building alliances - all kinds of minds · building alliances should be the ﬁ nal workshop...

L e a r n i n g a b o u t L e a r n i n g W o r k s h o p s :

UNDERSTANDING ALL KINDS OF MINDS ™

FA C I L I TAT O R N O T E S

BUILDING ALLIANCESHELPING PARENTS & EDUCATORS

COLLABORATE TO SUPPORT STUDENT LEARNING

All Kinds of Minds® and Understanding All Kinds of Minds™ are marks of All Kinds of Minds.www.allkindsofminds.org

All Rights ReservedNo part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from All Kinds of Minds.

© 2006 ALL KINDS OF MINDS®

™U N D E R S TA N D I N G A L L K I N D S O F M I N D S

LEARNING ABOUT LEARNING WORKSHOPS

BUILDING ALLIANCES

BUILDING ALLIANCES | FACIL ITATOR NOTES

© 2006 ALL KINDS OF MINDS

PARTICIPANT OBJECTIVES

> Recognize the value of building an alliance between parents/caregivers, teachers, and children

> Identify characteristics of effective communication

> Learn strategies for conducting effective conversations to support building alliances and student learning

> Plan a conversation about student learning

Activity Facilitator Materials Participant Materials Time

I.A. Icebreaker PowerPoint slide 2 10 min.

I.B. Presentation: Workshop Contextualization

PowerPoint slides 3-8 Journal Page 1 5 min.

I.C. Introductory Segment Chart paper Journal Pages 2-3 5 min.

II.A. Communication PowerPoint slides 9-13 Journal Page 4 5 min.

II.B. Ineffective Communication ActivityChart paperPowerPoint slide 14

Journal Page 5 15 min.

II.C. Effective Communication Activity PowerPoint slides 15 Journal Page 5 8 min.

II.D. Communication Refl ection PowerPoint slides 16Journal Page 5Highlighters

5 min.

BREAK 10 min.

III.A.Communication Plan: Contextualization

PowerPoint slide 17 Journal Page 6 5 min.

III.B. Communication Plan: Case Study Transparency Journal Page 7Handouts

5 min.

III.C.Communication Plan: Creating the Plan

Transparency PowerPoint slides 18-21

Journal Pages 8-10 27 min.

IV. Action Plan Journal Page 11 15 min.

V. Closing Refl ection & Message Journal Page 12 5 min.

TOTAL TIME 120 min.

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BUILDING ALLIANCES | FACIL ITATOR NOTES | 1


Building Alliances should be the fi nal workshop presented in the Learning about Learning Workshops series. Because this workshop builds from concepts discussed during Learning and Self-Esteem, it is highly recommended that you present Learning and Self-Esteem before Building Alliances.

WORKSHOP SETUP

1. During the Ineffective Communication Activity, facilitators will present a role play to demonstrate ineffective communication. While the roles do not need to be memorized, be sure to practice the role play ahead of time so that you can concentrate on demonstrating ineffective communication behaviors.

2. During the Ineffective Communication Activity, facilitator will need to record responses on chart paper.

3. During the Communication Refl ection, each participant will need to have easy access to two different colored highlighters.

4. The Communication Plan tool emphasizes the importance of gathering input from multiple sources, including the parent/caregiver, student, and teacher. Each of these individuals owns specialized information about the student’s strengths, affi nities, and challenges. Encourage parents who want to initiate a conversation about their children as learners to fi rst have a conversation with their child, and then continue that conversation with their child’s teacher. This workshop and the Learning and Self-Esteem session guide participants through that process.

5. The Communication Plan tool (handout) is a vital piece in this workshop. Each participant will need a copy of the handout. Ideally, the document should be one double-sided page folded in half. Do not distribute the handout until directed to do so in the Facilitator Notes after presenting the Angela Case Study.

6. During the latter part of the workshop, you will refer to the handout and use it to demonstrate a sample conversation plan. You will need to make a transparency of the handout and use an overhead projector to display it.

7. Before participants arrive, place a participant journal at each seat.

8. Project the “Welcome” PowerPoint, slide 1.

ADVANCE PLANNING NOTES

Welcome to Learning about Learning:

Building Alliances

Please sign in and fi ll out a nametag with your name, the names of your children, and the ages of your children.

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A. ICEBREAKER (10 MINUTES)

1. As participants arrive, direct them to a seat and have them follow the directions on the slide.

2. Once everyone is settled, introduce yourself and welcome participants to the Learning about Learning Workshop: Building Alliances, from All Kinds of Minds.

> This workshop builds upon the previous workshop, Learning and Self-Esteem.

> That session focused on communication between parents/caregivers and children.

> “Building Alliances” focuses on communication with educators.

