Mentoring through difficult situations participant package Role-play typical challenging mentor situations
Identify resistance and resilience and useful strategies
Recognize your conflict style and impact on difficult conversations
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________________________________________
_______________________________________
Difficult and Complex Situations
*What are some of the complexities and challenges your new teachers face?
*What are some of the complexities or challenges you encounter in your mentoring?
Think. Write one response on each post-it.
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SORT
Beginning Teacher Challenges Mentor Challenges
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QUESTIONS TO ASK WHEN PREPARING FOR HARD CONVERSATIONS
Question Implications What’s hard about this conversation?
What role am I needing to play? Is this a coaching role?
What’s coming up for me?
Can I manage the feelings that are coming up? How will I manage them? Is it worth it?
What’s the benefit for the client, for the school, for students if I manage my feelings so that I can have this conversation?
Who could help me manage them? Where is the need for Did I (the coach) determine that this conversation needs this hard conversation to happen? coming from? Is someone else asking that I have this conversation? If Who wants it? so, is it an appropriate conversation for me to have? Or Who is requesting it? does the hard conversation need to be with the person
asking me to have a hard conversation with someone else?
What data do I have that indicates the need for the hard conversation?
What’s the purpose for this conversation?
Is the agenda coming from me? How can I connect my purpose to the client’s goals and
areas for growth? What do I hope the Why is this a conversation worth having? outcomes are? What might be possible out of this conversation?
What might be the best possible outcome? What could be the worst?
Which skills will I need to use in this conversation?
Would it help me to use the coaching lenses? Which stances will be most helpful? Which questions will be most helpful?
How will I prepare for How will I script my questions? this conversation? How will I get my mind and heart into an effective
place? Who can support me?
Used with permission from Elena Aguilar, www.elenaaguilar.com
Creating Entry Points *************************************************
Notice the language of the teacher and identify the thinking behind it.
Be alert for: Generalizations (always, never, all, everyone) Rule-based language (should, can’t, have to, must) Judgements (wrong, bad, poor, weak, lazy) Comparison (better, less, more) Victim language (blame, fault) Unspecified nouns (they, people, students, parents)
Adapted from the work of Arthur Costa and Robert Garmston
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Entry Points and Sentence Stems Generalizations
My students always do… They just don’t get it… This curriculum is…
What do you mean by “always?” How often? Tell me about this pattern you are seeing.
What do you mean by “get it?” What aspect of the curriculum?
Rules-Based Joey just can’t do the work. Tell me more about what you know about… They just don’t know how to… What do they know how to do? So given what I can’t get them to ….so I can … they know…
What would it look like if you could get them to? How can we support them to get there?
Judgments My principal is so tough. What is she doing that causes you to think Johnny was horrible today. that? Can you share an example? Suzy is so lazy and doesn’t do the Tell me about the behaviors you saw. What
work. behavior do you hope to see? How can we get him there?
Do you see a pattern with Suzy or is this new?
Comparisons My aide last year was so much
better. Seventh period has horrible
behavior compared to fifth period. That was so hard.
Sounds like you are disappointed. What supports does he/she need?
What are the similarities and differences between the 2 periods?
“Hard” as compared to…?
Victim Language They gave me the worst class in the What makes you think that?
school. It’s not about what I want you to do. What do Tell me what to do. I don’t know you want to do?
what you expect from me.
Adapted from the work of A. Costa and R. Garmston
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************************************************************** With a partner:
Look over the entry points and responses Create your own example of something a beginning
teacher might say and how you might respond.
With other colleagues at your table: Share your example(s).
With the whole group: Partners volunteer to model a sample entry point and
response. Group determines which category (victim, rule-based,
etc…) is being modeled.
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A Framework for Differentiated Mentoring and Coaching Support Consulting / Collaborating / Coaching (The 3Cs) at a Glance
In their book Mentoring Matters: A Practical Guide to Learning-Focused Relationships Laura Lipton & Bruce Wellman provide a practical framework for mentors to consider as they work with (and learn from) beginning teachers. The chart below provides an at a glance guide to the 3Cs of mentorship adapted with permission from their work. While these 3Cs are helpful as a frame, effective mentors demonstrate flexibility of stance and role based on the needs of the beginning teacher. Mentoring relationships that flourish are reciprocal – all parties learn and grow!
