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Meagan J Bergeron

One of the norms that resonated with me the most was assuming positive intentions. Throughout my teaching experience, I have learned that it is easy to make assumptions when we do not know the full picture. Whether we are working with colleagues, parents, or students, I think approaching conversations with the belief that everyone wants what is best creates a much more positive and productive environment. I also value the norm of pausing before responding. I know that I sometimes need time to process information before sharing my thoughts, and I appreciate when others allow that space. I think both of these norms help build trust, strengthen relationships, and create opportunities for meaningful collaboration. As someone who is still early in my teaching career, I look forward to learning from my colleagues' experiences and perspectives throughout this course.

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One norm that is important to me is creating an environment where everyone feels comfortable sharing their ideas. Everyone brings a unique perspective to a discussion, and I believe those differences should be respected. Even when we disagree, conversations should remain professional and focused on understanding one another. I think people are more willing to participate when they know their opinions will be listened to respectfully.

Another important norm is providing feedback that is honest while remaining respectful. Constructive criticism is a vital part of learning, as it helps us identify areas where we can improve. I believe feedback should focus on the work or idea rather than the individual. Explaining why something could be improved and offering suggestions is much more helpful than simply pointing out mistakes.

Lastly, I think it is important to approach discussions with an open mind and a willingness to learn from others. Everyone has different experiences that shape their perspectives, and being open to those viewpoints can strengthen our own understanding. By showing respect, listening actively, and providing thoughtful feedback, I believe we can create an inclusive and supportive learning environment where everyone feels comfortable participating.

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PARAPHRASING

I think paraphrasing is important part of the norms, because it helps everyone feel heard and understood. Before responding, I can briefly restate what another person has said by using phrases such as "So, you’re saying…," "As you are explaining…," or "You’re thinking that…". This shows that I am actively listening and gives the speaker a chance to clarify their ideas if needed. Paraphrasing also reduces misunderstandings, encourages respectful communication, and helps the group work together more effectively when making decisions. Paraphrasing is the good way where students can speak and explore their ideas and express their feelings which make them more confident

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One norm that is especially important to me is communicating with kindness and respect. Everyone comes to this course with different experiences, perspectives, and levels of knowledge, so I believe it is important to value each person's ideas without judgment. When providing feedback, I aim to be constructive, specific, and encouraging by recognizing strengths while offering suggestions for growth in a respectful manner.

Another important norm is being an active and open-minded listener. Taking the time to understand others' viewpoints helps create an inclusive learning environment where everyone feels comfortable sharing their thoughts and experiences. I also believe in participating consistently and responding thoughtfully to my colleagues' posts, as meaningful collaboration allows us to learn from one another and grow together as educators.

By following these norms, we can build a supportive professional learning community where everyone feels respected, valued, and encouraged to contribute.

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Without a doubt, my biggest struggle is Pausing.

I am a fast thinker and, honestly, an anxious talker. When there is silence in a conversation, my instinct is to fill it immediately. I often catch myself jumping in before someone else has even finished their sentence because I’m excited or because the quiet feels awkward.

The downside? I end up steamrolling people who need a moment to process their thoughts, especially internal processors or introverts. By failing to pause, I miss out on some of the best insights in the room just because I couldn't sit with three seconds of silence.

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The norm that stands out most to me is presuming positive intentions. I think it's important to assume everyone is participating to learn and contribute. This helps create a respectful environment where people feel comfortable sharing their ideas.

The norm I find most important is asking questions. It helps clarify ideas, encourages discussion, and allows everyone to learn from different perspectives.

The norm I would find most challenging is pausing before responding. I sometimes want to share my thoughts right away, so I plan to be more mindful about listening first and taking a moment to think before speaking.

One norm I would add is making sure everyone has the chance to contribute. Giving everyone a voice helps create an inclusive and supportive learning environment.

