Scenario: The Impact of Practicing Active Participation and Good Communication

Step 1: A PHET meeting is underway regarding one of Teacher Emily’s students. Emily is a new teacher, and this is the first PHET meeting she has been a part of. The principal, coach and parents have all taken turns talking. Emily has been an attentive listener but is a little nervous to speak up around more experienced educators.

Step 2: Emily knows her input is critical in determining which interventions would be appropriate for her student. She confidently contributes observations, suggestions, questions and ideas for intervention.

Step 4: At the conclusion of the meeting, Emily’s principal pulls her aside to commend her on her performance during her first PHET meeting. Her confidence has grown and knows she is on the right track towards being a valuable and effective member of the Positive High Expectations Team.

Step 3. In addition to being an active participant during the meeting, Emily also practises good communication skills such as making eye contact and varying her tone and facial expressions to show her interest and engagement. Emily also does not monopolise the meeting by taking up too much time. She maintains an appropriate balance of speaking and listening.