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 When you are ready › The more comfortable you feel, the more likely it is they will feel uncomfortable.  Do not hurry to interact with the teacher.

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Presentation on theme: " When you are ready › The more comfortable you feel, the more likely it is they will feel uncomfortable.  Do not hurry to interact with the teacher."— Presentation transcript:


2  When you are ready › The more comfortable you feel, the more likely it is they will feel uncomfortable.  Do not hurry to interact with the teacher › Chances are you are emotional (naturally) › It will be easy to get into an argument › You need to have a game plan › If you run into the teacher and they request a meeting it would be best to delay for awhile

3  Determine the best place to meet with the teacher › It is best not to give them advance notice. Chances are they know when they did something wrong and will begin planning excuses and mentally preparing their defenses › You need to be the one who is prepared  While you are waiting make sure you are continuing to treat them as a professional.

4  While in discussion with the teacher if s/he starts making excuse you have to become a broken record. › Repeat what the unacceptable behavior is:  Ex: I was very disappointed during our staff meeting when you interrupted the discussion to interject a rude comment that was unproductive.

5  Always ask yourself if you are confronting this teacher in the same manner you would if one of the best teachers were in the room observing  Think about the whole staff being in the room to witness you

6  Remember this conversation will probably be repeated by the teacher with a few added details › Don’t be concerned with how close to the truth it really is › Envision that when it is repeated, in the lounge perhaps, that the most effective teacher is listening as well as the least effective teacher  If you handled yourself correctly the most effective teacher may sympathize with the teacher, a natural reaction, to maintain respect. But mentally they will be giving you high-fives knowing how the conversation probably really went. The least effective teacher will probably be thinking about whether or not they display the same behaviors making a mental note to stop if they do

7  Do not defend the inappropriate behavior by rationalizing something else › Ex. They are a good teacher but they just don’t get along well with their students. › They may not be the worst but very rarely are these people really good teachers.  Ask yourself questions like: › Would I want my child in their classroom › How many years would one of the excellent teachers have to teach before they exhibit that behavior. If the answer is never than that is probably not a good teacher.  By defending we are potentially reinforcing the behavior and setting the tone that it is acceptable.

8  Remember to never address inappropriate behavior of an individual in a whole group setting. › Teachers who the behavior does not apply to resent having to be lectured › The person displaying the inappropriate behavior is being given a chance to hide and will also rationalize that they are not the only one displaying the inappropriate behavior

9  Ineffective teacher have many excuses › We do not give our students the freedom to display inappropriate behaviors when they are having a bad day › We do need to be sensitive the key is figuring out if a teacher is having an off day or it is a repeat of a continual inappropriate behavior.

10  Ignorance or Insubordination? › Sometimes it’s hard to determine if a teacher doesn’t know any better or if they are choosing to act inappropriately  You must be specific when giving feedback so the teacher knows exactly what behavior must be eliminated › If you are specific it is now fair of you to expect a change.  If a behavior is continued it is much more likely that it is intentional because you were specific with the change that neesd to be made.

11  Remember that it is perfectly acceptable to feel the feelings and emotions you have › The key is reacting or not reacting to them in an appropriate manner  All schools have teachers who are intimidating. › The challenge is to not ACT intimidated, afraid or uncomfortable. › Put these feelings into perspective › Focus on your goal of improving the teacher

12  Determine: › What behavior you want changed › decide when and where to meet with the teacher › develop a strategy › do what is right for the students of your school

13  After an incident has occurred allow several days to pass – continue to treat this person professionally.  Then, when casually meeting the teacher say, like it is a second thought, “Can you tell me a little bit about…….”  Being so indirect will cause the teacher some discomfort › The teacher is probably trying to figure out how much you know, and what “part” exactly you are talking about  The fewer details the more stressful it is for the ineffective teacher to figure out how they are going to respond

14  The teacher will then have the choice to lie or tell the truth. › No matter how the teacher replies treat them as though their intentions were not malicious – Show no reaction just continue prompting.  The ineffective teacher will be trying to figure out exactly what you know  Your next question can have a little bit more information but continue to pry. › All along treat the teacher as if they are telling the truth whether you know differently or not.  Eventually some version of the truth will come out. › When it does, act completely shocked that it could have happened  The longer the investigation the more thinking time the teacher has and the longer s/he is uncomfortable.

15  Take note of what good teachers do to make things happen for them.  Being aware of behaviors and strategies our most talented teachers use, we can generate additional ideas that are effective.  This will give you guidance when working with adults.

16  I’ll try to answer them 

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