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Here are the norms of collaboration that resonate most deeply with my current educational practice:

Posing questions is a key dimension of my teaching approach and is connected to an appreciative inquiry based stance. Asking open ended, clear, and specific questions is helpful and necessary for students as they learn how to think rather than what to think, testing out ideas with curiosity and criticality.  Further, it is important to build from their strengths and lived experiences in this process--valuing and honouring these aspects within the learning community.  In practice, starting with free association focused prompts can be a bridge into the topic(s) to be explored in conversation. By asking questions like, “What does this mean to you? What experiences, if any, can you draw on that connect or relate to our topic?” are the types of questions that elicit the sharing and exchange of ideas, connections, and extensions for learners.

Putting ideas on the table is often encouraged and elicited through thoughtful questions and queries that can be shared in advance of the lesson, throughout the lesson itself, and then as a post-reflection exercise. In the context of a lesson the power of the pause can come into play to offer time and space for deeper reflection and consideration from the learners. As an educator, creating the conditions for generative and reflective engagement is foundational to providing inherently social opportunities for learners to interact meaningfully through the co-creation or co-construction of knowledge. Further, with a “yes, and” approach taken at the outset, learners are encouraged to take risks and offer ideas that can later on be explored and evaluated.

Last but not least, [leveraging] data is critical as part of a process of continuously enhancing curriculum, teaching and learning. Ongoing critical reflection and the triangulation of multiple data sources (student work, peer/colleague feedback, evaluations, field notes, etc.) are key to understanding the whole picture and how as educators we might/we can enhance learning. The data collection methods need to align with the nature and types of questions that we have related to teaching and learning, and can potentially draw on both qualitative and quantitative measures depending on what those questions and curiosities are that we are investigating or exploring. Once gathered, data ideally informs meaningful conversations and changes to ensure alignment, currency, and quality in both our course design and facilitation.

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The Seven norms of collaboration provide a helpful guide for creating respectful and productive group discussions. As a future teacher, I believe these norms can help build a classroom where everyone feels comfortable sharing their ideas.

The norm I connect with most is pausing. Taking a moment before responding helps me think carefully about what others have said instead of answering too quickly. This allows me to listen better and give more thoughtful responses.

I also connect with paraphrasing because it helps make sure I understand another person's ideas correctly. Restating what someone has shared shows that I am listening and helps avoid misunderstandings.

For group discussions, I think putting ideas on the table and presuming positive intentions are the most important. Putting ideas on the table helps keep the discussion focused. As a teacher, I know students can sometimes start talking about things that are not related to the task, so sharing ideas that connect to the topic helps everyone stay on track. Presuming positive intentions helps create a respectful environment where everyone feels safe to share their thoughts.

The norm I find most challenging is providing data. Sometimes it is easy to share opinions or personal experiences, but supporting those ideas with evidence takes more preparation. As a teacher, I know it is important to use facts, research, or classroom evidence when discussing student learning or teaching practices.

To improve, I will make a habit of referring to research, student work, or classroom observations when sharing my ideas. This will help make my contributions more meaningful and support better decision-making during discussions.

Overall, these norms can help create positive, respectful, and meaningful discussions, and I hope to model them in my future classroom.

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Presuming Positive Intentions and Pausing. I think both of these are so important especially given this is a fully virtual experience and we never have a chance to be in a room together. It is all the more important to pause when we read something a colleague has posted and presume the best intentions - why else would be all be here in the summer unless we really wanted to learn and better our pedagogy for the sake of increased student learning.

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The norms that are important for my full participation in a group discussion are a combination of #6 and #7. I try to presume positive intentions, and I want to discuss with people who are assuming this of me.  I fear that people might be thinking the worst of my input or construing it as negative. I have said things in discussions that were not intended to be negative but ended up completely offending someone or sounding way off base. This brings me to paying attention to self and others which to me means we have a better understanding of one another; how we communicate, how we learn, our neurodivergence, how we interact with people when we feel comfortable and when we feel uncomfortable. We can discuss without as many emotions or judgements because we know that each other is working towards the best possible collective; understanding/solution/plan/etc.

