to create the unit in one session. It seemed rushed and it made me feel like I can’t rely on the literacy team to set realistic timelines to implement new curriculum. I also felt uncomfortable being placed in a position in which I was supposed to create 25 meaningful, engaging lessons in 40 minutes. I would like to help with this project because I think it is essential for our second grade students, but not under these conditions. I was wondering if we could sit down and create a timeline for developing the unit. Would that be something you are interested in?”
My colleagues would be motivated to come up with a timeline because they themselves are very busy and unable to construct the unit by themselves. They have also been out of the classroom for a few years and need the advice and hands-on experience of a classroom teacher.
I think the coaches would be slightly disappointed that they were unable to put their unit together as quick as they would have liked, but I think they would be glad to know that there were teachers who wanted to work on the plan in a professional manner in order to make it meaningful. This is all hypothetical though. They could easily say “Fine. We’ll find someone else who can do the job faster!”
Letitia says...
ReplyDeleteIn my school we have many technological issues that are not addressed by anyone. We have three computer labs and six computer carts. To maintain these computers we have one person assigned (Bruce). To be fair, I must state that Bruce has several responsibilities; he is technology coordinator, librarian, technology teacher, and grass roots public relations unofficial spokes person. He wears many hats and gets little recognition for all he does.
I have several computers in my computer cart that need attention, yet Bruce claims he is too busy. The stakeholders in this issue are Bruce, other teachers who use the cart, the students who rely on the computers to complete a task, and myself. I emailed Bruce requesting a meeting in the library office to discuss the situation.
“Thank you Bruce for agreeing to talk about the computer carts”
“You are welcome, so what is your problem?”
“I have seven computers in the Apple cart which do not connect to the internet. Do you have any time to check the internet connections?”
“Not right now I am working on the Comp4Kids and I really don’t have time. Did you check the Wi-Fi connection or to see if the proxy is correct. I am sure that I sent this information to you by email some time ago.”
“I do remember receiving it however I had a slight snag. I was able to verify the Wi-Fi but I have no idea what to do with the proxy number. Could you give me a quick run through?
“Why don’t you email me to remind me and I will write out the directions.”
“I will be glad to do this, can we set up a time when we could sit together and you walk me through? I really could use your expertise.”
“Is this is really necessary, it is all written out? I am free Thursday 4th period?”
“I have a prep at this time can we meet here with a couple laptops?”
“Yes and can you ask Ms Thurn to attend as she is complaining about the same issue?”
“I know she has my class at that time however I would be glad to turnkey the information so she can rectify this interent problem she has with the computer cart she uses.”
‘Alright, I will put this in my schedule”
“Great, thanks Bruce see you Thursday.”
Barring an unforeseen coverage, I would meet with Bruce and he would walk me thorough the process to verify the proxy on laptops. I would turnkey the procedure to Ms Thurn and diminish the internet connect issues she presently encounters with the “Canadian Flag” cart she uses.
Offering to turnkey the information would alleviate Bruce of an additional “service call” to fix a common problem, thus giving Bruce more time to attend to other issues. Meeting in the library, Bruce’s “home” makes a safe environment to discuss the situation.
Last week, I was very upset with the math lab teacher. My class is scheduled to use the lab on Tuesdays and Thursdays. Last Tuesday, we were told we were going to have an assembly sometime in the morning. We were told not to go to the auditorium until it was announced. At 8:45 I got my class ready and headed to the math lab as I usually do. When I got there, I was surprised to see another class already using the lab. I asked the math lab teacher if the schedule had changed. For a minute there I thought I was in an episode of the twilight zone. He said he gave my lab time away. He thought I wasn't going to show up due to the early assembly. I told him he shouldn't have assumed that. He should have called me to ask me about it. The other teacher tends to get her way all the time. She's an outspoken individual. No one wants to have a confrontation with her. Everyone stays out of her way. She was supposed to have been using the lab located on the fourth floor, but the math lab teacher didn't have time to set it up. He also thought she was going to be in the assembly. Rather than leaving her without lab time, he sent her to the third floor to use the lab that was assigned for my class. I know they didn't worry about my student's needs because I am the quiet one. I am the teacher who is always compromising; the one who says "Yes, I understand", but not this time. I have realized I need to start speaking up for myself. I told the math lab teacher I was very upset with his decision. I told him he should have given me a call instead of making the decision on his own. He asked if I wanted the other class to log out so my class could use it, but I wasn't going to make the other class log out. After all, it wasn't their fault, but I told him I wanted to talk to him later. Later own that day, he came to see. Here's how it went.
