I hope to use this strategy when helping any future mentees dive further into a problem area. I know that when a mirror is held up to a situation it can be quite helpful. By beginning with “What I hear you saying is…” I would be able to not only show what information I’m gleaning, but also ensure that I’m understanding them correctly. It’s in misinterpretation that most difficulties within and out of our classrooms lie in our buildings. By making the effort to truly connect with a person, really understand what they’re trying to communicate, that we establish solid and trustworthy connections with one another.

By allowing room for further communication on one topic I hope to create trust by showing my sincere interest in their teaching. I would want to make sure that misinterpretation isn’t able to happen through truly understanding what is going on in that particular situation. 

I would use this strategy particularly when helping a new teacher plan a concert schedule. Looking at all sides of what’s been done in the past, what they would like to do, and the changes between the two can be stressful. They may feel tied to the ‘old way’ of doing things simply because it’s what is normal to the school or families. The flip side of this would be too much change too fast. Examine the structures that were in place and try to understand the thoughts behind this. For example, when I first came to MACS I was told I would be providing a Halloween concert to the local nursing home only three weeks before we had to be there. Instead of canceling this event- which is exactly what I wanted to do- I looked further into the ‘why’ and found more about how this community outreach greatly improved our student’s understanding of the corporal act of Mercy “Visit the imprisoned” as well as fulfilling a community outreach requirement.

I hope to use this language after an observation time. I think it would be best used during rehearsal time or content teaching. In music and art prepping for big performances or art shows can be stressful, and I have found this is the best time to have an administrator enter my room to see when the real hard work occurs. By viewing the students in an active state of learning it’s easier to have some real conversations later about the learning and teaching processes that occurred.

I hope I would be able to use this in a rational based approach. Seeing how many styles of suggestions are out there is encouraging to me because I get worried about imposing my own teaching style on a mentee. I particularly like the idea of asking questions or asking the mentee to decode a situation for ‘another teacher’ who’s situation may be a lot like her or his classroom.

I would hope to help a new teacher with transition times, as in specialty classes this can be quick and painless, or difficult and time-consuming. How can we keep a class occupied as they are lined up and waiting for a late teacher pick-up? Might a review on learning concepts help eat up some time? What should we do if a teacher drops off their kids early because they “just need a break already” from a particularly unruly class? Maybe now would be a time to set boundaries with your teaching partners in a polite but firm manner.