FACILITATION POINT: If several participants are late, and you have some latitude about your start and stop time, consider a slight delay in the start of the workshop so that no one misses this opening discussion.

3. Tell participants that they are now going to spend a few minutes getting to know one another, as they will be working together for the next two hours.

4. Ask participants to divide into pairs. If there is an uneven number of participants, create a group of three.

5. Display slide 2 and introduce the activity by providing the following information in your own words:

> You will have two minutes to get to know your partner and to come up with two examples of an alliance.

> An alliance consists of people working together for the good of something they have in common. For example, when your children come up with a plan to talk you into taking them to their favorite restaurant, they have formed an alliance. They are working together for something they have in common – the desire to eat at a particular restaurant.

I . INTRODUCTORY ACTIVITIES (20 MINUTES TOTAL)

Icebreaker

> Learn your partner’s name and the names and ages of their children.

> Come up with 2 examples of an alliance.

Alliance: people working together for the good of something they have in common

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A. ICEBREAKER CONTINUED

> This alliance may take any form. It can be from something you’ve seen on TV, from an experience you’ve had in real life, or even an event in history.

> After the activity, each of you will introduce your partner to the group by briefl y providing the following information:

> His or her name

> The names and ages of his or her children

> An example of an alliance

6. Circulate to answer questions, help people get started, or offer any other form of assistance participants may need.

7. After two minutes, ask for a volunteer to start the introductions. Then move on to the next group.

8. Continue this way for about three minutes. If participants are taking too long to make the introductions, gently request that people keep their introductions short so you are able to keep the workshop on schedule.

9. In your own words, say:

> During this icebreaker, you and your partner shared information that may have revealed that the two (or three) of you had something in common – maybe children of the same age of similar experiences with alliances.

> You communicated information back and forth between each other. In order to have an alliance which involves working together for the good of something you have in common, you must be able to communicate.

> During this workshop, we’ll spend time talking about effective and ineffective communication and its role in building alliances.

> For the next few moments, I would like to communicate some important information to you regarding the rest of this workshop.

I . INTRODUCTORY ACTIVITIES

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B. PRESENTATION: WORKSHOP CONTEXTUALIZATION (5 MINUTES)

1. Show slide 3 and read the bullets aloud, explaining that you will address each of these questions in the next fi ve minutes, so that participants have a better understanding of how this workshop works.

FACILITATION POINT: If you have given more than one of the Learning about Learning Workshops and most of your participants are repeat visitors, you can consider modifying the PowerPoint presentation. For instance, you can give a copy of the background information (slides 3-4) for participants to review on their own, but you should still present slides 5-7, which remind participants of your and their roles in the workshop as well as the role of the Parking Lot.

2. Display slide 4 and go over the bullets, using your own words if you wish.


Some Preliminary Questions

> What are the Learning about Learning Workshops?

> What is my role in the workshop?

> What is your role in the workshop?

> What is the Parking Lot?

What are Learning about Learning Workshops?

> Developed by All Kinds of Minds, a nonprofit organization co-founded by Dr. Mel Levine and Charles Schwab

> Facilitated by educators who have attended the Schools Attuned Program, a program that prepares educators to meet the learning needs of all students in their classroom

> Additional topics include mastering the challenge of home-work, paying attention, getting organized for learning, and learning and self-esteem

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B. PRESENTATION: WORKSHOP CONTEXTUALIZATION CONTINUED

3. Display slide 5.

FACILITATION POINT: Explain the difference between a facilitator and an expert. It is very important for participants to understand that you are NOT an authority on neurodevelopmental variation, and they may have questions that you cannot answer. It’s also important to validate participants’ own wisdom about their children.

4. In your own words, let participants know that:

> I may say “I don’t know” to some of your questions.

> I may pose the question to the group and let you hear the wisdom of your peers.

> You are the ultimate expert on your child.

5. Display slide 6.


What is my role in the workshop?

> Facilitator = encourage and guide conversation among you

> Facilitator ≠ provide expertise on neurodevelopmental variation

What is your role in the workshop?

> Listen

> Discuss

> Collaborate

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Explain the following points to participants using your own words:

> One of the goals of Understanding All Kinds of Minds workshops is to promote conversation among parents and caregivers allowing you to learn from one another and share your wisdom.

> Your job today is to:

> Listen thoughtfully to the new information you will be learning.

> Have thoughtful conversations with fellow participants about the information to deepen your understanding.

> Work with fellow participants to come up with ideas and strategies to help your children become more successful learners.

6. Display slide 7 and show participants where you have posted the Parking Lot.

Explain in your own words the following points about the Parking Lot:

> These workshops are designed to explore learning differences in general.

> Most likely, you will relate the information you are learning to your own children and, to the extent that you are comfortable, share your experiences with your fellow participants.

