After reading chapters 3, 4, and 5 post your answers to the questions below. (To respond to questions, click on the EDIT tab in the upper right corner and type in the space below the question.) Respond to as many questions as you'd like.

Question #1: What questions do you ask yourself as you figure out whether or not you should even have a hard conversation?
Questions about when, where and why to speak out. Also, What makes my values and beliefs correct and someone's wrong?

I usually ask myself if it's really worth it? Is it affecting the students?

Question #2: Chapter 4 lists 6 basic categories of teacher behaviors. If you are in the process of crafting your own hard conversation, which category do you see the key ideas for your conversation?
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Planning Lessons and Professional Educator--I think these because they affect me more as a colleague than the others. It is hard to work with someone who won't plan with others or doesn't show respect to the other team members and the goals of the grade level.

Question #3: Continuing to think of the 6 basic categories of teacher behaviors, are there certain behaviors you tend to emphasize over others?

Planning lessons and instructional delivery & Classroom management and climate:
When you work with upper grades, you have to instill a mutual respect with your students from day one. When the students feel that you value their opinions and respect them by giving them the freedom to make good choices, they will then set high standards for themselves. A secure climate and classroom management are key to establishing this bond. This special relationship coupled with well planned, engaging lessons will bring forth the motivation and excitement of learning (even with hormones and all)! It's an exciting adventure! I've learned that sometimes you have to let the little things go, so you don't sacrifice the big picture and what we're here for. -Holly

Being a professional educator: Do they put in the time to better themselves? Reflect on themselves and their practices?
Educational Etiquette: Sometimes people need expectations spelled out for them--what the wear, time to show up, protocol on things, etc.

Question #4: What do you feel was the most important sentence in chapter 4?

"Putting expected behaviors into writing and reviewing them may not stop you from having to have a hard conversation, but doing so will help you clear up some of the debates as to what is expected and offer common langue for those expectations." Page 34

Question #5: The quote at the beginning of Chapter 5 reads, "Go slow to go fast." What does this mean to you?

Think before you speak and act--take the time to gather your thoughts and make a plan.

Taking the time to create an action plan will save you time in the long run.

Question #6: What questions do you ask yourself or what do you need to keep in mind as you plan and actually have the conversation?

I think what is so important is the support you can offer or give the person. If you are asking them to change--it is important to have ideas and ways for them to do it. So, you truly showing them you are there to help THEM and just not yourself.

-I agree! Why would we care any less about the ones who teach the students than the students themselves? Just as we have intervention plans for students, we should have these tools in place for teachers. This is especially important when helping nontenured teachers.