Consultant Offering Support and Providing Resources à Mentor shares key information about
logistics, school culture, students, curriculum, and teaching practices
à Beyond simple advice, a consultant provides the “why,” “what,” and “how” of their thinking
à Credible voice / Use of pronoun “I” / Phrases like “it’s important to”…. “keep in mind that”
CAUTIONS/EXAMPLES We tend to default to this stance / Overuse can build dependency on the Mentor THINK ALOUD: In addition to giving a suggestion or providing a solution, add the thinking that led to it, the considerations that were taken into account and the reasons for the final choice
OFFER A MENU: Support the beginning teacher’s capacity for decision-making by explicitly offering a menu of possible solutions or choices, and discussing each
PRODUCE AN IDEA BANK: Create an idea bank the beginning teacher can refer to, such as a series of tips on classroom management
Collaborator Creating Challenge and Encouraging Growth • Mentor and beginning teacher “co-develop”
strategies and approaches • 50/50 pattern of interaction and idea production • Confident, approachable voice / Use of pronoun
“we” / Phrases like “let’s think about”…. “how might we”
CAUTIONS?EXAMPLES Mentors need to ensure collaboration is authentic and they don’t take over and assume the consultant stance CO-PLAN / CO-TEACH: Work with the beginning teacher to create a lesson or unit of study and extend the collaboration by teaching together
BECOME STUDY PARTNERS: Learn together with the beginning teacher about a new instructional methodology or engage in article or book study, followed by a sharing of experiences in the classroom
EXPLORE CASE STUDIES: Use case studies as a context for dialogue about professional practice, to provide a meaningful learning experience for both the mentor and the beginning teacher
Coach Facilitating Professional Vision
Þ Mentor supports the beginning teacher’s internal idea production through inquiry and paraphrase
Þ Ultimate aim is to develop the beginning teacher’s internal resources for self-coaching and independence
Þ Approachable voice, attending fully / Use of pronoun “you”
Þ Questions like “what might be some ways to?”.... “given all that you know, what options are you considering?”
CAUTIONS/EXAMPLES Stance can cause frustration if beginning teacher lacks internal resources for idea generation
REMAIN NON-JUDGMENTAL: Maintain an effective coaching practice by ensuring that judgements are made only by the beginning teacher as he or she plans, reflects, problem-solves and makes choices
INQUIRE: Ask the beginning teacher about successes, concerns or issues he or she wants to discuss, using open- ended questions designed to encourage thinking and invite choice
REFLECT ON GOALS: Engage in conversations focusing on the beginning teacher’s learning interests and goals, balancing support and challenge by marking successes and articulating new arenas for learning
Adapted from OntarioMinistry of Education - New Teacher Induction Program https://www.teachontario.ca 10
• Form Triads • Choose a “Challenge” identified from earlier
this morning • 1 person is the Beginning Teacher • 1 Person is the Mentor • 1 Person is the Note taker/Phone a Friend • Use the 4 Steps to
• Assess the situation • Make a plan
• Listen for language cues/entry points
• Foster thinking
Sentence Frames **************************************************
one that you would like to use one that you want to try on in the future
I have something I’d like to discuss with you that I think will help us work together more effectively.
I’d like to talk about ____________ with you, but first I’d like to get your point of view.
I need your help with what just happened. Do you have a few minutes to talk?
I need your help with something. Can we talk about it (soon)? If the person
says, “Sure, let me get back to you,” follow up with him.
I think we have different perceptions about _____________________. I’d like to hear your thinking on this.
I’d like to talk about ___________________. I think we may have different ideas about how to _____________________.
I’d like to see if we might reach a better understanding about ___________. I really want to hear your feelings about this and share my perspective as well.
Two Additional Sentence Frames:
Problem of Practice Protocol ************************************************
Purpose: To share our problems of practice and use a well known protocol to work with colleagues for solution ideas.
• Volunteers pose a problem of practice
• Self-select which problem of practice group you would like to join
• Use Protocol
Problem Of Practice
A problem of practice is a dilemma that you face in your work that you
cannot easily resolve.
Presenter: Presents a dilemma for the group to consider
Facilitator: Keeps time and keeps process on track; may also consult if small group
Consultants: Ask questions of the presenter and make suggestions
Time: 25-45 minutes
1. Presenter provides an overview of the dilemma they are facing. Include a
brief summary and a framing question. (3-5 minutes)
2. Consultants ask clarifying questions of the presenter. Questions that can be
answered briefly and factually. (3-5 minutes)
3. Consultants ask probing questions of the presenter. Questions that are more
in-depth and should help the presenter think differently about their dilemma.