ReplyDeleteLab Teacher: "Mrs. Matos, are you still upset with me?
Me: “I am much calmer now, but I don't want you to give away my computer lab time without consulting with me first. My students need that extra support. You work with my class, so you know what I am talking about."
Math lab teacher:” I understand. It's just that I thought you were going to be in the assembly, and the other teacher was waiting to use the lab. I knew I couldn't get that lab running in 5 minutes."
Me:” If my class isn't going to be able to use the lab, I don't mind giving up my time to another class. You just can't assume I'm not planning on using the lab without consulting with me. You have to call to ask me. I know you are a very helpful person, but you can't bump me in order to help another person out."
Math lab teacher: "I understand. I will do that next time. I apologize."
Me:” Apology accepted. Thank you for coming over to talk to me about it."
I think it was a good confrontation.
The stakeholders in this situation were the students, the math lab teacher, the other classroom teacher and myself.
I don't think he gave up my time slot on purpose. He just likes to please everyone. I also think he did it because he knows I don't argue with anyone. He was counting on not having a confrontation with me. I guess I surprised him. I don't think he'll give away my lab time ever again. It feels good to speak up for your rights. I 'mm glad I let him know I was upset with him. So far, he hasn't done it again. He is keeping his promise. I'm glad I confronted him about it. I usually just keep it to myself and end up feeling miserable.
I have a frustrating situation in one of my push-in classes. This class is a self-contained special education class. During the time when I pushed in, the teacher talked about his life! An entire period he would spend on telling the students how he grew up in the projects and that his dad was absent and his mom worked three jobs, etc. I was sitting there not only bored to tears, but also getting increasingly depressed. This went on for quite some time. Class after class the same stories. I was getting ready to hang myself. Once I came in with an easel and dry erase markers, but there was no teaching going, so again I sat there. Finally, I approached the teacher, Mr.X.
ReplyDelete"Mr. X, I feel a little unproductive in your class. I would like to work more on reading with your students. Jose, for example, can't read. It's for that reason that he doesn't even do well on his math tests."
"OK, I think that's a great idea, Mrs. Thurn. Yeah, Jose really needs help".
Next class when Mr.X saw me coming, he left the classroom and stood outside in the hall talking, while I failed miserably at controlling his students. Towards the end of the class, he entered the room and the students quietly sat back down. Defeated I suggested,
"Mr. X, I am so sorry that the class got out of hand. The truth is that you have much better classroom management and such a good rapport with your students."
"No, it's just that I am the homeroom teacher."
"Yes. So I thought it would be great if we combine your classroom management with my ESL enthusiasm. Do you think we could break up into groups after your mini lesson and then I sit with the ELLs?"
"Well, they have many emotional issues, you know. They don't work well in groups."
"Yes, I know."
"Yeah, it's tough teaching them."
"I know, and you do such a good job dealing with their emotional issues, yet, Jose, still needs help with reading, and it's killing me to see him fail every single assignment and test."
"So why don't you take him out?"
"I could do that, but then what about the others?"
"You take them out, too. They need a lot of help with English."
Next class I wanted to take them out, except, I lost two of them in the hall. I went back to Mr. X and told him that they ran away from me and cut. He wasn't too concerned.
"Mr. X, I am sorry, but we still need to come up with a solution. I can't just take Jose and ignore the others because I have to fill out and send in the attendance for them."
"So just work with them in the class."
Now I saw myself sitting there again listening to his stories. I decided to tackle the problem from a different angle.
"Well, as you know, these students have a hard time focusing anyway, so when you speak and I speak, they don't know who to listen to. I just think it would be better if we worked in groups sometimes."
"Well, as I already explained to you, they handle group work very poorly."
"Ok, I know. Now is test crunching time, but after the ELA, maybe, you would let me set up an ESL station. I have educational games, listening stations, etc. I think the students might enjoy rotating from station to station. We could pick Fridays to work in groups?"
"Yes, lets see. Definitely after the ELA test."
I think Mr. X might be more interested in the idea of group work if I bring in the materials and the ideas. This way, he would be happy to just sit there and oversee things, while I focus on the stations. I would be happy, too, because I could teach and wouldn't have to sit there listening to his stories. The students might enjoy the stations, hopefully. So it could be a win-win situation for all.
Last week my AP approached me to tell me that the Principal did not feel that it was a good idea for us to give a workshop together. The Principal said that my work had to be reflected in my room before I could conduct a workshop.
