Darshana Rathod QQC-2- The Power of Protocols POWER OF PROTOCOL When I started reading the book, I thought it will

l be as interesting as ETHIC OF EXCELLENCE. But it didnt turn out that way. Honestly, remembering so many protocols was difficult. Then I thought we have been using some protocols in our meetings (May be they are not given any particular name). Its only practice that we require. There are so many protocols given in the book. They all aim (directly/indirectly) to see a students work from the students point of view. We set norms first of all to curtail some unproductive behaviors (for example, Dont monopolize the airtime). We also set them to give our- selves permission to be bolder than we might otherwise be (for example, Take some risks here). And we set them in order to remind ourselves that people learn in different ways (for example, Give everybody time to think). Norms are especially useful when newcomers are likely to arrive after the work is already under way (and this happens frequently in pro- fessional learning groups). When newcomers arrive, the norms fill them in. They dont have to learn them through trial and error. Norms are also useful when tricky conversations are likely (and tricky conversations are frequent in reallife groups). Protocols are of great help specially when norms are set. While reading the book I found, some protocols help us sustain courage in the face of predictable problems. Protocols encourage the educator to frame some of the problems of practice for collegial review. Review also helps to gain the benefit of others perspectives and thereby inform ones own, to draw on others creative resources and

thereby replenish ones own, and to experience in the process the encouraging effects of sharing a teachers burdens for an hour or so. As the steps of protocol make clear, it is not just about getting and giving advice. Before we get advice on problems they have brought to the group, we enjoy the opportunity of learning how others understand these problems. The result is that we get insights we never otherwise could. During protocols participants are encouraged to be more descriptive than judgmental. This is the best thing to remember. We tend to be judgemental. Even after 2 collegial conversations, I am still trying not to be judgemental. Framing and reframing a complex problem is an especially valuable step in moving toward creative. During Collegial conversations, we also learn about giving and getting ideas from our colleagues. Groups are permitted to consult on more than one problem, each participant can present their view point. It not only teaches us how to frame a question but also models appropriate order for questioning. Learning is social. We inevitably learn through and with others, even though what is finally understood is our own mental construction (Bransford, Brown, & Cocking, 1999, 2000). In insisting that educators learning together get to know one another first, the facilitator is not just encouraging cordiality. Openness to others experiences builds openness to others perspectives, and such openness provides learning opportunities otherwise unavailable. The role of the facilitator is also very important. Previously for me it was only Keeping the Time. But now there is a shift. Now it is more like stimulating the presentation.One more thing to learn is construct new sub questions on the spot which will help the

presenter. This gives a better sense of where agreements/disagreements lie. What I have understood is that Protocol aims to ensure that educators receive direct and respectful feedback on the problems they present, as well as the opportunity to reflect on the feedback. As educators we always need it. Standards in Practice (SIP) can be very useful for us. It suggests that the interest and engagement of principals is very important. Once standards important within the school are addressed, teacher can work upon that and are clear how they will take it to their class. In TGES we have standards set. It is in TGES culture. In short, the book gives insight that how timed meetings or discussions help us achieve more, create more space, be respectful to others viewpoints, not to be judgemental. But the question which comes to my mind is as a grade 4 teacher Is it possible for me to use protocol with my students? Can they ALL understand and follow norms? If they do will they do it sincerely?