Avoid making suggestions at this time. (5-10 minutes)
4. Consultants discuss the dilemma. The group more fully analyzes the
dilemma and can make suggestions to the presenter. Presenter remains silent
but can take notes. (10-15 minutes)
5. Presenter summarizes what they heard and how their thinking has evolved
through the process. (2-5 minutes)
6. Facilitator leads a brief reflection and debrief of the process. (2-5 minutes)
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Paraphrasing communicates that the listener has…
HEARD what the speaker said
UNDERSTOOD what was said
SUMMARIZING
So, …
From what I hear you say, …
I’m hearing many things, …
As I listen to you I’m hearing, …
NOTE: WHY tends to elicit a defensive response
Clarifying communicates that the listener has… HEARD what the speaker said
BUT does NOT fully UNDERSTAND what was said
Clarifying involves ASKING A QUESTION to: Gather more information
Discover the meaning of the language used
Get clarity about the speaker’s reasoning
Seek connections between ideas
Develop or maintain focus
Would you tell me a little more about …?
Let me see if I understand …
I’d be interested in hearing more about …
It’d help me understand if you’d give me an example of…
So, are you saying/suggesting …?
To what extent …?
I’m intrigued by …/I’m interested in…/I wonder…
Mediational questions help the colleague: HYPOTHESIZE what might happen,
ANALYZE what worked or didn’t
IMAGINE possibilities
COMPARE & CONTRAST what was planned with what ensued
Some Mediational question stems include: What’s another way you might …?
What would it look like if …?
What do you think would happen if …?
How was…different from (like) …?
What sort of an impact do you think …?
What criteria do you use to …?
When have you done something like … before?
What do you think …?
What might you see happening in your classroom if …?
Adapted from and based on Mentoring Language, New Teacher Center, 2013 and Cognitive Coaching, Costa and Garmston, 2002 15
Suggestions Teachable Moments Non-Judgmental Responses “OPEN” suggestions… Teachable moments are spontaneous Non-Judgmental Responses help to:
Are expressed with invitational, positive language opportunities that offer the mentor a chance Build trust and voice tone Offer choices to encourage ownership Are often expressed as a question (or include a “tag
to: Promote an internal locus of control Encourage self-assessment
question”) to invite further thinking Fill in instructional gaps Develop beginning teacher autonomy Are achievable: enough to encourage, but not to overwhelm May provide information about the mentor’s thinking and decision-making
Help the teacher make good choices/decisions Help the teacher to take “the next step”
Foster risk-taking
Possible examples: Suggestion Stems: Identify what worked and why
One thing I’ve learned/noticed is … A couple of things to keep in mind …
When taking advantage of a teachable moment, it’s important to:
I noticed how when you _____ the students really _____
From our experience, one thing we’ve noticed Several/some teachers I know have tried a
couple of different things in this sort of situation and maybe one might work for you
Share in the spirit of support
Be brief: focus on the essential
Be strategic
Encourage
It sounds like you have a number of ideas to try out! It’ll be exciting/interesting/great to see
What I know about _______________ is … Avoid using jargon or sounding pedantic (not which works best for you!
Something/some things to keep in mind when talking down to them) Ask the teacher to self-assess dealing with… How do you think the lesson went and
Something you might consider trying is … There are a number of approaches … Some possible stems include the following:
why? Ask the teacher to identify her/his role
Sometimes it’s helpful if … One thing to keep in mind is … What did you do to make the lesson so successful?
Try following suggestion with a question that If you’re interested in _____, it’s important to … Listen invites the teacher to imagine/hypothesize how the idea might work in his/her context. What I know about ______ is … Ask sincere questions
Show enthusiasm for and interest in the How might this look in your classroom? It’s sometimes/usually helpful to _____ when … teacher’s work and thinking To what extent might that work in your I’m interested in learning/hearing situation/with your students? more about … What do you imagine might happen if you I’m really looking forward to … were to try something like that with your class? DANGER: Too much praise is detrimental Which of these ideas might work best in your classroom?
