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A Teacher Exploring His Perceptions of His Class - Laddering


This page is a continuation of a session in which an experienced teacher reflects on his perceptions of his class. It shows the ‘story’ of a session, including the introspections and comments that he made as he explored his competence to control a class. This part explores Laddering.


Back to: A Teacher Exploring His Perceptions of His Class - the beginning of the story.

At this point we decided to move on to laddering, particularly laddering up. (NB You usually work with many more than ten constructs. (One person produced 72 in the first half-hour, all of them useful). But we wanted to move to laddering. Here is an example of his response to the first laddering question:

NOTE: Screen shots on this page relate to an early version of Enquire Within.

[Adding first laddering response]

leading to the second laddering response:

[Adding first laddering response]

and at this point he stopped playing with the computer for a little while and started to talk about what this meant. For example, he was asking questions like: How do teachers get feedback? How can they depend on it day-to-day, not just at the extremes? Good schools - you may ask one another to observe your lessons. So much depends on teamwork and nobody recognises that - bet it’s not in the Department’s list of teacher competences and performance pay. You welcome a good head giving you feedback, but a poor head - if they come into the classroom you know you’ve got trouble. How do we as senior teachers give feedback to newly qualified teachers? Depends on the Authority. Depends on the school. I get feedback because most evenings we go for a pint together, and because I’m married to a teacher. If I’m feeling like this, and I’m a deputy head, what do the new ones feel like? I need to ask people whether they get enough feedback, what they’d like and how, and how I can help.

Note: one example of how the Enquire Within tool prompts introspections. These can be recorded on the scratch pad – this is an example of ‘the journey is as important as the arrival’.

Forward to: A Teacher Exploring His Perceptions of His Class - Analysis and Differentiation

Back to: A Teacher Exploring His Perceptions of His Class

Back to: Some Enquire Within Sample Sessions

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