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AforA - Structured Conversation Training

Training for key teachers at BSSC
by

Dan Wilbor

on 3 December 2013

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Transcript of AforA - Structured Conversation Training

Achievement for All - Structured Conversation Training
Focus
Summarise
Draw information gathered together
State information received back to the parent
Use "The Miracle Question"
Use open ended questions
Establish facts
Set clear targets/ goals in collaboration with the parents/ carers e.g. 2 academic, 2 wider
Consider the individual to avoid barriers
Make the target measurable e.g. link to EAB/ PCE targets
Outline
tangible actions
expected e.g. AfA Card
Explore
General chat -
open ended questions
Allow the parent/ carer to talk
Should make them feel comfortable
Be attentive - coach
Paraphrase - avoids miscommunication
Review
Summarise actions agreed
Be clear and concise
Set a date for the next meeting
Check preferred lines of communication
Agree with parents how/ when contact will be made
Introduction to AfA –
folder, SC dates, AforA card, VLE, Twittter trips etc.
Tea break and student information
Introduction to Structured Conversations
The difference between a SC and PCE
Practicalities
Next steps
Aims of the session
Introduction to AfA at Bridlington School
Summary of the programme so far
Cohort
Incentives
Resources;
S-Drive, Learning Teams, AforA, 2013-14
Next Steps
Meet the students
Email tutors/HOY
Communication through email – feel free to contact (AfA folder)
Any issues – let us know
TEA BREAK!
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Establishes an effective relationship.
Parents/carers can express their aspirations.
Teacher and parent/carer can share concerns.
They can set clear targets and decide on how to achieve them.
Clarifies responsibilities of all parties.
Benefits of the structured conversation
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Have an overview of school calendar
Engage key people
Adapt to fit need
Have a clear understanding of data
Set targets in partnership, record, review, and
LISTEN
Parent Conversations work best if you:

“In the most successful schools the effective engagement of parents has had a profound impact on children’s progress and the confidence between the school and parent. Parents need to be listened to more and brought into a partnership with statutory bodies in a more meaningful way.”
Lamb Inquiry 2009
Parents
in partnership with schools
Task;
- Rank the barriers to learning in a diamond formation
- Most important at the top, least at the bottom
"Miracle Question"
“If a miracle occurred overnight and when you woke your problem was solved, how would you know?
How would things be different?
What would you notice?
What would someone close to you notice?”

…phrased so as to elicit a positive answer.
My child would:
 
be able to go to the shops and come back with the right change
be much more confident in answering questions
be willing to read out loud in the class
sit down to read and write without interrupting himself
be treated as an equal by the other children in the class
stop fighting, want to read and come home happy
do all their work on a laptop with a spell checker
be asked about successes in hobbies, outside school activities, over the weekend and the evenings etc.
have other children to play and talk with at break times
be able to tell me how they feel about how the world treats them
Miracle Question answers
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To facilitate a relationship based upon the shared purpose of improving educational achievement;
To exchange information and views;
To ensure supportive teaching and learning strategies;
To agree learning objectives.
Aims of the structured conversation
-
New Key Teachers
- in pairs: talk about "my weekend":
One KT will talk whilst the other listens/ questions for approximately 5 minutes
-
During this time the listener should

attempt to paraphrase 3/4 times, identify key points, find out the plan for this weekend/ holidays and identify any key dates or events coming up.
-
Old Key Teachers
-
sit and observe a pair, listening to the conversation. After 5 minutes you will offer feedback and give some examples of the conversations you had last year (3/4 mins)
- Maintain a conversational rhythm
- Avoid long silences
- Avoid long periods of the speaker talking uninterruptedly
Task One
New Key Teachers
join up with Old Key teachers for the next 5 minutes.
Old Key Teachers
outline practicalities and offer advice based on your experiences from last year.
New Key teachers

ask any questions you may have about AforA so far.
Task Two
Practicalities
Structured Conversation
Meet in a nice place
Create a less formal atmosphere
Take your school diary & calendar
Take tissues
Offer refreshments

General advice
Create a daily routine to meet your student
Use the AfA card to check whether they are meeting their targets
Use praise and reward when targets are met - positive reinforcement
Encourage your students to engage - trips, Pod etc.
Make sure you fill in the VIVO sheet on Friday after school

Target Setting
Targets will go on the students AfA card
Should be SMART
More focus on academic targets this year due to the cohort
Task 3
Bus Stop

AN IDEA FOR A QUESTION / PROMPT YOU MAY USE IN A STRUCTURED CONVERSATION?

WHAT WE’RE LOOKING FORWARD TO ABOUT AfA

ANY COMMENTS/QUESTIONS/CONCERNS?


Plan
Full transcript