Adapted from and based on Mentoring Language, New Teacher Center, 2013 and Cognitive Coaching, Costa and Garmston, 2002 16
17
Turning Resistant Teachers into Resilient Teachers
Jessica Bohn
Resistant teachers can have a profound effect on the school climate and culture in both positive and
negative ways. In the book Leading in a Culture of Change (2007), Michael Fullan says resisters deserve
respect both because they present ideas we might otherwise miss and because their influence is crucial
to navigating the politics of implementation. By using situational leadership, the ability to fluidly
interchange among a variety of leadership styles as the situation demands, administrators can shape
teacher resistance into resilience and develop powerful partners in school initiatives. Goleman (2004)
says situational leadership can mitigate the negative and enhance the positive forces influencing school
climate. Effective school leaders know when to use a different leadership approach based on the
behaviors and personalities of their teachers.
Types of Teacher Behaviors
I have found that resistant teachers usually fall into one of the following categories:
Those who believe administration will not help or understand them.
Those who don't have confidence in their teaching and don't know how to improve.
Those who prefer traditional methods and believe change would require too much work.
Those who lack the desire or motivation to improve.
Most reluctant teachers fall into the first three categories and can be developed into resilient teachers.
The fourth category is much more rare and requires a steadfast administrator. In the next sections, I
outline some ways I've worked with these different types of resistance.
Resisting the Administration
We all know that focus and expectations can change with a shift in administrators. Most educators,
however, will adapt to their bosses like they adapt to their students each year. Resistant teachers differ
from most teachers because they tend to remain static in the face of change. They view change as a
process that happens to them, rather than with them.
An example of this comes from a teacher I used to work with. Her resistance was passive; I was a new
supervisor, and she said she wanted to do what it took to make me happy. My goal was to help her
improve her instruction, but her goal was to do the minimal amount to get my approval. Her attention
was on me, rather than on her students, and the implied sentiment was, "Because I am not good enough
for you, just tell me what you want, and I will try to please you."
Coaching this teacher involved taking the focus off of me as the leader and putting it back on students
and learning. During this process, I had to build a trusting relationship with the teacher, so she trusted
reflect on lesson effectiveness and learning outcomes, redirecting the focus from administrator
feedback to teacher efficacy around student learning.
Resisting Out of Lack of Confidence
Consider the typical classroom situation when a student acts out because he does not understand what
is being discussed. Students would rather seem disruptive than incompetent. Teachers and other adults
aren't so different; resistance is a natural response when we lack knowledge or confidence but are
pressured to perform.
To find out if resistance is motivated by lack of confidence or knowledge, get teachers to open up about
their understanding in a one-on-one setting. For example, if teachers are resistant to a new technology
initiative, individually ask concerned teachers, "What training or support would you need to teach
students how to blog about their reading using an iPad?" The depth of the answer can provide clues,
much in the same way that probing questions can reveal student learning gaps in the classroom.
Because fear and reputation are at stake, the school administration will want to approach this problem
with confidentiality and support. Possible solutions include
Professional development opportunities in the content area of need.
A peer buddy to collaboratively plan with in the content area.
A one-on-one book study between the teacher and another teacher or administrator.
Online courses in the skill needed, with follow up after completion (this allows teachers to
pursue professional learning in the privacy of their own home, protecting their reputation).
The point here is to deepen the teacher's knowledge base in the area of resistance. If after becoming
more informed, the teacher still resists, she will have knowledge and evidence to better frame her case.
Resisting Change
Veteran teachers are likely to resist change because they believe that traditional methods are best.
These teachers are not simply trying to be difficult; they've most likely had success with their tried-and-
true lessons and strategies, and so change may seem unnecessary or overwhelming. A new curricular
initiative might seem like just the latest wave of change that will eventually pass. However, if you coach
these teachers to understand the long-term goals of a new curriculum or initiative and discuss the
possibility of the teacher piloting the new program (with lots of support from administration), you can
create a powerful ally to help lead change. By having experienced teachers pilot a new program, you will
get insight that may help improve whole-school implementation. At the least, even if these experienced
teachers are not fans of a change, trying it first will empower them to own it and make it better.
Even teachers who support change as necessary for the good of students in the long run may feel
overwhelmed by the amount of work needed to implement the change. Providing frequent feedback
and unrelenting support will be crucial to helping teachers like this become robust. Rather than simply
mandate the change, administrators can support the teacher with resources, professional development,
and work groups to build grit and persistence. Here's how administrators can help teachers develop the
grit to get through major changes:
Offer peer-led work groups after school.
