1 / 19

SELF DIRECTED TASKS

SELF DIRECTED TASKS. Subtleties of Inner Life at School.

beau-peterson
Download Presentation

SELF DIRECTED TASKS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SELF DIRECTED TASKS

  2. Subtleties of Inner Life at School • TASK: In a Book titled: “My Journey as a Teacher” create five chapter titles based on your life your life as a teacher in your school. Write under each title why you selected that name and write about the challenges you faced in that part of your journey.

  3. Quick Overview of Types • Task 1) See if you can discover yourself in each of the three personality frameworks that are described: The Myers-Briggs Type Indicator (MBTI), The Enneagram and The Archetypes. • Reflect on how it helps you to better understand yourself.

  4. Quick Overview of Types • Task 2) Examine the MBTI. Look at a type in each framework that is not at all like you. What difficulties do you think you would have in working with someone different from you in these ways? What work would you need to do on yourself to become a more effective Peer Observer?

  5. Quick Overview of Types • Task 3): Determine which type you identify with in the Enneagram. As you examine the description of the type that you identify with, how might this behavior support your peer observer role? How might it interfere with your role?

  6. Quick Overview of Types • Task 4): Examine a recent event that was a challenge (i.e., a parent coming at you with their Warrior energy, ready to fight and you wanted to fight back) Can you think about an alternative approach that might be an alternative response, using the archetypes? (both be supportive of the parent and re-direct the energy and be more of a caregiver than a warrior in response?

  7. Quick Overview of Types • Task 5): How do all three personality types help you to both understand yourself and others? What are the implications for your role as a peer observer?

  8. Part Three 16 Peer Observer Approaches • TASK: 1) Find your “Helping Type” • 2) Find a trusted partner and discuss with them the caution statement that is described under each type. If is true for you, spend time letting them be your coach as you explore this area of your life. If it is not true, identify an area from that personality type (i.e. entp) by looking it up on the internet and explore with your “coach” a part of your type that you think you need to work on to be a better teacher or peer observer.

  9. Part Five Qualities Effective Leaders • TASK: Which of these characteristics is most important in the peer observation process? Why? Discuss your perspective.

  10. MBTI The Four Teaching Types TASK: See if one of the teacher type descriptions has a special value for you. Why? Ask teaching colleagues which one has special value for them. Ask them why.

  11. MBTI The Four Learning Types • Task: Reflect on the many and varied ways that children learn. What are implications for how we can best coach teaching and learning?

  12. Archetypes of Teaching • TASK: List each of these in the order of what you value most in your students. These archetypes are probably the ones that you focus on the most in your own classroom. What archetypes do you need to develop more in yourself in the classroom? What archetypes are being lived out by the teacher you are observing?

  13. Listening (Jo-hari Window) • Task: Think about people that you know who are close friends. What people would you list in the “open” pane of the window? Then list people you would describe more in the “private” pane of the window. Finally, list those who give you feedback and help you to be less “blind” to your own behaviors. • Are there people who both share with you information about themselves and who are willing to give you feedback on how they see and perceive you? Discuss the implications for coaching

  14. Active Listening Skills • TASK: Before going on to the next slide write your own definitions of these skills. Describe for example, what a person would be doing if they were using the skill of reflection in listening. Then see if your descriptions match the following descriptions.

  15. Active Listening Skills • If you have decided to be Peer Observer, ask a friend who you feel is a good listener and ask them if they would serve as your Peer Listener for the year. Meet with them twice a month for 20 minute active listening sessions. Their only role is to listen to you “talk out” your thoughts, feelings and perceptions about your Peer Observer role. They do not have to help you, give you advice or feedback. They are there to strictly be an attentive listener.

  16. Problem Solving • Task: From these models, create your own problem solving model by integrating any aspects that you believe will be most helpful to you in your role as peer evaluator. • Task: Go to Part Two: Take the Questionnaire with your partner, and determine the implications for working together to solve problems based on your preferences. The questionnaire corresponds directly with previous slide on the MBTI problem –solving model.

  17. Process of Coaching & Transfer of Learning • TASK: Reflect on the stages of experiential learning. What are the implications for your role as a peer observer?

More Related