Open to Learning conversations (Sept 2015)

During recent MLM's there have been several discussions around the use of the open to learning conversations.  We have had PD on them too.  Initially I was a little skeptical of role playing open to learning conversations, they felt awkward and contrived.Maybe it was how they were presented to us and also me not seeing the true potential of them.

However upon taking time to read articles and watch clips such as the following
http://connect.vln.school.nz/olc I began to see the potential benefits of using open to learning conversations to tackle those difficult conversations that are often put off, because I didn't know how to broach the conversation or I didn't want to have the situation escalate into a meltdown.  I realised that by scripting out the conversation and practicing it if I felt I needed to.  I had more confidence in having the conversations because the conversation format allowed for professional dialogue to occur.
This was due to the purpose of the conversation being stated right at the start and there were opportunities for both parties to talk and for common ground to be established and a plan made.

An example of when I  have used the open to learning conversations was in term one this year, when meeting with a RTOD where the focus of the meeting was on planning.  I had asked to see copies of their planning for all of their students, the response I got was that they had planning for some of their students but not all. This was a similar response to last year, which had resulted in conversations around planning templates and guidance of how to use them and meetings to talk with the teacher about how the planning was going and if the teacher was needing additional. My immediate response that came to mind was the jaw dropping you can't be serious response. Having the open to learning conversation framework meant that I was able to state my understanding of the situation and check that it was the same as the teacher.  It meant I was able to inquire into their thinking rather than make an assumption but it also allowed for the concern I had to be taken seriously and a plan to be worked out with a time frame connected to it. The emotion was taken out of the conversation and the focus was on professional expectations and also making links with the PTC's.

I can now see the benefits of the open to learning conversations and their ability to support effective communication as well as building stronger relationships that support successful outcomes for the teacher and the students.