> However, there is not enough time in the workshop to dwell on one child or one problem, and I hope you will be mindful of this during discussions.


What is the Parking Lot?

> A temporary place for unanswered questions

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> Questions will come up that need answers. We will “park” them in the Parking Lot and return to them before the end of the workshop.

> If we can answer these questions with our collective wisdom in the time allotted, we will attempt to do so. It’s possible, however, that these questions may require further discussion beyond the time we have for the workshop.

7. Display slide 8. Ask participants to turn to page 1 of their journals, and go over the workshop goals.

Explain:

> Our focus throughout this workshop will be to determine how to communicate in a way that will result in an alliance.

> The fi rst half of the workshop will focus on the concepts of alliance and communication.

> During the second half, we’ll apply what you learned about these concepts to create an action plan for communicating with your child’s teacher.

FACILITATION POINT: If you have prepared an agenda for the workshop, you may now distribute and discuss it as well as any procedures or logistics.


Workshop Goals

> Recognize of the value of building an alliance between parents and caregivers, teachers, and children

> Identify characteristics of effective communication

> Learn strategies for conducting effective conversations to support building alliances and student learning

> Plan a conversation about student learning

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C. INTRODUCTORY SEGMENT (5 MINUTES)

1. Ask participants to open their journals to page 2 and follow along as you read aloud.

FACILITATION POINT: Reading aloud is helpful to those participants who may not have strong reading skills. However, it may also be hard for people with weak oral receptive language abilities, so be sure to read slowly and clearly and check faces for understanding.

Paula (to herself): Oh no, not again. I hate Field Day! Last year, I tripped during the tug-of-war, and I came in last

in the sack race. All the kids on my team called me clumsy and said they hoped I wouldn’t

be on their team next year. Mrs. James said I have to give this Field Day volunteer slip to my

parents, get it signed, and bring it back tomorrow.

If I show it to my mom, she’ll want to volunteer to help, and I’ll have to participate. Last year I

even tried to tell her I was sick, but she said I had to go. I didn’t tell her about the names they

called me because I didn’t want her to call my teacher. Then everyone would call me a tattle

tale! Now my mom will see it all! What am I going to do?

Paula’s Mom: “Paula, Ben’s dad just mentioned that Ben brought home a letter about Field Day at school.

Am I supposed to have the same letter?”

Paula: “Oops, I must have lost it. Um, I think you have to work that day anyway.”

2. Ask participants to take three minutes to complete the sentence starters on page 3 and mention the following points:

> The sentence starters are “I think the problem is” and “The problem could be solved by.”

> You are not required to write your responses. If you wish, you may just refl ect on them mentally.

3. After three minutes, ask volunteers to share their responses.

FACILITATION POINT: As participants call out answers, record key words (e.g., talking, meeting, etc.) on a chart.


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C. INTRODUCTORY SEGMENT CONTINUED4. Ask participants:

> Do you see any common themes on this chart?

FACILITATION POINT: If participants do not suggest themes of communication and building alliances, add these ideas to the conversation.

5. Explain:

> As in the icebreaker, we have to acknowledge the importance of communication in building alliances.

> Since this is a recurring theme, let’s dig deeper into the concept of communication.


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A. COMMUNICATION (5 MINUTES)

Contextualize

1. Display Slide 9. Ask participants to turn to page 4. Read slide aloud.

Explain:

> There is a lot to that defi nition, so let’s break it down.

2. Display Slide 10. Read the defi nition of “process” aloud.

I I . COMMUNICATION (43 MINUTES TOTAL)

Communication

A process by which individuals exchange information through a common system of symbols, signs, or behaviors

Process: a series of actions bringing about a result

A process by which individuals exchange information through acommon system of symbols, signs, or behaviors

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A. COMMUNICATION CONTINUED

In your own words say:

> In other words, communication is not just words.

> It is an on-going process aimed at getting a result.

3. Display Slide 11. Read the defi nition of “exchange” aloud.

Explain:

> It is easy to think of communicating as simply giving information.

> Later we’ll talk more about giving and receiving a message.

4. Display slide 12. Read the defi nition of “information” aloud.

I I . COMMUNICATION

Exchange: to give and receive equally


Information: a collection of facts


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A. COMMUNICATION CONTINUED

Explain:

> There are instances when communication includes more than specifi c facts, such as opinions and assumptions.

> In this workshop, we are going to talk about communicating observable facts in order to truly help children learn.

5. Display slide 13. Read the defi nition of “common” aloud.

Explain:

> What common interest do Paula’s mom and teacher share?

> If you’re familiar with the program, you know that All Kinds of Minds focuses on sharing a common language.

