Verbal Tools (Adapted from Adaptive Schools foundation Seminar Learning Guide by Robert Garmston and Bruce Wellman, revised by Michael Dolcemascolo and Carolyn McKandres, 2012) Pausing Silence can be golden. Silence can also feel uncomfortable. The pace of a conversation will affects both the emotional and intellectual climate. Frequent well‐placed pauses contribute to a inductee’s confidence and capacity. In order to reach higher levels of thinking, the inductee must have time to process. However, for most of us, consciously pausing to provide for space for thinking requires patience and practice. Providing wait time to think and process can be a great gift. Pause to Enhance Thinking and Thoughtfulness Wait Time 1 Wait Time 2 Wait Time 3 Pause before your next question or Pause after asking a question Pause after a colleague responds response  to allow thinking time  to allow time to retrieve to model thoughtfulness and a need additional and/or related  to signal support for thinking to think before responding information  to demonstrate your belief in your colleague’s capacity for thinking Paraphrasing Purposeful paraphrasing signals our full attention. It lets the inductee know that we understand his or her thoughts, concerns, questions, and ideas, or we are trying to. By showing we are listening, we earn permission to inquire for details and press for elaboration. Questions may often be interpreted as interrogation. Paraphrasing helps establish a safe environment and trigger more thoughtful responses than simply asking questions alone. Paraphrasing should not slip to the low level of “parrot phrasing.” Three Types of Paraphrases Acknowledge and Clarify Summarize and Organize Shifting Levels of Abstraction (Up or Down)  So, a(n) ____________ for you  So, there seem to be two key  So, you are feeling _________ might be ____________ issues here _________ and  You’re noticing that ________ Shifting up: Shifting down: _________  In other words, ____________ ‐ Category ‐ Example  On the one hand, there is  Hmmm, you’re suggesting __________ and on the other ‐ Value ‐ Non‐example that _____________________ ‐ Belief ‐ Strategy hand, there is ___________  For you then, several themes ‐ Assumption ‐ Choice are emerging _____________ ‐ Goal ‐ Action  It seems you’re considering a ‐ Intention ‐ Option sequence here or hierarchy here, _________________ 1 Posing Questions Skillful mentors are purposeful in their use of questions. The intention of inquiry is to support a colleague in exploring issues, problems, concerns, and ideas. Our verbal and non‐verbal actions during questioning will impact the effectiveness of the activity. Questioning needs to provide the opportunity for open thinking, multiple responses, and a collaborative approach. Questions should take the thinking to a deeper level without intimidation. Elements of Well‐Crafted Questions An Invitation to Engage and Think Question Types  Clarifying: to gather more information, learn  Attending fully more about speaker’s reasoning, seek o Using paraphrasing connections between ideas, develop a focus  Approachable voice o Possible stems: I’ m wondering…I’m o Careful modulation and non‐threatening intrigued by…Tell me more about…Let me tone see if I understand…  Exploratory language and nondichotomous  Mediational: hypothesize what might happen, (yes/no) forms analyze, imagine possibilities, compare/ contrast o How might….what might happen if…. o Possible stems: What’s another way you o No yes/no answers might….What would it look like it…. how was (this) different from (that)…What do you think…What might you see happening in your classroom if….? Positive Suppositions Assuming that others’ intentions are positive encourages honest conversations. The environment for dialogue and discussion becomes safer and allows us to deeper our understanding of issues. Example of Positive Supposition Frustrated Speaker Respondent As a dedicated EA, you’d like useful information about I’m really ticked off about the lack of communication at this school. I never know what to expect when I come to special events or changes in the schedule. As you think work in the morning. My neighbor knows more than I do about how we communicate at our school, what might be and she doesn’t even work here. some important components for us to implement to help you better gain the information you need? 2