Relationship Building, Establishing Trust, and Creating a Culture of Mutual Respect and Support Margaret Peterson, World Language Program Administrator San Francisco Unified School District
Dec 28, 2015
Relationship Building, Establishing Trust, and Creating a Culture of Mutual Respect and Support
Margaret Peterson, World Language Program AdministratorSan Francisco Unified School District
Trust
The ability to establish, grow, extend, and restore trust truly is the key leadership competency of the new global economy.
Trust
Low trust creates: • Hidden agendas• Politics• Interpersonal conflicts• Win-lose thinking• Defensive & protective communication
Low trust slows everything – every decision, every communication, every relationship
Relationship Building
When two people create a relationship that is built on honesty, openness, trust and respect, they accomplish the outcomes they desire.
Novel Ideas Only Strategy
How can a cooperating teacher and mentor build a trusting relationship with their student teacher?
Form groups of 3 Everyone numbers a blank paper 1-8 Brainstorm answers to the prompt above Draw a line under the last answer
Novel Ideas Only Strategy
How can a cooperating teacher and mentor build a trusting relationship with their student teacher?
All groups stand One person reads list, then group sits
down Remaining groups read “novel ideas
only” Other groups record new ideas below the
line
Recognizing Rapport
Feeling connected to another person Being “in sync” with another person Feeling in harmony with another
person Feeling a deep state of
understanding and appreciation of another person
(Facilitation Skills for Chaotic Times, 2008)
Establishing Rapport
Listening and trying to understand each other
Sharing personal information and values and finding common connections
Experiencing a similar crisis, dilemma or challenge
Speaking in the same language patterns
Matching body movements and gestures(Facilitation Skills for Chaotic Times, 2008)
Teachers Have Feelings: What Can We Do About It?
Staff Development programs are moving beyond the “what” and the “how” of teaching practices
They are focusing on the “who” – the human being in the role of educator – and integrating the “who” with the “what” and the “how”(Journal of Staff Development, 2000)
A Model for Educational ChangeA Model for Educational Change
Obtaining Information
Obtaining Emotional Support
Reflecting and
Planning
Taking Action
Constructivist Learning
Just as students must construct their understanding of a subject, teachers must construct their understanding of teaching that subject.
Teachers need time to reflect on and express feelings about their own learning and teaching.
Constructivist Listening
“I agree to listen to you.”
For the benefit of the speaker Requires construction of thoughts
and change in beliefs Cognitive and affective process
results in increased understanding Emotional distrust interferes with
listening
DYAD – Ground Rules
1. Equal time to talk2. No interruptions, no advice3. Double confidentiality4. No criticism
(Weissglass, 2000)
DYAD – Practice
One person speaks for two minutes Listener does not interrupt, offer
advice, or make any comments at all When timer sounds switch roles
DYAD – Debrief
What did it feel like not to be able to interrupt?
What did it feel like to be heard?
Dyads in Action
Teachers using dyads in professional development report:
“ We have grown closer and more trusting of each other and therefore have freed ourselves to be better teachers.”
Are support groups just for people with problems?
NO! Yet, how many teachers participate
in support groups for teachers? Anyone trying to make professional
improvements, particularly people who have a responsibility for nurturing children, can benefit from talking about their feelings in an emotionally supportive environment.
Different groups have different purposes
Discussion groups Action groups Dyads/Support groups Coaching groups
Listening Exercise
What is something you recently learned? How did you feel as you were learning? When did you feel successful?
Listening Exercise
What is something you recently learned?
How did you feel as you were learning? When did you feel successful?
One person speaks for two minutes The other person listens without interrupting When the timer sounds, the listener summarizes
what the speaker said in the form of questions “Is __ what you mean?”
Reverse roles
Listening – Debrief
What did it feel like not to be able to interrupt?
What did it feel like to be heard?
Which way did you prefer to be heard?
How did it feel to be heard in different ways (e.g., dyad, listening exercise)?
Dyads Support Groups Listening Coaching
Trust is essential
We must provide teachers with opportunities to develop trusting collegial relationships so that they can reflect on their own beliefs, construct their own understanding, work through feelings that inhibit change, and make decisions about how to take action.
Relational Trust in Schools
Trust is the connective tissue that holds improving schools together.
(Truth in Schools: A Core Resource of Improvement, 2002)
References
Bay Area Coalition for Equitable Schools, 2009
Nonviolent Communication: Making Collaboration Real, Empowering the Workplace, 2011
Rosenberg, Nonviolent Communication: A Language of Compassion, 1999
Tschannen-Moran, Trust Matters: Leadership for Successful Schools, 2004
Weissglass, Journal of Staff Development, 2000
Zuieback, Facilitation Skills for Chaotic Times, 2008