Let’s assume the mentor gives this feedback to his or her mentee: “ There are many things you did in class today that showed major improvement including the use of ‘think time’ and ‘peer rehearsal time’. However the next time I visit your class I want you to use a “Quiet Signal” to get students to stop what they are doing, and listen to your next instructions.
1. Ask for clarification. “What do you mean by a Quiet Signal?"
2. Paraphrase the feedback. “Dr. Solomon, let me be certain that I understand what you are telling me. You’re saying you liked how I used ‘think time’ and ‘peer rehearsal time’, but you want me to start using a quiet signal. Is that correct?”
3. Ask the mentor to demonstrate the practice. “Would you mind showing me how to use a Quiet Signal?”
4. Ask for another example. “I see how you use the quiet signal, and that seems to work very well for you. But are there other ways to stop students from off-task talking, and focus their attention on my instructions?”
Let’s assume the mentor offers these alternatives: “The quiet signal can be a timer, a set of hand claps, a short tune, counting down from five to zero, or any visual or auditory prompt that ends off-task peer conversation.”
Let’s assume the mentor also shares the poster below which describes a quiet signal, and later demonstrates how to use it in class.
QUIET SIGNAL 1. COMPLETE YOUR SENTENCE. 2. RAISE YOUR HAND. 3. REMIND YOUR NEIGHBOR TO HONOR THE QUIET SIGNAL. 4. FACE THE TEACHER.
5. Thank the mentor- self-explanatory
6. Implement the practice- self-explanatory
In tomorrow’s blog post we will answer this question: How Do the Mentor and the Mentee Negotiate Expectations?
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