Prompt:

What is the conversation topic—students, curriculum, parents, principal, problems?  How would you describe the group dynamic? Are the teachers following an agenda? Is there a clear goal? Was the tone collaborative or didactic?  Can you identify group roles/responsibilities?  What can you “assume” this dynamic says about how these teachers view learners? Can we see any connections to potential classroom management issues?

Response:

Teacher meetings can range from informal chats about the weeks agenda between teachers in the same department to more structured conferences with parents about a child. Meetings are regular occurrences in any school and raise many interesting dynamics between the parties involved. As we learned from Wood, meetings between teachers and administrative staff are critical for forming a strong and united school environment. For example, if the administration is moving one direction with a particular idea, but the teaching staff is moving another, problems arise in balancing what is happening versus what should be happening hindering any chances of solving problems or making progress.

Informal chats can also be a critical way for teachers to be reflective in their teaching methods as well as the activities they complete with their class (INTASC 9). By using a meeting to discuss what is working and what is not, each teacher involved can grow and learn about new ideas or progressive changes they could make. From reading Why Don’t Students Like School by Daniel Willingham in ED 241, I learned working intensively in a partnership with another teacher to critique each others teaching can be incredibly beneficial. Now this seemed mildly extreme (Willingham called for each teacher to record their classroom and then watch the videos taking note of specific areas in which to improve, as well as areas that showed successful pedagogy) but nonetheless it would be highly effective to have a meeting with close peer teacher to work on perfecting specific skills in teaching methods across classrooms.

The meeting I attended at Shortridge was a short chat about the weeks agenda. The dynamic was relaxed and informal, but I noticed it seemed a little rushed because the teachers needed to finish some prep work for the day. They did indeed follow a specific agenda but they brought their schedules for what topics the classes would be covering for each day.  I would describe the tone as being more collaborative because each teacher contributed to the discussion, some raising concerns, and others expressing interest in what the speaker was talking about. This could reflect the idea that these teachers feel learning is a collaborative process, and by each member contributing to the group, more learning takes place. In addition, they may feel learners bring unique perspectives to the material which allows them to build and work more effectively together than by themselves on assignments and projects.

Through observing this meeting I could not identify any abnormal connections to potential classroom management issues, it seemed these teachers were aware of what types of activities would keep their students engaged and focused. I would suspect however that with spring break coming soon, many students will have a difficult time keeping focus as the weekend draws nearer, this could present a problem for the instructors maintaining classroom focus and interest. I would be curious to see how the students react to long breaks in the school schedule. I only know my reaction to a holiday from school, but as a teacher it will be interesting to see what my students will be like as well as figuring out the additional measures I will have to take before students leave for breaks as well as when they return.

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