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Fully understand the desired outcomes of the work.
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Offer value judgments only when the learner asks.
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Respond to the learner’s work with integrity.
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Act as an advocate for the success of the work.
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Constructive friends avoid:
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Being negative—they are an advocate, not a critic.
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Participating without being invited to participate.
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Any conflict of interest or conflict of values with the project methods, and hiding any personal agenda
(they may have an agenda that is complementary to the project’s, but it must be shared with the
participants at the time of their first interaction).
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Holding a stake in the problem being addressed without receiving permission from the participants to do
so.
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Dishonesty and vagueness in their responses.
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Being judgmental.
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Directing the project—they are there to provide support.
How does the constructive friends process work?
A typical process includes these steps:
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We, as learners, describe a practice, such as a lesson or teaching strategy, and request feedback from
our constructive friend.
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We set desired outcomes for our conference (allowing us to be in control of the feedback).
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The constructive friend asks questions in order to understand the practice described and to clarify the
context in which the practice takes place.
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The constructive friend provides feedback about what seems significant about the practice.
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The constructive friend raises questions and critiques the work, nudging us to see the project from
different perspectives.
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Both participants reflect on the points and suggestions raised or suggestions or advice that seem
appropriate to the desired outcome.
©1997-99 North Central Regional Educational Laboratory
1-800-356-2735 NCRTEC
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