Opentolearning Conversations Building the trust needed to improve

Open-to-learning Conversations: Building the trust needed to improve teaching and learning Professor Viviane Robinson The Faculty of Education The University of Auckland

Open-tolearning Conversations Building trust matters Parents Students Leaders HIGH TRUST Teachers Viviane Robinson, The University of Auckland

Open-tolearning Conversations Building trust matters Parents Students Improved academic outcomes Higher likelihood of positive social outcomes Leaders HIGH TRUST Teachers Positive attitude to innovation and risk More outreach to parents Enhanced professional community Viviane Robinson, The University of Auckland

Open-tolearning Conversations Open to learning conversations Build trusting interpersonal relationships Teacher – more support, commitment and job satisfaction Students - more progress – social and academic Viviane Robinson, The University of Auckland

Open-tolearning Conversations Key values in open-to-learning conversations Respect for self and others Valid information Internal commitment to decisions Viviane Robinson, The University of Auckland

Open-to- learning Conversations When do I use an OLC? All Conversations Values applicable at all times Tough Conversations When tackling tough issues When people’s views differ When a lot is at stake More deliberate and explicit use of strategies Viviane Robinson, The University of Auckland

Open-tolearning Conversations An Administrator. . . A Team Leader. . . A teacher. . . Examples of tough issues • . . . whose standard of work goes up after you’ve spoken to them and then two weeks later, the complaints start again • …who is impervious to feedback from her colleagues • …whose results are consistently lower than those of other teachers Viviane Robinson, The University of Auckland

Open-tolearning Conversations What makes these conversations tough? How do you… Progress the TASK & Maintain or enhance the RELATIONSHIP Viviane Robinson, The University of Auckland

Open-tolearning Conversations How do people typically deal with this tension? They either… Focus on the TASK Sacrifice the RELATIONSHIP “give it to them straight” “put your foot down” Viviane Robinson, The University of Auckland

Open-tolearning Conversations How do people typically deal with this tension? or they… Sacrifice the TASK Pussy-footing Easing-in Giving-up Focus on the RELATIONSHIP Viviane Robinson, The University of Auckland

Open-tolearning Conversations The Ladder of Inference We conclude “Your classroom management is weak” What information and reasoning led to this conclusion? We interpret we describe We select Viviane Robinson, The University of Auckland

Open-tolearning Conversations Building a stronger ladder Interrupt conclusions Interrupt interpretations Interrupt descriptions Interrupt selection • What information/logic led me to my conclusion/judgement? • What other possible interpretations are there? • Am I reporting the situation accurately ? • What have I noticed? What might I have missed? Viviane Robinson, The University of Auckland

Open-tolearning Conversations 1. Say what you think 6. Make a plan 2. Say why you think it OLC COMPONENTS 3. Inquire 5. Establish common ground Their reactions Their own thoughts Accuracy (paraphrase/check) 4. Detect and check assumptions Viviane Robinson, The University of Auckland

Open-tolearning Conversations 1. Say what you think • Disclose your own view • Treat your own view as one possibility • Own it as your view • Express view with clarity Viviane Robinson, The University of Auckland

Open-tolearning Conversations 2. Say why you think it • Describe thinking and/or examples that lead you to your viewpoint • Disclose doubts if viewpoint is not yet well developed or difficult to justify Viviane Robinson, The University of Auckland

Open-tolearning Conversations 3. Inquire by inviting others’ reactions • Create space for others by pausing • Explicitly invite others’ reactions to your thinking where there are power/status differences • Ask others to tell you what they think you have said Viviane Robinson, The University of Auckland

Open-tolearning Conversations 3. Inquire into others’ thinking • Give equal value to both expressing own views, and listening to those of others in interest of a shared view emerging • Invite people to express their doubts and disagreements Viviane Robinson, The University of Auckland

Open-tolearning Conversations 3. Inquire: Paraphrase and check • State in your own words what you think others have said • Summarise large chunks of conversation to help give structure and check whether you both agree • Acknowledge feelings and emotion Viviane Robinson, The University of Auckland

Open-tolearning Conversations 4. Evaluate/critique our thinking • Invite critique of own thinking in interest of more valid information and better quality decisions • Seek warranted agreement about important claims • Model using evidence and examples to test own and others’ important assumptions Viviane Robinson, The University of Auckland

Open-tolearning Conversations 5. Establish common ground • Find out what you have in common that is relevant to the conversation • Check your understanding of what you have in common • Inquire about what people want as basis for sorting out differences Viviane Robinson, The University of Auckland

Open-tolearning Conversations 6. Make a plan • The plan might be to learn more about the situation • Understand the problem before settling on a solution • Agree on next steps before finishing the conversation • Ensure all parties are committed to the plan Viviane Robinson, The University of Auckland

Open-tolearning Conversations Decide Plan Getting started…. • What conversation do you need to have? • One you’ve been putting off? • One you’ve already had that didn’t go so well? • Use the steps to plan the conversation • What language will you use? • How will you focus on the task and the relationship? • Say out loud what you will say as you. . state your concern; describe what it is based on; invite other points of view; paraphrase/check; detect/check important assumptions; establish common ground; make a plan Practice Record & Reflect • Which steps did you use most and least effectively? Viviane Robinson, The University of Auckland