Listening & questioning technique
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This document outlines different listening and questioning techniques for effective communication. It provides examples of the purpose for each technique. The techniques covered include: neutral listening to convey interest and keep discussion going; clarifying to question statements and identify problems; reflective listening to reflect back feelings; restatement to get agreement; summarizing to collect essential facts; questioning techniques for starting discussion, directing questions, and involving others; justifying ideas more deeply; using hypothetical scenarios; coordinating ideas to find agreement; and presenting alternatives when making decisions.
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This document discusses different types of questions and their uses. It outlines closed questions, which elicit short factual answers, and open questions, which are meant to generate longer reflective responses. Closed questions are useful for starting conversations or testing understanding, while open questions allow respondents to share opinions and feelings. The document also discusses probing questions to obtain details, clear questions, rhetorical questions, and positive questions meant to guide responses. Finally, it notes that teachers use questioning to engage students, assess learning, encourage higher-order thinking, and model complex responses.
Philosophystavanger
The document discusses Socratic dialogue and philosophy with children. It describes how Socratic dialogue uses questioning to stimulate critical thinking. Key aspects include starting with concrete examples, striving for full understanding among participants, thoroughly exploring subsidiary questions, and seeking consensus rather than forcing agreement. The methodology encourages independent and critical reflection in children in a respectful way. It aims to enhance self-confidence in one's thinking and search for truth.
Lecture-3.pptx
This document discusses the art of questioning and provides information on different types of questions and techniques for using questions effectively. It outlines 10 uses of questions, including to stimulate thinking, motivate learners, diagnose difficulties, and encourage application of concepts. The document describes characteristics of good questions and techniques for questioning, handling responses, and distributing questions evenly. It also defines and provides examples of closed and open-ended questions, probing/clarifying questions, reflective questions, hypothetical questions, and direct questions.
Conducting the Discussion Common Problems49to answer a q
Conducting the Discussion: Common Problems 49
to answer a question immediately. Even the shy person will respond when asked, “What did you write? “Rewarding infrequent contributors at least with a smile helps encourage participation even if the contribution has to be developed or corrected. Calling students by name seems to foster freer communication. Seating is important too. Rooms with seats in a circle help tremendously. Getting to know the nonparticipant is also helpful. For example, I have found that it is helpful to ask students to write a brief life history indicating their interests and experiences relevant to the course. These self-summaries help me to gain a better knowledge of each student as an individual, to know what problems or illustrations will be of particular interest to several students, and to know on whom I can call for special information. One of the best ways of getting nonparticipants into the discussion is to ask them to contribute to a problem area in which they have special knowledge. The technique of asking for a student’s special knowledge deals directly with one of the major barriers to class discussion—fear of being wrong. No one likes to look foolish, especially in a situation where mistakes may be pounced upon by a teacher or other students. Student’s par-titularly avoid—or dread—questions that put them on the spot and only have one right answer, such as: “This is an example of what?” which is expecting the student to fill in the one correct word. There is an infinity of wrong answers, and obviously the teacher knows the one right answer; so why should the student risk making a mistake when the odds are so much against the student? And even if the answer is obvious, why look like a pawn of the teacher? One way of putting the student in a more favorable position is to ask general questions that have no wrong answers. For example, you can ask, “How do you feel about this?” or “How does this look to you?” as a first step in analysis of a problem. Students’ feelings or perceptions may not be the same as yours, but as reporters of their own feelings, they cannot be challenged as being inaccurate. While such an approach by no means eliminates anxiety about participation (for an answer involves revealing oneself as a person), it will more often open discussion that involves the student, than will questions of fact. Another technique for reducing the risk of participation for students is to ask a question one class period before the discussion and ask students to write out answers involving an example from their own experience. Similarly, one can ask students to bring one question to class for discussion. This helps participation, helps students learn to formulate questions, and provides feedback for you. Finally, remember that out-of-class learning is often more important than that in class. E-mail, computer conferencing, and other interactive technologies can support active learning, discussion, and debate.
...
Mentor program3
The document provides guidance for mentors in a school district's peer coaching/mentoring program. It outlines the mentor's responsibilities of advising mentees on lesson planning, teaching strategies, and classroom management. It emphasizes establishing trust, maintaining confidentiality, using effective communication and listening skills, addressing common new teacher concerns, and helping mentees develop as educators.
Classroom Discussions
The document discusses strategies for using classroom discussions to help students learn math. It recommends using techniques like revoicing, wait time, and different formats for discussion including whole class, small group, and partner talk. Some key steps are introducing talk moves to students, starting with whole class then small group discussions, and focusing discussions on building and supporting arguments. The goal is to help students develop reasoning skills and communicate their mathematical thinking clearly.
