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Nondirective Behaviors

Nondirective Behaviors. R. Martin Reardon’s summary of Chapter 11 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 139-149. Readers Theater. Read the dialogue on p. 139 Aim: To gain a sense of how this might sound in the real world of the emotions of teachers. ND Continuum.

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Nondirective Behaviors

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  1. Nondirective Behaviors R. Martin Reardon’s summary of Chapter 11 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 139-149

  2. Readers Theater • Read the dialogue on p. 139 • Aim: • To gain a sense of how this might sound in the real world of the emotions of teachers Session 8: 9 slides

  3. ND Continuum • Assumption is that s knows best what needs to be done & is capable of doing it • L: S’s role is to assist s’s thought process • R: S does not interject own ideas unless specifically asked • Even then, cast as feedback • C: Misuse of L, C, E, R, P, Pb & N  non-autonomous decision by s • E: Wait for s’s initial statement of issue • R: State understanding & probe • (external) P: Maintain L stance as s identifies real issue(s) • Constantly paraphrase understanding of s’s message • Pb: Ask s for possible actions & consequences of each • P: Ask for commitment to a course of action • S: Ask s to set time and criteria for action Session 8: 9 slides

  4. Initiating ND • S can be seen as “laissez faire” • s can be uncertain of S’s motivation • “Did I do well? I wasn’t sure of what you wanted me to do?” • ND look-alike sometimes a cloak for manipulation • Consider explaining ND approach • Confront s reluctance by continuing to build trust • Focus on situation & feelings Session 8: 9 slides

  5. Issues in ND • Difficulty of remaining non-judgemental • Not offering solutions in the guise of questions • “Isn’t that a huge slice of bread?” • s expectation of S input • Timing is important; after s suggestion • Better “I don’t want to answer that because…” • Reluctance of s to generate solutions • If reluctant but capable: patience & persistence • If not capable: ND was bad choice • Order of purposeful behaviors • Visualize as left-hand side of keyboard • Start at 1, end at 10; varying emphases • Not a prescription; a directionality of movements Session 8: 9 slides

  6. Indications • s at high developmental levels • s possesses most of knowledge & expertise; S’s knowledge minimal • s bears full responsibility; S has little involvement • s is committed to solving problem; S has little ownership • “I need a closer parking spot to the building because I regularly have to carry a lot of material from my car.” • When s has a need to “vent” Session 8: 9 slides

  7. Key points… “We see (the) greatest potential (for ND supervision) in the supervisor facilitating expert teachers collaborating with each other for classroom and school-wide instructional improvement” (p. 148) The purpose of (ND) supervision is to provide an active sounding board for thoughtful professionals” (p. 149) Session 8: 9 slides

  8. ND Practice • Goal Identification Phase • S begins, “Could you explain to me…” s talks 3; S paraphrases 45 secs • S asks probing questions 2 • S states perceived goal, checks for accuracy & writes 3 • Plan Phase • S asks s to brainstorm actions (at least 3), S shares at least 3 5 • S asks s to weigh pros and cons of each alternative 3 • S asks “What will you do?” Paraphrases. States understanding of s’s preferred action. 2 • S writes plan as dictated by s, making sure actions are clear & specific 3 Session 8: 9 slides

  9. ND Practice (ii) • Critique Phase • “What feedback can you give me on how I conducted this conference?” • “What might we do next time to make these conferences more helpful?” • Summarize what you have learned & set date for next conference Session 8: 9 slides

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