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I do this alot with my staff too. When they come to me with concerns I ask questions to help me clarify what they are telling me. "Let me see if I understand..." or "Please help me understand your concerns and can you give me an example...". When clarifying the information being given to you is important because you don't want to miss understand anyone or not get the correct information.

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Reformulating language is something I find myself doing often in my work with other teachers. What I know is how important our language is in how we discuss students (especially student misbehavior) and reframing or reformlating language can be a way to both help a teacher feel acknowledged but also give them some new or different language to use, which might ultimately prove to be more helpful in problem solving around a students behavior.  I believe this to be an important part of our role in developing new teachers.

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I learned about mediative questions a few years ago and since then, they are my FAVORITE way to support reflection, questioning and curiosity when working with others. By shifting to using the word "might" within questions - "How might you..." etc. With these types of questions, I've found teachers to be open to giving ideas, without feeling like I'm searching for them to give a right answer (b/c I'm not!) and instead inviting them to inquire and be curious about answering their own questions.

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"Tell me more about that..." has been a simple response I've given to teachers when I truly need to understand more about what they are saying, or if I'm perhaps not initially in agreement with what a teacher might be saying.

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Just like with students, I think we can always notice things for teachers that make our work in their classroom feel non-judgemental. We can help teachers connect effective and ineffective practices, without judging what they are doing.

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I've found that at certain times, suggestions are the trickiest language to navigate. As the video named, it's looking for the entry point to offer the suggestion. I'm thinking that moving forward this week, I will try and find a way to incorporate offering choices, as a means of giving a suggestion when I'm not sure how open the teacher might be to hearing a suggestion.  "I wonder what might happen if you were to try one of two things...."

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I always struggle with giving the told or direct teaching for new teachers - I know how much more powerful their development can be when they are able to get at some new learning in a more constructivist manner, but sometimes for the sake of time you just want to tell them what to do. I've found though, this is a very quick way to lost the confidence of that teacher when what you've told them doesn't work or isn't quite what they were looking for.

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I using paraphrasing on a daily basis as an administrator. I use the words, "It sounds like..." when I am having conversations with staff or when staff come to me with concerns. I paraphrase or recap what my staff is trying to tell me because I want to make sure that I am understanding them correctly.

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I need to be better at asking these mediational question because sometimes I have a tendency to just fix the problem for them. I am working on asking more of the questions that provide guidance and support in solving the problem. Helping them to see new ideas or understandings of how to answer their questions or solve the problem. I am going to work on coaching them to look at different possibilities.

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When I am listening to staff, I try my hardest to be open-minded, encouraging, and interested. Encouraging staff to be their best, identifying what is working and why, having teachers reflect on their lesson plans and showing enthusiasm when they are doing something new. When my staff do their lesson, at the end of the week, I ask them to reflect on how the lesson went and what they would do differently next time.

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When discussing issues or ideas with staff, I try hard to offer different types of suggestions in a positive and uplifting way. Providing staff with different kinds of choices and allowing them time to experiment those different choices. Asking them what have we tried and what worked and what didn't work. By doing this suggestions part, staff can explore and create new ideas that will help them solve a problem.

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I feel like I come across teachable moments everyday with my staff. I work hard to encourage staff to make the right choices and problem solve. I want to provide staff with the support so that we are able to achieve our main goal and that is to provide an awesome learning environment for students. "One thing to keep in mind is...", I say this to my staff to remind them but also give them the chance to verify their information. I am excited to continue to grow in the different mentor language.

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Paraphrasing is something that I find helpful in working with others to help clarify what they are saying to make sure we are on the same page before offering suggestions or getting their feedback.

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On top of paraphrasing, asking clarifying questions help you understand the reason behind something. I definitely use this and have seen it used with me as a mentee so that we are on the same page with understanding what the desired outcome is so we can find a solution or get to the bottom of a problem.

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Mediational questions are super useful in mentoring and I've seen it in my own teaching. This helps a teacher reflect on their teaching practices to help them come to their own conclusions instead of just being told what to change or do. This is a facilitation of thinking on the mentor's part and I find this to be super helpful and use it with others.

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A big part of this that would be helpful would be being specific in feedback because it encourages the teacher in a specific area making it easier for the teacher to see where they are doing well or lacking.

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I've used this with other teachers and found it to be really helpful. Offering multiple suggestions to help teachers grow in their practices is great because it it gives the teacher a choice and therefore they don't feel like they are being told what to do. Another thing that I've found helpful is sharing stories of things that I have done or others have done so they can hear a little about how something has worked in the past for others.

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This was a great reminder to be on the look out for teachable moments constantly and offer suggestions in the moment in a way that the teachers feel supported!

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I tend to paraphrase with my students more than other adults. However, since I started this class, I have noticed I've been asking my colleagues questions such as, "Did you mean ........?" before answering them. This way I can change her language to a more professional tone and  be sure I understood her question before answering it.

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I tend to use "Can you elaborate on that? or What have you tried so far?" when a new teacher comes to me with a question or situation. After they tell me, I want clarify that I heard correctly, so I'll say, "What I'm hearing is....... Is that correct?"
This way the other teacher knows that I have heard what they said, and if we're on the same page or not.

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I need to work on these types of questions. I will occasionally use one but most of the time, I offer suggestions.  For example, a teacher asked me for advice on how to get her students to understand fractions a little better.  I gave her some of the things that had worked for me.  After she tried them, I asked her, "So how did those ideas work? Which ones did you try and did they work?" She said a couple did. I followed up with  "Why do you think that is?
I would like to better at having the other teacher come up with ideas first. Maybe next time I can ask, "How else could you present that information?"

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I think the biggest thing is the specific feedback, not just "Good Job." When I hear that, I'm thinking good job on what part. Specific feedback is important for the students as well as staff.

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I often feel nervous about giving suggestions; however, I've noticed that a lot of the new teachers simply say, "I'm having trouble with x, y, or z. Do you have any suggestions for me?" I tend to suggest things I've tried myself, saw others do, or read about in a book. I often lead with, "In the past, I've tried this...." or "I saw so and so do this; do you think it could work for you?" Sometimes I feel I give to many suggestions at once. Is there a recommended number?

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I struggle with finding these moments with our new teachers because, we hardly see each other during the day. Most of the time I meet with them is either before school or after school. This was a good reminder that there are teachable moments among the staff as well as with students.