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I feel creating an inclusive, respectful and supportive space to discuss is really important. We live in a very ‘I’ oriented world and any opinion that does not align with mine is the wrong opinion. And that is where some of these norms come into play. Pausing before responding is something I always encourage in my classrooms as well. Your words can have a very heavy impact on others, now you can decide if it is a positive impact you want to create or a negative one. That being said, I also feel posing questions is an important aspect of collaboration. Collaboration works best with curiosity, not just consensus. It is important to be asking questions, which allows other perspectives to come in and provide more clarity. It is very natural to not agree with other people’s opinion, so, instead of just dismissing a contrasting idea it is important that you ask questions to understand where that thought process is rising from.

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The most important norms to me for a great learning environment are "Putting Ideas on the Table" and "Posing Questions." I first learned about these from a professor during my Bachelor of Education, who used them to help us have really healthy, open discussions.

Here is why they work so well:

Putting Ideas on the Table: This just means sharing a thought as a separate thing for the group to look at, rather than as a final, unchangeable opinion. Because the idea belongs to the "table" and not to anyone personally, people can discuss it, change it, or disagree with it without anyone getting hurt feelings. It takes away the fear of being "wrong."

Posing Questions: Instead of immediately judging or shutting down a classmate's idea, we respond with curiosity. Asking open-ended questions like, "How would that work in a real classroom?" helps us explore the thought together.

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During Group discussions, all these norms play a significant role in the meaningful exchange of ideas and constructive interaction.

Though I personally emphasize posing questions because inquiry-based learning provides an opportunity to learn, like How can I do better, how should I respond. In other words, by posing questions, I can get constructive feedback about my work, which will help me to grow as a learner.

From my perspective, putting ideas on the table is paramount. This gives a direct path for discussion, and I feel myself an active participant. Even if my idea doesn’t end up being the final answer, it often inspires new perspectives or helps the group think more clearly.

Presuming positive intention might be challenging during discussions. Sometimes, when other team members give feedback which is unclear can give the wrong idea or be considered as disrespectful criticism. To overcome this challenge, a positive mindset is important. It will help me to remain calm and will shift the discussion from reaction to an understanding conversation.

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I thrive right where Michael Fullan’s Deep Learning framework meets the democratic autonomy of A.S. Neill’s Summerhill School. For me, an inclusive, respectful, and supportive learning environment requires shifting away from top-down compliance toward mutual empowerment. To achieve this, I rely on two core norms:

1. Feedback as a Consultation

Neill’s belief in absolute equality means I respond best when feedback is a conversation, not a verdict. Combined with Fullan’s emphasis on Communication and Collaboration, I value feedback that is inquiry-based rather than evaluative. I need partners who ask, "What sparked this direction?" rather than just grading a product. This keeps me in the driver's seat.

2. Freedom Guided by Mutual Accountability

Summerhill’s philosophy of "freedom, not license" aligns perfectly with Fullan’s competencies of Character and Citizenship. I need an environment rooted in community responsibility over rigid rules. The norm here is authenticity paired with safety. We speak honestly and handle disagreements democratically, ensuring every voice carries equal weight.

My Ideal Environment: I need a space that prioritizes process over product. When mistakes are treated as data points rather than flaws, I feel safe to take creative risks and express myself.

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In many of my classes in both my Bachelor of Education and undergrad with discussion posts, many students are simply fulfilling the requirements and are not engaging in meaningful dialogue where we can learn, grow, and interact. The norms I connect with are pausing, paying attention to self and ithers, and presuming positive intentions, and these are the ones that will help me interact and provide meaningful feedback and interaction in the course. With these norms, I can pause and reflect on the dialogue I had just read, understand the person's though process on the topic, and then I can respond in a way that is meaningful and promotes engagement and further conversation.

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I find that in many AQ discussions, folks post simply to fulfill the expectations. My last AQ taught me, and others, how to provide constructive and respectful criticism where one can actually learn from the responses. I found this refreshing and a departure from previous discussion-post type AQ activities. My hopes here are to challenge and be challenged so that I'm perhaps encouraged to think outside of my own box. As such, Posing Questions and Putting Ideas on the Table are vitally important for growth.

Gabe

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CHRISTINA BOSCO

I connect with paraphrasing, posing questions, and presuming positive intentions.

For my full participation in group discussions, paying attention to self and others is especially important. It allows me to listen carefully and respond with empathy.