> Imagine someone from another country has just walked into this room to ask us for directions to another part of town. On the way to pick up his child from a birthday party, he took a wrong turn and ended up here. He is quite worried and upset that his child is waiting for him. He is getting increasingly frustrated because we do not understand his language nor does he understand ours. At one point, he starts to think that maybe we are choosing not to help him.

> The same is true in conversations about learning. Sometimes it feels as if we are all speaking a different language. We get frustrated and begin to doubt the sincerity of the person with whom we’re trying to communicate. It is important for parents and caregivers, teachers, and students to share a common language in order for effective communication to occur and alliances to be formed.

> Now that you are familiar with the meaning of communication, let’s spend some time talking about how to communicate effectively.

I I . COMMUNICATION

Common: belonging to or shared by two or more

A process by which individuals exchange information through acommon system of symbols, signs, or behaviors

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B. INEFFECTIVE COMMUNICATION ACTIVITY (15 MINUTES)

SET UP AND CONDUCT THE ACTIVITY • 10 MINUTES

1. Discuss with participants:

> How do you know if you’re communicating effectively?

> Sometimes the easiest way to learn what to do is to observe what not to do.

> In a moment, you will observe a role play. Both Paula’s teacher and her mother will demonstrate what NOT to do when trying to exchange information. This is called ineffective communication. As you watch the teacher and parent discuss the upcoming fi eld day, write your observations in the blank space on page 5.

2. Read the script aloud.

One facilitator should take the role of the teacher while the other plays the parent. Both roles should demonstrate ineffective communication techniques; neither the teacher nor the parent should appear more “right” than the other. Be sure to include as many of the following components as possible: poor eye contact, aggressive or passive tone, closed body positioning (shoulders or entire body turned away from partner), invasion of personal space, aggressive stance (hands on hips), fi nger pointing, etc. Have fun with it while maintaining the structure and purpose of the activity.

Teacher: Thank you so much for volunteering to help out with this year’s Field Day! Let me give you a quick overview of the day. Then I’ll give you details about your role.

Parent: Great.

Teacher: Eight different sixth grade classrooms are going to participate, so we’ll have eight teams competing in nine events. The winning teams for each event will be awarded points. For example, when teams complete the sack race, the team with the fastest time will get 3 points. The second place team will get 2 points. The third place team will get 1 point. The other fi ve get zero points.

Parent is taken aback by hearing zero points…gets a surprised look on her face and puts her hands on her hips but doesn’t say anything.

Teacher: Then we’ll fi gure out which three teams scored the most points for the day. Those three teams will receive ribbons and their names will go on the Wall of Fame.

Parent: Um…okay. That sounds pretty intense, doesn’t it?

Teacher does not acknowledge concern.

Teacher: Well, it’s worked every year so far!

I I . COMMUNICATION

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B. INEFFECTIVE COMMUNICATION ACTIVITY CONTINUED

Parent says next line somewhat sarcastically and makes quotation marks in the air when she says “fun.”

Parent: So what exactly is my role in this day of “fun”?

Again teacher does not acknowledge parent’s frustration.

Teacher: Your station will be the Spoon of Water relay. The teams will stand in single fi le lines. When you blow the whistle, the fi rst person in line will fi ll their spoon with water, run to the jug, dump the water, run back, and pass the spoon to the next person. The fi rst team to fi ll up their jar to the water line will be seated. Then the second team will sit. When the third team sits, game over. You will record 3 points for the fi rst team, 2 for the second team, and 1 for the third team.

Parent: The other teams don’t even get to fi nish?

Teacher: What’s the point? They aren’t getting points anyway. It would just be a waste of time.

Parent folds arms across chest and turns body slightly.

Parent: I think this is absolutely unacceptable! It’s not fair for the other teams to get zero points. Isn’t Field Day supposed to be fun? These kids are going to be humiliated. Whoever thought of this doesn’t have a clue about what’s fun for kids!

Teacher: This is not open for discussion. This is the way it’s always been done, and this is the way it will continue to be done. Your role is that of a “volunteer” not an “organizer”.

Parent steps forward with hands on hips.

Parent: Well, I am not volunteering MY child to take part in this humiliating day! I know she’s not going to want to do it. I bet the other parents feel the same way.

Teacher steps back and crosses arms across chest.

Teacher: Have you asked any of them?

Parent: No, but I know that’s what they’re thinking! This Field Day is ridiculous. It has nothing to do with school or with learning. It’s not even fun! It’s like you people just want a day off from teaching!

Teacher: You know what? I’m so not having this conversation with you. If you don’t want to volunteer, fi ne. If you want Paula to feel left out because she’s the only one not participating, that’s your choice. Leave me out of it.

Teacher walks away.

I I . COMMUNICATION

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3. Ask participants to pair with another person for the next activity. If someone came with their spouse or partner, encourage them to work with another person. If there is an uneven number of participants, create one group of three.