ReplyDeleteMy first feeling was of defeat and hurt. I feel that no matter what I do or how hard I try the Principal is not happy. Because I am non-confrontational I just went back into y classroom and continued with my daily routines. However, later on that day another AP came to see me and she noticed that something was wrong. I could barely answer her because I broke down in tears.
If I would confront the Principal I would tell her that I was told that I would not be able to participate in the workshop with the other AP and I would ask her to clarify her reason for this decision. After listening to her, I would ask her to please come into my classroom and observe the changes that I had already put into place in the classroom in order to support the learning needs of the bilingual students in my classroom. I would say that I would greatly appreciate the opportunity to participate in the Parent Workshop and that I feel that I am have ideas and strategies that would be useful for the parents in their attempt to help their children.
I would also ask her to sit with me and my supervisor to discuss this matter and my successes in the classroom. I don’t think she would change her mind but it would be healthy for me to share my feelings and thoughts about this situation. It would take a lot of practice on my part to become effectively confrontational.
Let me start off by giving my disclaimor and saying that I will sway a little from the prompts because it is not my week to blog but I still wanted to share some thoughts! I do not feel ready to use the Crucial Confrontations yet. However I am very glad to have been exposed to it. I sit on a lot of teams at my school and there are very frustrating situations in those meetings, especially when it comes to discussing curriculum issues and lack of student achievement. People inevitably personalize situations that are really just generalizations. I am always in the role of the sensible advocate whenever anyone brings up ELLs struggling in their mainstream classes. The past few months, I have stepped back from doing this because there were just too many situations that were not able to be resolved in an amicable way with the best interests of the children at heart. I identified with the person in the article that decides to stay quiet rather than confronting anything. It is just easier, but in the long run it is a big disservice to the students and the school. The Crucial Confrontations information has half helped me to snap out of feeling apathetic and like I should continue to stay quiet. It has given me a tool I could strive to use for the future. But I do not feel ready yet. When our group had to do the role play I wanted to share an event that happened with a colleague at my school and I wanted to use that for the scenario. My group opted to do the sample scenario instead but when we finished preparing there was a little time to discuss how I could address my colleague. It turned out that when I got to work the next day, out of sheer coincidence, the colleague who I had thought about confronting, confronted me. She actually apologized for the situation that occurred and I was very relieved that I did not have to initiate and that we were able to resolve the situation. My reaction was much more effective because of the work that was done the previous day in class. I kept emotions out of the dialogue and was much more prepared to handle it in a more professional way since some protocols were fresh in my head. What I really need from BETLA is to arm myself with strategies that can be effective with working with adults to make a difference for the kids. I feel like I have gotten some great ideas so far and look forward to more information that can help me be a better teacher leader and just a better person in general.
ReplyDeleteJennell said...
ReplyDeleteDilemma- grade meeting-A veteran teacher put together a workshop on guided writing. this new instructional strategy has been working for her students and moving them along nicely.The teacher leader for our grade is confused about this new instructional strategy and wants it modeled for her. the veteran teachers workshop that could have truly been benificia, hoever it got lost in a heated debate on what the rest of the students should be doing( realistically). some of us spoke out on positive reward systems and classroom managment techniques and how guided writing works for us.The teacher leader interpreted our speaking up on how it works for us , as a kissup strategy. She went on to state that she bets no one is "really" doing guided witing and that she gets frustrated when everyone acts like it is a perfect world.
-The gap was that when this teacher felt the negative aspects of guided writing, the group retaliated in negative way. her true need for support was not heard. she simply offended people and her struggles were dismissed. this behaviorcan cause conflicts with communication and collabortion on a daily basis.
- As the workshop leader I would have anticipated a negative response as I would with a positive response. I would start the workshop with highlighting the fact that everyclassis different and the the approach may vary as will the struggles from group to group.My goal is to be understanding to everyones take on the situation.
- in this situation the children are the stakeholders because they will mis out on an instructional strategy that may work but will not be implemented due to negative outlooks and missing information.
-If some areas of challenge could have been disscussed before modeling what works could have led a venting disscussion that can pave the way to how we can make it work.
- I feel what motivated the teacher leader to take a negative stance is the lack of knowledge and expectations of how a teacher leader should handle this situation. I feel she acted on a whim and took a negative stance because she was instantly adding something ese to her to do list in an already rigorous day.
-the outcome of the confrontation led to a meeting with the supervisor and teacher leader with opposing views.The outcome of the confrontation also led to distance and avoidance with the teachers who spoke up positively.
-Another teacher and myself aproached the teacher leader to clarify our reasons for speaking up and justifying our stance and positive outlook on guided writing