Provide teacher leaders to spearhead support efforts.
Furnish detailed examples, resources, or instructions.
Pay for substitutes so that teachers can attend professional development.
Offer a weekly feedback form for teachers to communicate their challenges.
Provide regular feedback to teachers after walk-throughs.
Offer online professional development.
Model the change during staff meetings, give model lessons, provide video footage of
high-quality teaching examples, and find other ways for teachers to see the change in
action.
Teachers in this category need specific directives, measurable goals, and outcomes to achieve. Holding
unmotivated teachers accountable will make every other teacher in your building resilient because most
teachers appreciate leaders who can recognize the difference between someone who disagrees and
someone who doesn't care. In most states, it can take a lot of documentation and tireless work on the
part of administration to remove ineffective teachers, but the other teachers in the building will notice
your tenacity in holding people accountable. This is crucial because school administrators establish the
foundation for school culture through their actions.
How you tailor your approach to resistant teachers can have a powerful effect on school culture and
morale. Start by assessing which type of resistance these teachers are exhibiting, and then align the
supports and interventions that target their areas of need. Ultimately, by engaging resisters, you will
foster a culture of resiliency that will permeate the school, from the teachers to the students.
References
Fullan, M. (2007). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Goleman, D. (2004). Primal leadership: Learning to lead with emotional intelligence. Cambridge, MA:
Harvard Business Review Press.
Jessica Bohn is principal at Gibsonville Elementary in Gibsonville, N.C., and a member of ASCD's 2012
class of Emerging Leaders.
ASCD Express, Vol. 9, No. 10. Copyright 2014 by ASCD. All rights reserved.
Goleman, D. (2004). Primal leadership: Learning to lead with emotional intelligence. Cambridge, MA: Harvard Business Review Press.
Jessica Bohn is principal at Gibsonville Elementary in Gibsonville, N.C., and a member of ASCD's 2012 class of Emerging Leaders.
ASCD Express, Vol. 9, No. 10. Copyright 2014 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.
ASCD Express 9.10 - Turning Resistant Teachers into Resilient Te... http://www.ascd.org/ascd-express/vol9/910-bohn.aspx
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What were you thinking and feeling at the time?
What do you think the beginning teacher was thinking and feeling?
Share out after reflections.
Carousel Activity: Resistance **************************************************
Each of the 3 posters has one brief article on how to coach or deal with Resistant teachers.
Split into 3 groups and stand by one poster each.
Each group reads article on their poster and highlights main points, and places post-its with main points, aha’s, questions.
Rotate to next poster and skim article, paying attention to the previous groups’ highlights and stickies. Add your own groups and comments/responses to the previous group’s.
Rotate again to next article and repeat.
Rotate to Next article and Repeat until your group has been to all posters.
Return to your group’s original article and read over other groups’ additions, questions and comments.
Choose a spokesperson to summarize out to whole group.
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Reflection: Resilience ***********************************************
Think about some moments in your life- whether personal or professional-when something really difficult or challenging happened.
How did you get through it?
How did you “bounce back?”
What helped you “bounce back?”
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12 Ways to Boost Resilience in New Teachers
1. Recognize emotions 7. Talk about strategies to manage strong emotions
2. Normalize the experience of the emotions
8. Bring new teachers together
3. Ask about the emotions 9.Make it normal, acceptable, and routine to seek advice
4. Increase awareness of interpretation
10. Show up if a new teacher is retreating
5. Explain the Cycle of an Emotion
11. Provide many opportunities to connect with Core Values
6. Talk about triggers 12. Offer opportunities to talk about big hopes, dreams, and aspirations
From: 12 Ways to Boost Resilience in New Teachers, Elena Aguilar, http://brightmorningteam.com/ Used with permission.
Quick Writes **************************************************
1. Think about a positive, successful conversation that you’ve had as a mentor. When the timer starts, write about it for 2 minutes. Consider:
1. Who was involved?
3. What was the purpose of the conversation?
4. What made the talk a difficult one?
5. How long did it last?
6. How much planning went into it ahead of time?
7. Next, Think about a difficult conversation that you’ve had as a mentor. When the timer starts, write about it for 1 minute. Consider:
1. Who was involved?
3. What was the purpose of the conversation?
4. What made the talk a difficult one?
5. How long did it last?
6. How much planning went into it ahead of time?
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With your Beyoncé partner discuss:
What were the differences between the conversations in your two Quick Writes.