If some people prefer to stay with their spouse/partner, that’s fi ne.

4. Display slide14.

Ask participants to look at the bottom of page 5 in their journals. In your own words, say:

> Communication is typically divided into 3 categories – words, tone, and body language.

> Most of us take communication to mean the words we use.

> Tone is the way we say something. A perfectly harmless statement can become a biting, unpleasant remark with just a small change in tone.

> Body language is the way your body communicates what you’re thinking or feeling.

> Over 60% of all communication is demonstrated by body language. That means that less than half of the message is being interpreted by your receiver’s ears. The rest is through their eyes.

5. Read aloud the instructions.

For each of the three categories, list an example of how Paula’s mom and/or teacher demonstratedineffective behaviors.

I I . COMMUNICATION

Ineffective Effective

Words – what we say

Tone – how we say something; voice infl ection

Body Language – the way our bodies communicate what we’re thinking and feeling

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6. Check for understanding and tell participants they have 3 minutes to work. Encourage participants to use short words or phrases and assure them you will ask volunteers to share; they can choose to share if they feel comfortable doing so. They will not be required to share their responses with the group.

7. Circulate among the groups, listening and observing, putting groups back on track who might have strayed off task.

DEBRIEF THE ACTIVITY • 5 MINUTES

8. After three minutes, ask volunteers to share examples for each category.

Record responses on chart paper.

9. Ask participants:

> What are some things that can effect words, tone, and body language?

> While words, tone, and body language are the most common forms of communication, other factors such as emotions, mood, etc. may play a role as well.

I I . COMMUNICATION

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C. EFFECTIVE COMMUNICATION ACTIVITY (8 MINUTES)

SET UP AND CONDUCT ACTIVITY • 8 MINUTES

1. Display slide 15.

Say something like,

> You have identifi ed what ineffective communication looks like, and as a result, you are better prepared to identify characteristics of effective communication.

2. Read instructions aloud.

Working with your table team, determine how you might advise Paula’s mom and teacher to be more effective communicators. You may write your answers in the “Effective” column but leave room to add ideas presented by other teams.

3. Check for understanding and tell participants they have fi ve minutes to work.

4. Circulate among the groups, listening and observing, putting groups back on track who might have strayed off task.

5. After fi ve minutes, ask table teams to share examples for each category. Encourage participants to record responses on the chart in their journal.

I I . COMMUNICATION

Effective Communication Activity(5 minutes)

1. Work as a table team.

2. Determine how you might advise Paula’s mom and teacher to be more effective communicators.

3. Write responses in the column labeled “Effective.”

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D. EFFECTIVE COMMUNICATION REFLECTION ACTIVITY (15 MINUTES – INCLUDES BREAK)

SET UP THE ACTIVITY • 2 MINUTES

1. Say something like:

> Building an alliance involves two members with a common interest. As an invested member of that alliance, it is your responsibility to identify and manage your own communication strengths and weaknesses.

2. Display 16.

Explain:

> The next activity is to be completed individually.

> Look at the characteristics of effective communication you recorded in your chart and highlight any terms/ concepts that you consider a personal strength.

> Using a different color, highlight those terms/concepts you consider a personal weakness.

> You may highlight as many or few as you’d like.

> If you think of characteristics you would like to add to your chart, feel free to do so.

> You will not be asked to share your chart with the group.

> You have three minutes to complete this activity.

I I . COMMUNICATION

Who am I?(3 minutes)

1. Highlight terms you consider personal strengths.

2. Using a different color, highlight terms you consider personal weakness.

Highlight as many or as few as you’d like.

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D. EFFECTIVE COMMUNICATION REFLECTION ACTIVITY CONTINUED

CONDUCT THE ACTIVITY • 3 MINUTES

3. After checking for understanding, tell participants to start.

BREAK • 10 MINUTES

4. At the end of three minutes announce a 10-minute break.

I I . COMMUNICATION

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A. RECONTEXTUALIZATION (5 MINUTES)

1. Display slide 17 and ask participants to turn to page 6. Read quote aloud.

2. Ask participants,

> What value is there in meeting “as peers, not as roles”?

> What does the writer mean by “we can’t see enough of the whole”?

3. After a few minutes of discussion, say to participants:

> The most important component to building an alliance with your child’s teacher is accepting and acknowledging that you share a common interest, which is helping your child achieve success in learning.

> Your child needs the adults in his life to work toward a common goal – to build an alliance.

> During the remainder of the workshop, we’re going to talk about strategies you can use to give and receive information effectively in order to benefi t your common interest – your child.

I I I . COMMUNICATION PLAN (37 MINUTES)

“We acknowledge one another as equals. Conversation is an opportunity to meet together as peers, not as roles. What makes us equal is that we’re human beings. A second thing that makes us equal is that we need each other. Whatever we know, it is not sufficient. We can’t see enough of the whole. We can’t figure it out alone. Somebody sees something the rest of us might need.”

