Pajak

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Honoring Diverse Teaching Styles : 

Honoring Diverse Teaching Styles A Guide for Supervisors By: Edward Pajak

Scenario One : 

Scenario One Focus questions: How do these educators approach communication? What do they believe is most important in the classroom? What is the source of conflict between them?

What went wrong? : 

What went wrong? Perhaps Mary needed to listen more & establish a rapport Perhaps the expectations were not clearly delineated Listen more & clarify – advise based on clinical supervision models

Consider Thompson’s (2000) Definition: : 

Consider Thompson’s (2000) Definition: Communication is a dynamic process of listening, processing, & expressing information and meaning

Slide 8: 

Shannon Mary

Causes of Distorting the Communication Cycle : 

Causes of Distorting the Communication Cycle Nonverbal behavior Individual interests Values Prior experiences Varying abilities Age Gender Difference in processing style: -major source of misunderstanding & conflict often overlooked ie. What Mary said is not what Shannon heard & vice versa Analogous with shouting at a non-English speaker

Improving Communication : 

Improving Communication Shift dialect – move closer on the wheel Shannon & Mary have “Sensing” in common Mary shifts to S-F dialect with Orchestrating Style of Teaching Respect Shannon’s attention to detail & organization Gradually introduce different instructional strategies (i.e. cooperative learning)

Scenario Two : 

Scenario Two Focus questions: How do these educators approach communication? What do they believe is most important in the classroom? What is the source of conflict between them?

Slide 13: 

Lisa Nick Mary David

Slide 14: 

Chart also available on pg. 64

Application : 

Application Each of these language styles can be seen in a developing teacher Growth is encouraged by nudging people out of their comfort zone This style of growth will allow teachers to take responsibility for their own professional development Assigning mentors and peer coaches Selecting team members Improving communication Resolving conflicts Identifying mediators Professional development

Conclusions : 

Conclusions Do not pigeonhole teachers Everyone is capable of each section of the clinical language circle Supervisors should learn to communicate with teachers in the manner that the teacher learns best Do not advocate a particular behavior or way of thinking instead model different ones Appendix A and B

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