Handout -critical_thinking_-_teaching_methods_and_strategies (1)
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
Performance dialouge (shall we talk)
This document discusses performance dialogues between managers and staff. It provides definitions of dialogue and debate, noting that dialogue is collaborative while debate is oppositional. It then gives tips for having effective performance dialogues, including keeping them fact-based, action-oriented, and constructive. The document outlines a three-step process for starting a performance dialogue and discusses qualities like being targeted and starting from mutual understanding. Finally, it provides six models of feedback styles - emotional, avoider, aggressor, nonchalant, therapist, and bureaucrat - and suggests strategies for giving feedback to each style.
Contingency Management Lecture 4
This document provides information about classroom rights and responsibilities, Socratic seminars, and moral development. It discusses guidelines for participating respectfully and effectively in Socratic discussions. Examples of open-ended questions that could spark philosophical dialogue are presented. Kohlberg's stages of moral development are outlined. Brief dilemmas are posed to illustrate different levels of moral reasoning. The role of the leader in facilitating respectful exchange of ideas is described. Sources that informed the content are cited.
Learning in the 21st Century Practical Tips for Adults
This session presented by James Hall at Compass Teacher's Day in Brazil in July of 2018. The session looks at two amazing courses, Blueprint and Interact, which help adult learners to develop their language competencies within the context of the 21st Century. The session looks at the changing needs of language learners away from just traditional forms of input and output into the 4cs of 21c learning and the growing need for practical and useful contexts for a real and dynamic world. (c) 2018 James Hall- please use citations with references.
Section A Skills Activity ppt.pptx
This document provides information about skills needed for a workplace presentation, including verbal and non-verbal communication, listening and questioning techniques, and interpreting audience reactions. It discusses that verbal communication in the workplace includes speaking clearly, asking questions, delivering information to managers, actively listening, and analyzing non-verbal cues. Non-verbal communication includes body language, facial expressions, dress, voice, eye contact, and distance between people. Listening requires full attention to understand others and asking powerful questions that stimulate reflection and creativity. Interpreting audiences involves identifying their characteristics, knowledge, attitudes, segmentation, and key influencers to understand their requirements for an effective presentation.
Trust and open to learn seminar
Presented to Eastern Cluster (Auckland) Leadership Group at St. Kentigern's School, 11th September, 2013
Developing an effective case study
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
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More from Barry Kaufman
Teachers mentoring teachers
1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
2) To improve the program, the authors propose refocusing it to develop mentors as collaborators who co-inquire into teaching and reflect deeply on their own assumptions and practices.
3) The revised program would focus on establishing reflective practices, communication skills, and a culture of inquiry within a community of practice to better support beginning teachers.
Teachers mentoring teachers
1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
2) To improve the program, the authors propose refocusing it to develop mentors as collaborators who co-inquire into teaching and reflect deeply on their own practices.
3) The revised program would focus on establishing mentoring as a culture of inquiry and reflection within schools to create communities of practice that facilitate powerful learning.
Consult collaborate coaching
The document discusses the roles and stances of an effective mentor. It describes the three Cs of consulting, collaborating, and coaching. For consulting, the mentor offers support and resources. For collaborating, the mentor creates challenges and encourages growth through activities like co-planning and exploring case studies. For coaching, the mentor facilitates professional vision by remaining non-judgmental and helping the mentee reflect on goals.
Goal setting
This document discusses goal setting conversations between mentors and mentees. It recommends building trust and clarifying roles and expectations when setting the stage for success. Practical ideas for goal setting conversations include building trust, clarifying roles, paraphrasing, nonverbal encouragement, reflecting feelings, and fully attending. Possible goal setting questions focus on the mentee's strengths and goals for students, professional learning goals, views on collaboration, and next steps.
Listening quiz
This document is a listening self-evaluation quiz intended to help people assess their listening habits. It contains 30 statements about listening behaviors and attitudes for the respondent to rate on a scale of how often each applies to them. The statements address issues like tuning out disagreeable views, daydreaming during conversations, forming rebuttals in one's head while listening, and focusing on meaning rather than appearance or facts. Upon completion, the respondent is instructed to total their responses within each frequency category and calculate a grand total score to gauge their overall listening ability as superior, above average, average, fair or poor.
Power of listening
This document discusses the importance of listening in mentoring relationships. It identifies pausing, paraphrasing, nonverbal encouragement, reflecting feelings, and fully attending as key elements of effective listening. The document also notes that listening helps build trust and rapport between mentors and mentees, and can lead mentees to identify next steps.
Observation and debriefing
Mentoring Moments provides guidance for classroom observations between new teachers and their mentors as part of the NTIP program. It recommends that new teachers first observe their mentors, then have their mentors observe them, and that pairs also observe other teachers together. The core elements of effective observation experiences are outlined as orientation, observation, debriefing, action planning, and follow up. Additional ideas and resources are provided to support implementation of these observation strategies between new teachers and their mentors.
