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Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Title
BodyFinding your voicein facilitating productive conversations
This presentation features bulleted talking points from the full article. Find more information, resources, and tools to help you implement these ideas in The Leading Teacher (Summer, 2013).
Available at www.learningforward.org.
Download the article and accompanying tools
Source: Abrams, J. (2009). Having hard conversations. Thousand Oaks, CA: Corwin Press.
Learning to lead a meeting is more than justmanaging agendas. It means reading the group’s mood and stepping in at the right moment to turn attention back to productive work.
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Teacher leaders need to step into discomfort, be open to the mystery of what happens when a group gets together, and get curious about what the possibilities are.
Challenge yourself
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Being prepared emotionally can be half the battle. Prepare to facilitate by taking care of yourself first:• Get a good night’s sleep.• Work out in the morning.• Dress comfortably, but professionally.• Listen to empowering music just before the
meeting.
Prepare emotionally
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Be self-aware of body language
Prepare mentally to be mindful of facial expressions and gestures. Keep body language and eye contact positive.
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Keep conversations at a high level
Maintain conversations at the highest possible level by keeping the topics tied to a framework, a standard, a research-based teaching practice, a job description, a school goal, or something that maintains neutrality.
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Consider the language you choose to frame an issue or topic. Make sure it is professional.
For example, compare these two approaches:• “We need to look for ways to effectively
manage technology in the classroom to enhance children’s learning.”
versus• “We’re not using our interactive whiteboards
right.”
Be self-aware of language
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Be self-aware of tone
A tone that goes down at the end of sentences provides the person speaking with a sense of authority, and gives listeners the feeling that the speaker knows the subject.
An approachable voice, where the tone goes up at the end of sentences, does not convey strength of conviction.
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Know when to speak
Silence can sometimes be OK.
Before intervening when you feel things aren’t on the right track, consider: • Timing. • The stakes. • The next step.
Source: von Frank, V. (2013, Summer). Finding your voice in facilitating productive conversations. The Leading Teacher 8(4). (p.1, 4-5).
Know when to have a private conversation
In deciding to ask for a private conversation, consider:•Isthismattereducationallyorprofessionallyunsound?•Istheperson’sactionphysicallyunsafeforstudents or other staff?•Isthisanactionorbehaviorthatmightcauseemotional damage to students or staff?
Learn more with
Learn more about professional learning at all levels of education with Learning Forward, an international nonprofit association of learning educators:
www.learningforward.org
Membership in Learning Forward gives you access to a wide range of publications, tools, and opportunities to advance professional learning for student success.
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