-Margaret Wheatley Turning to One Another: Simple conversations to restore hope to the future

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B. INTRODUCE CASE STUDY (5 MINUTES)

1. Tell participants you would like to introduce them to Angela, whose case study will demonstrate planning an effective conversation about learning. Before they leave, they will develop a similar conversation plan for their own child.

FACILITATION POINT: If you have already presented Learning and Self-Esteem, point out that Angela’s story should sound familiar to those who attended the previous workshop. During that session, you focused on communication with children. In this workshop, the story remains the same, but now you will address communication between adults.

2. Ask participants what similarities or differences they foresee in communicating with children versus adults.

3. Ask participants to turn to page 7 to follow along as you read. Read the case study slowly and clearly to accommodate any potential Receptive Language differences in the group. Participants do not need to complete the strengths, affi nities, or challenges at the bottom of the case study. These will be addressed in an activity in a few minutes.

Angela Brown’s Case Study Page 7

Angela Brown is a shy, good-natured child who has always done well in school. She works hard, performs well on tests, and always turns in her homework. Angela loves to read anything she can get her hands on. In fact, the only thing she enjoys more than reading is writing. Her stories and essays are so creative and detailed! All summer, Angela looked forward to getting off to a great start with her new teacher.

Two weeks into the school year, Angela seems like a different child. She complains of stomachaches most mornings and often calls home sick around 1:00 pm. Her mom has since learned that her Language Arts class is at 1:00. When asked how she likes the class, Angela says it’s too hard, and Mrs. Lane isn’t a very good teacher. Her mom notices that Angela never seems to have any Language Arts homework. When asked about that, she says there’s no point in doing her writing assignments because she’s not going to get a good grade anyway. Mrs. Lane puts great emphasis on speaking in addition to writing. For instance, she often assigns oral reports. Now, Angela wishes she could be in a different class with a different teacher.

Angela’s parents are at a loss! She has always been such a responsible, talented student, especially in Language Arts. In fact, Angela’s dream is to be an English teacher. They do not want to pressure her to stick with something she does not like, but they don’t know what to do. Her dad wishes he could get to the bottom of whatever is going on.

Angela’s dad has requested a meeting with Angela’s teacher. Mr. Brown is nervous about the meeting. As a child, he struggled with some of the same expressive language issues as Angela. Therefore, he sometimes becomes defensive when concerns about Angela are mentioned. He just wants everyone to know what a wonderful, talented child she is despite her challenges, and sometimes his passion comes across as anger.

I I I . COMMUNICATION PLAN

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B. INTRODUCE CASE STUDY CONTINUED

4. Say something like:

> Many parents experience anxiety upon meeting with their child’s teacher.

> Every conversation is different, but effective communication is essential in all circumstances.

> A key to effective communication is preparation.

> In a moment, I will introduce a communication plan template and a conversation tool we will use to plan a conversation with Angela’s teacher.

> The plan and tools are meant to be used as guides. Of course, you are encouraged to explore additional techniques as well.

> Our goal is to understand the essential components for building an alliance via communication with your child’s teacher.

5. Distribute the handout and give participants a moment to look over it.


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C. CREATING THE PLAN (27 MINUTES)

INTRODUCTION OF PLAN • 5 MINUTES

1. Display slide 18 and ask participants to turn to page 8 in their journals.

Tell participants:

> Our communication plan consists of 6 steps.

> We’ll walk through each step together as we create a plan for Angela’s dad.

> After we plan as a group, each of you will have an opportunity to plan a conversation with your child’s teacher.

> You can follow along and make notes on pages 9-10 in your journal. Save your blank handout for your own communication plan.

FACILITATION POINT: If you have already conducted the workshop on Learning and Self-Esteem, you might mention the Communication Plan will look familiar to some participants. Despite the obvious differences between communicating with adults and children, the basic template for the conversation is the same.


Communication Plan

Step 1: Consider the characteristics of the communicators.

Step 2: Identify strengths and affinities.

Step 3: Identify challenges.

Step 4: Identify strategies for success.

Step 5: Communicate optimism.

Step 6: Identify strategies to check for understanding.

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C. CREATING THE PLAN CONTINUED

REVIEW THE 6 STEPS OF THE COMMUNICATION PLAN • 22 MINUTES

STEP 1 - CONSIDER THE CHARACTERISTICS OF THE COMMUNICATORS

Model Step 1 for Angela1. Ask participants:

> What are some of Mr. Brown’s communication characteristics he should take into account when planning a conversation?

Record responses under Step 1 on the Communication Plan transparency. If participants struggle with responses, give an example, such as “Mr. Brown becomes defensive.”