Making meaningful classroom observations
Teachers observing other teachers and providing feedback is an effective form of professional development. The document outlines elements of meaningful classroom observations which include an orientation, the observation, a debriefing between the teachers, and action planning with follow up. It emphasizes the importance of collaborative debriefing and planning for authentic learning. Resources are also provided to support implementing meaningful classroom observations and building effective mentoring relationships.
Observation and debriefing
Mentoring Moments provides guidance for classroom observations between new teachers and their mentors as part of the NTIP program. It recommends that new teachers first observe their mentors, then have their mentors observe them, and that pairs also observe other teachers together. The core elements of effective observation experiences are outlined as orientation, observation, debriefing, action planning, and follow up. Additional ideas and resources are provided to support implementation of these observation strategies between new teachers and their mentors.
Making meaningful classroom observations
Teachers directly observing other teachers' classrooms can be a meaningful form of professional development when done collaboratively. The observation process should involve an orientation, the observation itself, a debriefing between the teachers, action planning, and follow up. This allows for personalization of learning through discussion of the authentic classroom context and helps teachers meet multiple learning goals. Resources are provided to support schools in implementing effective classroom observation programs that build mentoring relationships among teachers.
Listening & questioning technique
This document outlines different listening and questioning techniques for effective communication. It provides examples of the purpose for each technique. The techniques covered include: neutral listening to convey interest and keep discussion going; clarifying to question statements and identify problems; reflective listening to reflect back feelings; restatement to get agreement; summarizing to collect essential facts; questioning techniques for starting discussion, directing questions, and involving other students; justifying ideas more deeply; using hypothetical scenarios; coordinating ideas to get agreement; and presenting alternatives for decision making.
Learned focus conversation
This document discusses learning focused conversations as a mentoring tool for teachers. It describes how mentors can use flexible stances and roles like paraphrasing, reflecting feelings, and fully attending to guide mentees through conversation maps. A conversation map involves elegantly paraphrasing the mentee's perspective, exploring options, planning next steps, and evaluating strategies. The document provides an example conversation map and recommends resources like handbooks and an online community to support implementation of learning focused conversations.
Power of listening
This document discusses the importance of listening in mentoring relationships. It identifies pausing, paraphrasing, nonverbal encouragement, reflecting feelings, and fully attending as key elements of effective listening. The document also notes that listening helps build trust and rapport between mentors and mentees, and can lead mentees to identify next steps.
Mentoring matters
1) The author reflects on the importance of mentoring after reading a blog post from a new teacher who felt lost and without support.
2) The author recalls their own difficult first year teaching without a mentor. They responded to encourage the new teacher.
3) The author believes mentors can provide hope and help to new teachers who may otherwise feel alone. They started an online mentoring project to connect experienced teachers as virtual mentors.
4) The author invites readers to consider mentoring new teachers, even in small ways, and reflects on the potential of online tools to support mentoring in the 21st century.
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Listening & questioning technique
- 1. Listening Technique: Neutral Purpose Examples Convey ideas of interest I see Keep discussion going Yes, go on 1
- 2. Listening Technique: Clarifying Purpose Examples Question a statement & get agreement who owns the problem Then this is the problem Bring out relating problem areas Is there something else 2
- 3. Listening Technique: Reflective Purpose Examples Reflect back student’s feelings so they hear them voiced by someone else You fee strongly that……. Responding to person’s feeling-tone rather than content That was a sound decision…. 3
- 4. Listening Technique: Restatement Purpose Examples To get concurrence and agreement This is your decision and the reasons are… Show him you are listening and understand problem If I understand you idea it is… 4
- 5. Listening Technique: Summarizing Purpose Examples Keep putting together essential facts These are the key ideas you have expressed Serves as check point for further discussion Can we say then that we accomplished the following….. 5
- 6. Questioning Techniques: Where to Start Purpose Examples To open discussion or introduce new idea How shall we begin To give students a chance to comment What should we consider next 6
- 7. Questioning Techniques: Direct Purpose Examples To call on a student for special information “Al, what would you suggest?” To involve a student who has not been active “ Fred, have you had any experience with this?” 7
- 8. Questioning Techniques: Relay Purpose Examples To get other students involved in the discussion “Would someone like to comment on Bill’s questions?” To call on someone who knows the answers “John, how would you answer Bill’s questions 8
- 9. Building Effective Communications: Justify of Go Deeper Purpose Examples To challenge old idea Why do you think so?” To clarify thinking “ In what way is this important?” 9
- 10. Building Effective Communications: Hypothetical or Suppose Purpose Examples To develop new idea “Suppose we did this way.. What would happen To suggest another opinion Another teacher does this..is this feasible 10
- 11. Building Effective Communications: Coordinating or Get-Agreement Purpose Examples To get agreement “Can we agree…” To combine ideas, opinions “Can we combine your thoughts… 11
- 12. Building Effective Communications: Alternative or Choice Purpose Examples To make a decision between two or more alternatives “ Which of these solutions is best, A or B 12