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Laugh!

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Seek to understand the perspectives of the issues.

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That's the name of the game

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By asking questions, the author might be able to articulate their thoughts and ideas more clearly.
Lets them know they are being heard.

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One of the most important aspects of group work is listening to then making a contribution.

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Build on each other's ideas by saying, "Yes, and". We often pre-judge our ideas (will they work, are they "good") and it comes out as a "Yes, but". Imagine what's possible, then choose the idea that best achieves the goal within constraints.

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active, focussed listening to each other, withholding judgment and comment until appropriate.
- steiner

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Respect others opinions in both agreements and disagreements.

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Helping me "see" the experience through the students' eyes is tremendously helpful. At times, I struck in the details and spin far away from what is possible. 

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Helping me "see" the experience through the students' eyes is tremendously helpful. At times, I struck in the details and spin far away from what is possible. 

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Finding the right balance between watching, listening and contributing is important for facilitating a positive, productive learning environment.

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My ideal group starts as a large group discussing one concept, then as ideas arise that are more specialized, the group members split off to form smaller groups to focus on those ideas. To it is best when this happens a couple of times. The result is very personalized learning for each participant.

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We will try to step into each other's shoes, and yet in doing so, recognize that each school is different: what works in one school might not work in another. 

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We will try to step into each other's shoes, and yet in doing so, recognize that each school is different: what works in one school might not work in another. 

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For me, hearing what specifically when went well—or specific suggestions to try next time—is very helpful.

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 Ideal behaviors for collaborative students

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 Ideal behaviors for collaborative students

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Ideally, I'd think that students are focused, empathetic and engaged in the activity.

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Actively engage in feedback - listen to/ask for the reasoning for the feedback, but the decision as to whether to make changes is yours. There may be reasons to accept it, or not to.
-Helen

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Sometimes we might need to decompress or express frustration about our schools or some other aspect of our teaching lives. Let's keep that experience/information here, so we can feel safe to work through that into a creative design space.

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We will be conscious of our personal "air time" and create space for quieter voices, absent voices, and conflicting ideas... Or another way that I like to think of this idea is "Jump In, but Not Over."