Emotions Effectiveness Situation Participants Purpose Planning
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What’s Your Conflict Resolution Style? The Thomas-Kilmann Conflict Mode Instrument (TKI) assesses an individual’s behavior in conflict situations—that is, situations in which the concerns of two people appear to be incompatible. In conflict situations, we can describe a person’s behavior along two basic dimensions*: (1) assertiveness, the extent to which the individual attempts to satisfy his or her own concerns, and (2) cooperativeness, the extent to which the individual attempts to satisfy the other person’s concerns. These two dimensions of behavior can be used to define five methods of dealing with conflict. These five conflict-handling modes are shown below:
Accommodating Accommodation involves having to deal with the problem with an element of self-sacrifice; an individual sets aside his own concerns to maintain peace in the situation. Thus, the person yields to what the other wants, displaying a form of selflessness. It might come as an immediate solution to the issue; however it also brings about a false manner of dealing with the problem. This can be disruptive if there is a need to come up with a more sound and creative way out of the problem. This behavior will be most efficient if the individual is in the wrong as it can come as a form of conciliation.
Avoiding In this approach, there is withdrawal from the conflict. The problem is being dealt with through a passive attitude. Avoiding is mostly used when the perceived negative end outweighs the positive outcome. In employing this, individuals end up ignoring the problem, thinking that the conflict will resolve itself. It might be applicable in certain situations but not in all. Avoidance would mean that you neglect the responsibility that comes with it. The other individuals involved might think that you are neglecting the problem. Thus, it is better to confront the problem before it gets worse.
Collaborating Collaborating aims to find a solution to the conflict through cooperating with other parties involved. Hence, communication is an important part of this strategy. In this mechanism, effort is exerted in digging into the issue to identify the needs of the individuals concerned without removing their respective interests from the picture. Collaborating individuals aim to come up with a successful resolution creatively, without compromising their own satisfactions.
Competing Competition involves authoritative and assertive behaviors. In this style, the aggressive individual aims to instil pressure on the other parties to achieve a goal. It includes the use of whatever means to attain what the individual thinks is right. It may be appropriate in some situations but it shouldn’t come to a point wherein the aggressor becomes too unreasonable. Dealing with the conflict with an open mind is vital for a resolution to be met.
Compromising Compromising is about coming up with a resolution that would be acceptable to the parties involved. Thus, one party is willing to sacrifice their own sets of goals as long as the others will do the same. Hence, it can be viewed as a mutual give-and-take scenario where the parties submit the same amount of investment for the problem to be solved. A disadvantage of this strategy is the fact that since these parties find an easy way around the problem, the possibility of coming up with more creative ways for a solution would be neglected. From: http://www.typesofconflict.org/conflict-management-styles/
Find Your Brad Pitt Partner ************************************************
Discuss what evidence you find of the conflict style your conflict resolution style in difficult mentoring situations.
Jot notes here if you’d like.
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*************************************************
Locus of Control Coaching Stances (3Cs) Recognizing own Conflict Style
Resources 3 Tips to Keep Difficult Conversations on Track. March 2017.
http://www.linkresourcegroup.net/3-tips-keep-difficult-conversations-track/
Hough, Karen. How to Handle Tough Conversations in Three Simple Steps. Feb. 2011. http://www.businessinsider.com/handling-tough-conversations-in-3-simple-steps-2011-2
Ringer, Judy. “We Have to Talk: A Step-By-Step Checklist for Difficult Conversations.” https://www.judyringer.com/resources/articles/we-have-to-talk-a-stepbystep-checklist-for -difficult-conversations.php
Stone, Douglas. Patton, Bruce. Heen, Sheila. “5 Steps for Tackling Tough Conversations,” Difficult Conversations: How to Discuss What Matters Most. https://www.ccl.org/articles/leading-effectively-articles/5-steps-for-tackling-tough-convers ations/
Types of Conflict. August 2013. http://www.typesofconflict.org/conflict-management-styles/
New Teacher Center. “Coaching in Complex Situations”. 2012.
Elena Aquilar, http://brightmorningteam.com/
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