https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo Your final mentoring scenario reflections will go here. en-us 2018-09-17 21:25:58 UTC 2018-12-22 17:13:10 UTC hello@padlet.com kjwien16 https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/311645517 I would challenge the teacher to do some outside research, reading or watch a video around student engagement and motivation. Perhaps I would share something specific right as we were meeting. I believe most of the research around these concepts is teacher-directed and about the choices teachers make for their instruction, assignments, etc. I think this might help the teacher to look more inward. Also, I think a conversation about our circles of influence - what is and is not something as teacher's we can impact, could shift the perspective.  Asking the teacher, how is this goal going to show me, an administrator or anyone else who might read it and review the results, that as a teacher you have grown in your practice. In our system we call this goal our professional development goal, and also create student achievement goals. Having the opportunity to name both makes it easier to differentiate the purpose behind each goal. We are also asked to layout the timeline or steps to getting to the goal, and each benchmark would be an opportunity to help the teacher be more reflective of their own practice. ]]> 2018-12-06 01:00:48 UTC https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/311645517 kjwien16 https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/314504643 I sense this teacher is fearful of what might be the outcome of this coaching/mentoring opportunity.  She might feel a bit of pressure to be a leader in the building, and it is hard to try new things, as it often feels like then you are admitting what one had been doing previously, was wrong.  It’s very challenging to persist through fear, which often comes across as anger and upset.  In order to meet this teacher where she is at, I think a mentor would need to start by allowing her to share all the expertise she has gathered over the years in personal mentor sessions.  I wonder if after several conversations, a mentor could start to connect the teacher's OWN thinking and language to ideas presented by the mentor that might nudge her to grow and develop.  For example, let’s say her rational is to send kids to the time out chair in order for them to learn not do an unwanted behavior again.  Could the mentor introduce a short article around an alternate approach like seeing a child’s misbehavior as a lagging skill that can be taught? If a teacher could see a shift in even one learner due to this approach, it might gather momentum.  I also think the teacher would benefit from doing some goal setting around her students.  What shift in student data would she like to see? The mentor could provide a book or resource around best practices, in shifting that particular area of data. I would think encouraging the teacher to develop and consider some cultural proficiency tasks might support her in feeling less fearful about the unknown of her EL students.  The reality is, the teacher continues to stay in the profession, so there must be some reason she stays.  Helping her re-visit and find her “Why” around teaching might be an avenue to explore as well.  This is a REALLY tricky situation, I’ve seen it with many teachers in action before. The coaches and mentors that have had the most successful are the ones that are willing to take it slow, develop a relationship over years and out of mutual trust and respect, a mentor can start to nudge the teacher in different directions.  Once the teacher starts to feel like they can be vulnerable with a mentor or coach, real progress can be made.]]> 2018-12-14 00:04:06 UTC https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/314504643 https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/314547013 I would tell the teacher, "That is a great goal for students but lets reflect on how as an educator we can set goals that address students needs". When creating our goals as an educator, how can someone like another teacher or administrator look at your goal and know the needs of your students in your classroom. This is where building relationships with students and having a good understanding of their needs will be important. I think though that it would be important to have your students set their own goals. ]]> 2018-12-14 06:55:54 UTC https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/314547013 e_boehm https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/314913493 I'd definitely affirm their ability to form goals but also help her recognize that as the teacher, she should also have a goal specific to her as a teacher and not so specifically geared to what students are doing since she can't control their actions. I could then help the teacher reflect on her teaching practices to see where she has control over different things that apply to that student goal since it is clear she is passionate about that area. This gives her a passion and zeal for working toward a certain goal and I think she'd be more likely to follow through!

]]> 2018-12-15 19:21:53 UTC https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/314913493 https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/315017055 As a mentor, I'd use a lot of the coaching stems to guide my conversation with this teacher to ensure I am hearing her out and being as non-confrontational as possible. I'd have her look back at the lesson I observed and share what worked and why and hear her out and clarify and paraphrase and needed. I'd also ask her "what might be some other ways you could engage students, especially those that are a bit more squirmy, in diagramming sentences? As a mentor I'd also find an article or two or an activity to share with this teacher because it sounds like she also doesn't want to take the time to find other ways. Giving her some suggestions in that way could take off some of the workload she may be nervous to take on since she already has everything she needs to do it the same way.]]> 2018-12-16 21:42:49 UTC https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/315017055 emabra16 https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/316514155 I would acknowledge her goals but ask how they reflect back to her. Are they goals for herself or for her students? I'd have her reflect on that question. I also encourage her to get to know her students outside of school. What are they like, what are they interested in, what do they do for fun outside of school, etc. Once she has that information, she can make goals that better fit the needs of her students. How can she change what she's doing to meet their needs? I would also encourage her to have the students set their own goals. 
I also would tell her that I love her passion for making goals. Maybe she could use her passion to help the students become more passionate when making their goals. ]]> 2018-12-22 14:58:50 UTC https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/316514155 emabra16 https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/316519440 I feel this would fall under that category of a crucial conversation because the stakes are high, opinions vary, and emotions are running high. The first thing I would ask her to do is tell me how she feels and why. Then, I would  use some of the language from the mod 5. I would using some paraphrasing and clarification when listening to how she feels. After that, I could share with her how everyone sometimes struggles with change and that it's not necessarily a bad thing. I could provide here with a couple articles about how the changes would benefit the children. Afterall, we are there for the children. 
I would also suggest that the mentor video tape the teacher while she's doing a lesson. Afterwards, meet with the teacher to watch the video. Next, ask the teacher what she noticed while watching it. Did she anything that she could have done differently? I (or the mentor) could provide her with suggestions and materials, so the teachers work load wouldn't increase which could be one of the reasons she fears change. Finally, I would check back with her either within the week or the following week to see how she's feeling now about the changes that need/want to be made. ]]> 2018-12-22 17:03:15 UTC https://padlet.com/jessicaaprilwilliams/d9m7y4xwnrfo/wish/316519440