Clip 12: Moment 3d

Catherine:

And that’s because I respected you to be able to ...

Allan:

You gave me the opportunity to speak.

Catherine:

Yeah, okay.

Michael:

But then she started to go on a bit.

Catherine:

I got into that again.

Allan:

It’s almost like you're not trusting me to understand. And so I feel like you have to re-convince me again and again. Whereas if it was just, “Is that making, is it making sense to you or do you need …” Yeah, then that would give me that opportunity to say, “Yep, I understand, and I'm actually quite engaged now.”

Catherine:

And if it comes back to the theory, it’s about respecting you as a learner and as a person that catches on really quickly, and that I don't have to do the whole barrage. But it’s about checking in all the time. It’s interesting, isn't it? You think you have to talk more to convince, but in actual fact it’s … it’s gauging, which you do with kids as well, gauging how much support or scaffolding that they need.

Michael:

And how little they need, in fact, is the case here, isn't it?

Catherine:

That’s right, yes.

Michael:

So I think there’s quite profound learning in there for you around that, because it’s, “How do you cue yourself?” – and I don't know the answers – “How do you cue yourself to stop arguing and start checking much earlier on than you have done?”

Catherine:

Yeah, I think it’s … When you’re working with people that you know are on that learning journey with you and that the conversation flows really, really easily … And I think you’re probably more aware of how you’re going to say something to someone who’s a little bit resistant. So you think you have to talk more, whereas in actual fact you probably don't. It’s good learning, isn't it.