> How might events that occurred in Mr. Brown’s past infl uence how he communicates during this meeting?

> It is also important to assess previous experiences you may have had with other people in the meeting. For instance, if Mr. Brown and the teacher have had a meeting before, he should think about what worked and what didn’t work.

> What are strategies Mr. Brown could use to manage those characteristics?

Record responses under Step 1 on the transparency. If participants struggle with responses, give an example, such as “Angela’s dad could let the teacher know why this is such a sensitive issue for him.”

SET UP ACTIVITY • 1 MINUTE

4. Ask participants to turn back to page 5 where they highlighted their personal communication strengths and challenges. Say,

> Let’s begin planning a meeting with your child’s teacher about your child’s learning strengths, affi nities, and challenges.

> Take the next 4 minutes to complete Step 1 on your handout.

> Use your highlighted behaviors and past experiences to identify your communication characteristics and try to think of strategies you might use to mange them.

> You will not be asked to share your responses.

> Do not worry about marking on your handout. There are additional blank copies in the back of your journal.


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CONDUCT ACTIVITY • 3 MINUTES

5. After checking for understanding, tell participants to start.

6. Circulate to answer questions or offer any other form of assistance participants may need.

7. At the 2 minute mark, make sure participants have moved on to identifying management strategies.


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STEP 2 - IDENTIFY STRENGTHS AND AFFINITIES

Model Step 2 for Angela1. In your own words, say:

> All Kinds of Minds takes a strengths-based approach to learning differences. All children have strengths that can be used to motivate them to work through the hard parts of learning.

> Affi nities – things children are passionate about – can be very effective when used to engage a child in learning.

FACILITATION POINT: Be sure participants understand what it means to leverage a strength or affinity – that is, to use the child’s natural assets or interests to work on areas of learning in need of improvement.

> By revealing some of your child’s strengths and affi nities, the teacher can get a better picture of your child outside of the classroom.

> A teacher might be able to incorporate some of the strengths and affi nities into your child’s work. For instance, if your child enjoys horseback riding, she might be asked to do a research project about horse


Explain:

> A key to making this conversation effective is to use observation-based statements to describe strengths and affi nities.

> These can be framed as SEE statements.


Which is the SEE statement?

1. Paula’s brother likes when the other team cheers for him.

2. Paula’s brother smiles when the other team cheers for him.

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FACILITATION POINT: If you have already conducted the workshop on Self-Esteem, you might mention that this may sound familiar to some participants. SEE statements are important when speaking to anyone, regardless of age.

> While parents, teachers, and students have a common interest, emotions and assumptions on all sides can make communication diffi cult. By focusing on what we SEE, time can be put toward making an action plan.

> SEE statements communicate specifi c behaviors you have observed.

> Look at the statements on the slide. Which comment demonstrates a SEE statement?


Ask participants:

> How about here? Which is the SEE statement? Why?

> What is the importance of using SEE statements?


Which is the SEE statement?

1. Paula smiles and says she cannot wait to get to school each morning.

2. Paula likes school.

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STEP 3 - IDENTIFY CHALLENGES

Model Step 3 for Angela

1. Share the following information with participants:

> It is important to use specifi c terms, such as those introduced in this program, with parents, teachers, and children.

> As mentioned earlier, sharing a common language is vital to effective communication.

> In addition, keep in mind Dr. Levine’s comment about putting borders around the challenge. A focused discussion is much more effective than a venting session.

> When sharing sensitive information, it is important to be tactful. Offending the other party can easily compromise the building of an alliance.

> Be sure your SEE evidence backs up your thoughts, and the receiver understands these are your views, not anyone else’s. Use “I” statements as often as possible.

> Instead of saying “You don’t know how my child behaves at home,” say, “I need for you to have an idea of

how my child behaves at home.”

> Statements should not be judgmental or place blame.

2. Tell participants there is a reference page in the back of their journal on page 20 called “Tips for Crafting a Message” for them to consider when developing their own plan.

SET UP ACTIVITY • 1 MINUTE



Activity Instructions

1. Choose a partner

2. Re-read Angela’s case study on page 7

3. Identify Angela’s strengths, affinities, and challenges

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Ask participants to turn back to Angela’s case study on page 7. Explain:

> During the next few minutes, you and a partner will reread Angela’s case study.

> This activity will look familiar to those of you who participated in the Learning and Self-Esteem Workshop. However, the way in which we use this information will differ.

> In the space below the case study, write down Angela’s strengths, affi nities, and challenges as evidenced in the text.


4. Circulate to answer questions or offer any other form of assistance participants may need.

5. After 3 minutes, ask participants for their attention. Request volunteers to share their fi ndings. Ask for evidence of each response and for a brief explanation of why a particular strength, affi nity, or challenge is

relevant to the conversation with Angela’s teacher.

