1. Structured Learning Conversations Lyn Williams

2. What is a Structured Learning Conversation? A structured conversation with learners The focus is on helping the learner find ways to overcome barriers to their learning.

3. Why bother? Instead of ambling you way through a ‘chat’ with the learner, SLC’s can help you to: take the emotion/heat out of the conversation lean on some structure and formality plan ahead and think through what is really important to focus on Increase your confidence that that you will be able to get an outcome you want – an agreed plan

4. When would I have a structured learning conversation? when there is potential for tension/conflict in a conversation when you think you or the student might lose your cool when you need more information about what is happening for the learner when you feel ‘stuck’ and you know your frustration might cause the conversation to deteriorate when you believe that some definite action will make a difference for the learner

5. Task: Think of a learner behaviour issue you may face … achievement Attendance engagement e.g. Literacy e.g. Arrives late e.g, distracted or disruptive behaviour

6. Examples of when a SLC might be a helpful tool • Repetitive lateness and disruption of the class when they arrive (attendance) • Low effort or performance and you are not certain why (achievement) • Student behaviour indicates some level of disengagement/ confusion/disrespect (engagement)

7. Model for SLC’s

8. Scenarios 1 & 2 Henry

9. Background facts Henry is repeatedly late to class – more than 15 mins late. Reminding him hasn’t worked. When he arrives he niggles at his mates and distracts them, and you get frustrated at the interruption so you start to ride Henry with negative comments.

10. What’s happening 1 Because Henry is repeatedly late and disruptive ... … you want to sort him out.

11. Conversation No.1 “Henry, now listen here! You’ve been late to class and it’s not OK. You’re disrupting the others. What have you got to say for yourself?” SHRUG – head down “Well – I know the rest of class is sick of your interruptions – what are you going to do about it? You know it’s affecting everyone, including me!” SHRUG – head down “Now – I want you to be on time next week and I’ll be watching you for improvement and to see that this little chat made a difference. Of you go now.”

12. Model for SLC’s

13. Conversation No.2 You want to find out – what’s causing the lateness – can this be sorted? You want to find some actions Henry could take to be more on time. However, it is also important to discuss actions Henry could take when he does arrive late so he can join the class without disruption.

14. Conversation No.2 Open Hi Henry. Thanks for meeting with me. I know you wanted to get off home. Clarify I wanted to talk with you about your lateness to class, and how I see that affecting your learning. You’ve been about 20 mins late 3 out of the last 5 classes. When you arrive others are distracted and their learning is interrupted. I’d like to see if we can find some solutions that will work better for you, me and the other students. I can see that you really want to be in class – you are engaged, enthusiastic and give everything your best. You’re here every session and that shows commitment. And you are achieving well – keeping up with all of the work and passing your assessments. Possible Clarifying Questions: • What is happening in your mornings to cause you to be late? • I can see you feel a bit stuck. What do you think could make it easier for you to get to class on time? Lets list some suggestions …. Even the unlikely ones • When you arrive late – what do you do to get yourself caught up with the lesson? Is that working for you? What else do you think you could do that doesn’t involve other students?

15. Develop I notice that Sam stops work and chats to you when you arrive. The others join in. What effect do you think that is having on Sam’s progress? The others? On me? I have watched and I see that Sam doesn’t finish his project work, and by the time you have started and he has got back to work, you are both well behind. I get shirty with you because your chatting to Sam interrupts my concentration. I don’t think that’s fair on the rest of the class, but I also want to be able to help you get going as well What do I do when you arrive late at the moment? Lets make a list of alternative actions you could take when you arrive, and what effect each might have. What do you think we could do to sort this out because I think we could break this pattern and make it better for both of us if we both agreed on some actions?

16. Let me show you what is already in place… the worksheets, Moodle. How could you make use of these to get you going instead of disturbing Sam? etc….. Agree on Actions (write them down) Lateness Actions: Henry will ….… Arriving to class - When you can’t avoid being late: Henry will ….….. buddy; task sheet; Moodle; wait … Teacher will … not stop class, but will see Henry as soon as he can to ensure he has the info he needs to get started … Close So – you’ll do this and I’ll do that…… Let’s talk about this again in a week’s time to see how it’s going. In the meantime I will not nag or comment across the class at you.

17. Practice scenario Groups of 3 1 = student 2 = tutor 3 = observer

18. Suggest a scenario…. Use the template to draft some ideas/ questions before you role play the scenario The observer is recording what stages of the model you use, and noticing where you use the 5 principles. Observer provides feedback at the end.

19. When we recognise stumbling blocks for our learners we have a professional responsibility to try and do something about it. Structured learning conversations are one useful tool you should have in your ‘kete’.

20. Model for SLC’s