Better Conversations – Listening Better

Sharon Rendon, Coaching Coordinator

In the January newsletter, I began this series based on Jim Knight’s book, Better Conversations, and considered how one might incorporate the two beliefs, I want to hear what others have to say and Conversation should be back and forth, when facilitating effective study teams and creating student centered mathematics classrooms.

When considering the value of collaboration in today’s education system, one must consider the challenges presented when working collaboratively.  Leaders in the education field agree that together teachers are smarter, but when they are asked to collaborate, many teachers feel it would just be easier “do the work” themselves rather than collaborating.  If you are fortunate enough to work in a place that is a professional learning community, you know the trials that come with true collaboration.

Just recently I heard a teacher say, “Why can’t my grade level colleagues just read the research and apply the recommendations like I do?  I present it and they refuse to consider a different option.”  This dilemma sits at the heart of better conversations.

Listening with empathy is a foundation and a great beginning point for developing our ability to understand what our conversation partners think and feel.  This empathy is really seeing the world through another’s eyes and heart.  The main core of empathy is developing the ability to listen.  Listening requires more of us than just not talking.

There are four strategies laid out in Knight’s book that will develop one’s ability to be a better listener.  Those strategies include:

  1. Commit to really listen.
  2. Be the listener, not the speaker.
  3. Pause and think before you respond.
  4. Do not interrupt.

Knight says, “When we demonstrate empathy, we see beyond our stereotypes and stop seeing people as objects.”  This will help one to see others as equals and valuable contributors to our learning community.

So whether you are working in a collaborative team or you are working with your students in their study teams, consider how you might begin to incorporate one of these strategies to become a better listener.

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Vector-Valued Functions

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Rate of Change of Polar Functions

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Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics.

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course but who have previously attended Foundations for Implementation can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.