Record responses and evidence on the transparency in the strengths, affi nities, and challenges sections.

6. Emphasize:

> Leave room below your ideas to add the teacher’s ideas during the conversation.

> It is important to include the teacher as an active partner during this problem solving session. As noted in Margaret Wheatley’s quotation, we can’t see enough of the whole alone.


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STEP 4 - IDENTIFY STRATEGIES FOR SUCCESS.


1. Ask participants to turn to page 10 in their journals. Discuss:

> You and your child’s teacher should work as a team to generate and implement strategies to address the learning issue.

> Strategies should be directly related to a behavior.

> Limit the number of strategies shared during the conversation to keep the plan simple and manageable. You can always revise the plan later.

> Again, it is important to engage the teacher in the brainstorming process.

> You can and should identify and record a few strategies prior to the conversation but leave room for the teacher to add additional strategies.

> You and the teacher should take responsibility for implementing specifi c strategies.

2. Ask participants to suggest strategies for Angela. Record responses on the transparency in the appropriate space.

3. Draw attention to the fact that participants generated all of these great strategies without the assistance of additional resources. Remind them they should trust their own instincts and then brainstorm with other parents to determine strategies as well.

4. Let participants know they can fi nd more information and strategies on this topic and other learning issues by going to the Parents page of the All Kinds of Minds Web site (www.allkindsofminds.org).

5. Finally ask them to turn to page 15 to see the list of resources on the workshop topic. Let participants know you are available to help them fi nd the right resources to address their concerns.


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U N D E R S TA N D I N G A L L K I N D S O F M I N D S



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STEP 5 - COMMUNICATE OPTIMISM

1. Discuss the following points with participants:

> Reassure the teacher you are committed to working with him/her to help your child fi nd success.

> Express your appreciation for past successes.


U N D E R S TA N D I N G A L L K I N D S O F M I N D S



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STEP 6 - IDENTIFY STRATEGIES TO CHECK FOR UNDERSTANDING


1. Discuss the fi nal step, including the following points:

> Success will be based on whether or not each communicator was heard.

> Some of the signs of lack of understanding include eyes glazing over, anger, and blank stares.

> Before you start the conversation, make a list of strategies you’re going to use to check for understanding.

2. Ask the group for suggestions of strategies they can use to check for understanding. Show them where on the handout you would record this information.





SET UP ACTIVITY • 2 MINUTES

1. Ask participants to turn to page 11 in their journals. Read the directions aloud.

During the next 10 minutes, each of you will plan a conversation with your child’s teacher. If you are here with a spouse or partner, you may choose to work together. The goal of your discussion is to share with your child’s teacher at least one strength, one affi nity, and one challenge of your child.

Your Communication Plan should include Steps 1-6.

For Step 4, “Identify strategies for success,” you should try to identify strategies that will leverage or further strengthen your child’s strength and affi nity. For instance, if you child is a terrifi c reader, you might suggest she read to a younger student.

You may use your blank handout to plan your conversation. You will not be asked to share your plan.


2. After checking for understanding, ask participants to begin. After about 5 minutes, check in with participants to see if they are on track. Gently urge them on to the next step if they are still lingering on step 1.

FACILITATION POINT: If participants seem to be finished before 10 minutes have elapsed, go right into the debrief.

DEBRIEF ACTIVITY • 3 MINUTES


> How do you feel about having this type of conversation with your child’s teacher?

FACILITATION POINT: Participants may be anxious about having additional conversations with their children’s teachers without guidance. Remind them that while every child and situation differs, the steps are still the same. They should take advantage of the resources in their journal and on the Web site.

> What is the value of planning this conversation ahead of time? What is the potential pay-off?

2. Direct participants to the blank copy of the “Communication Plan” on pages 21-22 of their journal. This is for their personal use and may be reproduced as needed.

3. Transition into the fi nal refl ection.

IV. ACTION PLAN (15 MINUTES)

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1. Announce that the workshop is just about over, but before everyone leaves, you’d like to get a sense of whether or not the workshop helped participants recognize the value of building an alliance with their children’s teachers and schools.

2. Ask participants to turn to page12 in their journals and complete the three sentences there. Tell them they have four minutes.

3. Ask if any participants would like to share their sentences/refl ections.

4. Thank participants for their hard work. Hand out the feedback form and ask participants to fi ll it out before they leave.

5. Be sure to circle back to the Parking Lot to see if there are any questions that remain open and decide with those participants how you will address them (see Managing Participant Discussions in the Facilitator Toolkit).

V. CLOSING (5 MINUTES)

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building alliances - all kinds of minds · building alliances should be the ﬁ nal workshop...

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