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I had a crucial conversation yesterday with a 5th grade 1st year teacher who was teaching a math topic wrong to her class.  She was also failing to follow  the guidelines of a behavior intervention we had implemented, which was causing great concern from the student's mother.  It was crucial to help the teacher understand her responsibilities in prepping for her teaching to make sure she understood what she was doing and also for her to follow intervention plans.  It went quite well. She had generally been nonchalant to previous concerns brought to her attention, but something seemed to click this time. She demonstrated actual concern and we were able to discuss strategies on how to better plan instruction and embed the behavior intervention guidelines into her classroom teaching.

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I think taking the time to get seated at an angle from each other with a visual in front of us would be helpful. Through this I could mirror her body language, use a 3rd point to keep our conversation on target, and use active listening, paraphrasing, and mediative questions to help move her thinking.

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More than anything I think the big lesson learned for me was courage. Crucial conversations take courage. It's our job as coaches to have the courage to engage in difficult conversations to help engender the change needed all for the simple reason that students deserve it.

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I recently had a crucial conversation about writing lesson plans for a substitute. My mentee has only been gone a few times this year, however, every time she is gone the substitute has come to me saying the lesson plans she left are hard to understand and that they cannot find any of the materials they need. We had a conversation about her plans, although is was uncomfortable at first, it went quite well. She admitted that she was struggling with writing them and wasn't sure how specific she needed to be with them. I shared some thoughts with her, we discussed specifics and she was feeling much better. A few weeks later she came to me because she knew she was going to be gone and asked for some help with her substitute plans. I happily agreed to help her and was proud of her for asking. Even though the initial conversation about her plans was a little uncomfortable it improved our relationship and trust in each other. It was a learning experience for the both of us.

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In the future when I am mentoring new teachers I will add making substitute plans to our list of topics early in the year. Perhaps, asking the new teachers about how they will write them, what kinds of things they will include, etc. From their responses I can ask some mediational questions to get them thinking beyond the basics. Finally, follow the conversation up with some suggestions and even sample substitute lesson plans.

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Crucial conversations need to occur sooner than later. As I move forward I need to have these conversations as soon as I know there is an issue, rather than waiting, in order to help my mentee improve and grow.

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I had a crucial conversation with 1st year EL teacher, about the importance of collaboration , as he doesn't attend El department meetings , plan his own schedule , and doesn't communicate it to us as a department. the instruction leader and me self had a meeting with him , we explained that it is mandated to attend the department meeting, discussed the importance of collaboration and came up with a plan of action . we all decided on meeting twice a week to check in .

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I had a crucial conversation with 1st year EL teacher, about the importance of collaboration , as he doesn't attend El department meetings , plan his own schedule , and doesn't communicate it to us as a department. the instruction leader and me self had a meeting with him , we explained that it is mandated to attend the department meeting, discussed the importance of collaboration and came up with a plan of action . we all decided on meeting twice a week to check in .

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I believe that I have a better insights now about the importance of listening . I decided to implement " RASA " ( receive, appreciate, summarize and ask" in all my future conversation whether it is crucial or not .

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I believe that I have a better insights now about the importance of listening . I decided to implement " RASA " ( receive, appreciate, summarize and ask" in all my future conversation whether it is crucial or not .

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Incorporating the mentor languages that I have learned , as well as improving my listening skill, and increasing my appreciation language will be very fundamental to my future crucial conversations ! 

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Incorporating the mentor languages that I have learned , as well as improving my listening skill, and increasing my appreciation language will be very fundamental to my future crucial conversations ! 

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I am struggling to think of a crucial conversation I have had, especially since I have never been a mentor to a new teacher before. However, I am anticipating a possible crucial conversation either this week or next week. There is only one section of first grade at my school this year, but next year there will be two sections. My school principal is looking at moving a teacher to teach the other section of first grade. I have strong feelings about the move she is contemplating, and the stakes are high.

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If I have a crucial conversation with my building principal, I am going to use the mentor language I have learned about in this course. I could see myself using almost all, if not all, of the types of mentor language I learned about last week. I have to be aware of my body language. I tend to cross my arms quite a bit, but this may appear standoffish. I plan to sit across from my principal, leaning into the conversation. I plan to use a positive tone of voice. I am going to use Treasure's RASA, so I will actively listen to what my principal is saying. I am hopeful that using the mentor language and body language I have explained will result in a positive crucial conversation.

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I anticipate that what I'll take away from the process of this situation, whether it results in the outcome I want or not, is that I have to work on me first. I can only directly control me. This is the first step in staying focused on my goals.

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We have a new project director who really wants to do a good job, but she came midyear and is from out of town. She is very sharp and a perfectionist, and still has quite a bit to learn about the laid-back nature of professional teachers who have seen some new band wagon pulling up every year. It was one of those weird times of day that we were sitting together in the rotunda area of our school when she sort of fell into this stream of consciousness intending me to overhear all he self-doubt and hypercriticism. It turned out I didn't have to say anything, for a Bounce pad somehow worked its way out of jacket sleeve, and when she saw that she cracked up and laughed a full-belly laugh that went on for minutes. It echoed throughout the building and somehow dissipated all her angst in that special moment!

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Crucial conversations are often something we best understand in hindsight once everything plays out, but going forward I am going to be more in-tuned to the time and setting of the conversation, as well as the arrangement of the chairs. Talking while looking in the same direction really impacts the conversation, makes it much less intimidating and more powerful in way once everyone lets down their hair just a little bit more!