Conversation with an Adolescent

Conversation with an Adolescent

Go!

Session Plan

Moving On

Practice

Setting up

Restarter

Conducting Conversations

Hosting Conversations

Talking to Adolescents

Starter

Lesson Outcomes

Content Session

Tuesday 21st November

For Learning Task 1 you will undertake a learning conversation with one learner in your class, alongside your internship mentor. During this conversation you will discuss the learner’s progress, making space to discuss their educational needs such as problems with homework, time management, challenging behavior (which do NOT have to based on a formal diagnosis). You will then gather feedback from the learner and your mentor on how the conversation went and write a reflection on how you can improve your conversation techniques for future meetings. We will break this down week-by week. No internship? You can still do it (details here) Feedback via Scorion by subject teacher

Starter: LT1 Overview

task 2

task 1

As a teacher you have daily conversations with adolescents, colleagues, parents, experts and others. In this module of Pedagogical Practice you will focus on the conversation with an adolescent. Talking to adolescents is not as easy as it sounds.  It important to think about where and how you will talk to an adolescent in order to ensure a safe and mutually productive conversation. Working with a well-prepared conversation structure deepens your knowledge of the individual in a targeted and systematic way. During this session you will develop some conversation skills at a basic level which will allow you to have a better conversation with young people and discover and explore their experiences. You will study the different stages within a conversation, different type of conversations and what kind of interventions you can include to positively guide the conversation.

Talking to Adolescents

task

Most conversations will run smoothly if the topic is quite informal or neutral. You probably don’t realize you are already using a lot of techniques to run a smooth conversation. But what if your topic is more serious? What happens if you have a more laborious/difficult conversation? What can you do to get a grip on the conversation to ensure a meaningful and effective conversation? To provide more guidance to your conversation with the learner you should be aware of the structure of a discussion (see image ) and know how to react in a discussion.

Hosting Conversations

Watch the video to the right and take notes on what you see. Discuss:

• Which are examples of good practice, and which are less so? Explain why, refer to literature.
• Does the school counselor use an effective structure to the conversation? (refer to Konig)
• Can you recognize some interventions.
• How does the school counselor support a safe and open conservation?

task

Conducting Conversations

Leerplein Session

Go through each intervention and clarify some examples of when you might use it and what you might say.

Individually: Revisit your notes on setting up safe environments for learning conversations, conversation structure and interventions and your tips/tops, dos/don'ts. Use your notes to create youself a step-by-step plan from setting up the space to concluding the conversation. Think about how you would physically set up a space for a comfortable and prductive conversation, even before your learner arrives. Include the different phases of the conversation - You do not need to include concrete questions at this point, just be sure to label the phases and bullet point what you would cover in each one.

Getting Set Up

task

You are going to practice interviewing skills with each other and give feedback on how on the environment, the struture, the use of interventions and the general approach of the interviewer. You do not need to cover ALL the interventions but try to include at least three. Make sure to read the full task below before starting.

Practice

no internship?

Before this session you should have observed your group and identified (with your mentor) one learner who is suitable for this task (Identify). Now, complete the Research phase of the plan. Conduct research into the issue you have identified (i.e. low homework completion rate), decide which type of conversation you will have and, with your mentor, develop a question that you will investigate during the conversation. Discuss your conversation and question with the learner and obtain their consent using the form on Canvas. Complete these steps before next session. Prepare Theme 6: Discussing Learner Challenges

Moving On

For preparation you were asked to conduct an obervsation of your mentor class. Discuss:

• What issues did you observe in your classes?
• How do they manifest?
• Are there similiarities and differences across your various workplaces?

Use a Padlet or Jamboard to: Come up with a list of concrete tips and tops for the interviewer. Make a dos/ don’ts list for conversation. Make sure you download the lists dor your notes - you will need them later!

Discuss the following and make notes in your group doc/learning journal.

• Why would a teacher invite a learner for a meeting?
• Why do we conduct research with young people?
• What are some of the things we need to be aware of when talking to young people?
• What do we mean by safe and open atmosphere and how do we create that?
• What type(s) of conversation would be most useful for learning task 1? (Geerts & Van Kralingen p. 282)

By the end of the sessions you can:

• understand the purpose of a conversation outline
• recognize conversational techniques and interventions
• apply conversational techniques and interventions

Lesson Outcomes

Form groups of 3: Interviewer, interviewee, observer.Interview each other on the following topic: What type of adolescent were you during puberty? Use the following questions to guide you:

• What were you like around your parents? (if necessary, ask for anecdotes)
• What were you like around your teachers (if necessary, ask for anecdotes)
• What were you like around your friends? (if necessary, ask for anecdotes)
• Did these identities differ? (if necessary ask why he/she thinks that was the case)

Observer: Take notes and give concrete feedback/tips for improvement

Revisit your preparation on creating a safe environment for a conversation ('Conducting Research With Kids and Youth) and collate your findings onto a Jamboard. Don't forget to download the Jamboard for your notes - you will need this later!

1. Identify a young person suitable to conduct the conversation with, in English where possible. Write a 200 word biography of the them and why they are suitable for the conversation .
2. Complete the Research phase as outlined in the assignment details. Ask your interviewee for consent, even if you know them personally. Present your research question to your subject teacher.
3. Complete the Plan phase as outlined in the assignment details.
4. Conduct the Conversation. Record your conversation with the adolescent, make sure their face is not visible. Ask a colleague/peer to watch the interview recording with you and complete the feedback form on Canvas (LT1 Feedback Form - Mentor Input). Make sure to ask your interviewee for (informal) feedback also and record/make notes.
5. Complete the Reflect phase as outlined in the assignment details.