Communication Strategies to Enhance Reflection
As the professional moves toward new competencies, he gives up some familiar sources of satisfaction and opens himself to new ones. He gives up the rewards of unquestioned authority, the freedom to practice without challenge to his competence, the comfort of relative invulnerability, the gratification of deference (Schon, 1983, p. 299).
It is the mentor’s (i.e., University Supervisor, Cooperating Teacher) responsibility to aide the Intern in developing a reflective stance. As the intern works toward the practice of self-assessment and self-reflection, mentors can incorporate various communication strategies during the feedback conferences to move the intern forward.
Communication strategies can be adopted to help the intern become more precise, generate alternatives, and accept responsibility. The mentor can use the intern’s comments to begin the process – this means taking the intern’s statements during the feedback conference and turning them into reflective responses.
The intern can become more precise by avoiding (a) vague verbs, (b) self imposed rules, (c) overgeneralizations, and (d) vague comparisons. Following are examples of how the mentor can respond to the intern’s initial statements to enhance reflection by becoming more precise.
Vague Verbs
Intern Statement / Mentor Response“The children really enjoyed this lesson.” / “How, specifically, were the children enjoying the lesson?”
“I want students to learn to catch.” / “What do you want them to learn about catching?”
“I wish students would listen.” / “What do you want students to listen to and when do you want them to listen?”
Self Imposed Rules
Intern Statement / Mentor Response“I have to follow my lesson plan.” / “Do you think there could ever be a time when you might not follow your plan?”
“I can’t let Jacob do something different from the rest of the group.” / “Do you think it would ever help the lesson by allowing Jacob or some other children to do something different?”
Overgeneralization
Intern Statement / Mentor Response“The children were just awful today.” / “Do you really mean all of them? Were there any children in class who weren’t awful?”
“These fourth graders are the worst class.” / “What do you mean that they are the worst class? Worse then what?”
Vague Comparisons
Intern Statement / Mentor Response“This was a better day.” / “Better than what? Can you be more specific?”
“The fifth graders did much better today.” / “What did they do better at? Were they better at this skill or better in their behavior or something else?”
The intern can learn to generate alternatives by (a) using previous experience, (b) attempting to see the student’s pointof view, and (c) examine the consequences of one’s actions.Following are examples of how the mentor can respond to the intern’s initial statements to enhance reflection by generating alternatives.
Previous Experience
Intern Statement / Mentor Response“I can’t seem to help them be successful.” / “Can you think of a time when you were able to help someone learn a skill?”
“They’re never going to learn to catch.” / “What kinds of things have you done with other classes to help them improve their catching skill?”
Student’s Point of View
Intern Statement / Mentor Response“That boy is a monster. He’s impossible.” / “What could possibly be going on with him when he behaves like that?”
“Every time Charisse gets a ball in her hand she goes wild.” / “Does she respond like that with all equipment? Why do you think she goes wild with the balls?”
Consequences of Actions
Intern Statement / Mentor Response“I’m going to put Lucas in time out if he does that next time.” / “What do you think will be the result if you put him in time out?”
“Next time if they don’t listen, I will just stand there until they are quiet.” / “What do you thinkthe students will do if you just stand quietly?”
The intern can begin to accept responsibility by (a) prescribing for oneself, (b) choosing among actions, and (c) recognizing the results of one’s actions. Following are examples of how the mentor can respond to the intern’s initial statements to enhance reflection by accepting responsibility.
Prescribe for Themselves
Intern Statement / Mentor Response“These kids can’t even catch a ball. How am I ever going to teach them to play a game?” / “What are some ways to help them learn to catch a ball?”
“I just don’t think these kids are motivated.” / “What are some different strategies for motivating students this age?”
Choose Among Actions
Intern Statement / Mentor Response“I have just run out of ideas. I can’t get the students to stay on task?” / “Would you like to hear a few ways I’ve seen teachers use to keep students on task?”
“No matter what I try, they just don’t seem to understand the strategy for invasion games.” / “There are several textbooks and websites I have seen that focus on teaching tactics. Should we look at them for ideas?”
Recognize Results of Actions
Intern Statement / Mentor Response“This was such a great lesson / “What did you do to cause it to go so well?”
“Everything just fell apart today! I guess it was just one of those days.” / “Did you do anything differently today? Was something special going on in school today? Why might things have fallen apart?”