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A Conversation Map for Mediating Thinking

Learning Focused Conversations

Many mentors may find themselves engaged in the three types of conversations described below:

  • Anticipating a new project, assignment or unit of study (Planning)
  • Looking back upon a meeting, event or any completed task (Reflecting)
  • Addressing a specific challenge or concern that is top of mind (Problem Solving)
Illustrative Example of a Conversation Map

Learning focused conversations represent authentic opportunities for mentors to continue to listen and by doing so foster the relational trust that is so important for successful mentoring relationships.

The conversation map below is intended to be a starting point for thinking. An attribute of skilled mentors is they demonstrate flexibility of stance and role based on the needs of the person they are working with.

(1) Elegant Paraphrase

So even though the rest of your class is coming along well you’re feeling frustrated because there’s one student you just don’t feel is connecting with anybody.

As the beginning teacher begins the conversation, the mentor models the elements of listening thereby encouraging the person to continue speaking. When the person is “finished” explaining their issue in one sentence the mentor summarizes the gist of what they have heard.

An elegant paraphrase can reflect heart (how the person is feeling) or content (the big issue or challenge). In the illustrative example above, the mentor has summarized both feeling and content. Usually the speaker responds with an emphatic yeah and/or elaborates on the concern or issue in greater detail.

(2) Explore Options

Given all that you know about building inclusion in your classroom, what are some of the options you are considering as you try to help build connections between your new student and the rest of the class?

Instead of offering advice or autobiography, the mentor assists the beginning teacher in accessing their thinking about the choices they have. Key to this step is a “positive pre-supposition” that the speaker has already given the issue thought and has internal strategies and resources they can bring to bear.

Note that the example question is forward looking. At this point the speaker will often provide a synopsis of a number of things they are considering. The role of the mentor is to continue to listen without offering any counsel. Once a number of options have been surfaced, consider proceeding to step # 3.

(3) Plan Next Steps

Wow, you’ve obviously given this a lot of thought. As you go back to your classroom, what will be the first step you take in your effort to help this student find an entry point into your class community?

The mentor’s goal here is to have the beginning teacher consider all the options they have shared and articulate a specific next step or strategy that they will apply to the issue, problem or challenge.

Once the beginning teacher has articulated the practical idea(s) they are going to walk away with from this conversation and attempt to implement in their context, consider proceeding to step # 4.

(4) Self-Evaluation

So, you’re going to start by having the student work more in groups with others - how will you know if this strategy is working?

When next steps have been established, the mentor assists the speaker in developing some “measures” that will let them know about whether the approach they’ve chosen is working.

The mentor encourages the beginning teacher to respond with specific indicators that they would like to see. At this point the mentor may choose to affirm what they have heard and bring the conversation to a close.

Example of a Learning Focused Conversation

The videos below are part of the Elementary Teachers’ Federation of Ontario (ETFO) Mentor Training series and used here with permission from ETFO.

Coaching Conversation with a Beginning Teacher (3 min 37 sec)

A Beginning Teacher Reflects on the Value of Coaching Conversations (28 sec)

Overview of the Conversation Map (1 min 41 sec)