Clip 7: Moment 2a

Michael:

So that was the first bit. Then the second part of that conversation that was very interesting – the next place where it seemed to me there was a big gap between what you were saying and what you were thinking – was where you said, “I love the way that you got the learning intentions from the students.” Jack sort of laughed and said, “Yep, I do that all the time – not!” And you just really left that and sort of said, “Well, it’s good when you do it.” And I guess trying to sort of suggest that he should do it more – but not really picking up that really interesting issue that he doesn't do it very much, and perhaps only does it for you.

Catherine:

And that’s what was going through my head – that there’s something bigger than not doing learning intentions. It’s about him not being engaged in the professional learning. And that was a perfect time to actually talk about that with him. But, yeah, I wasn't brave enough. I wanted to just, I caved! I just wanted to keep going. But that’s what I would really like to work on, would be that bit and how to, how to face that one. It’s hard.

Michael:

(Joking) No it’s not. So you could say it to me now.

Catherine:

You being Jack, or you being Michael?

Michael:

Me being, either … me being Jack.

//

Catherine:

Jack, from what you just said about not always doing learning intentions, and then from a couple of things you've said in workshops and even the last observation, I sense that there’s something about this professional learning that you’re not engaging in, or there might be even some resistance to it. I'd just like to check that out with you.

Jack:

Yeah, sure.

Catherine:

So, how are you feeling about it?

Jack:

Well, I'm not engaged either.

//

Michael:

Just stop it there.