On the second rung of the ladder, the principal selected "data" from what he observed. This is where things get interesting this is where the principal started climbing up the ladder to his conclusion. Because our brains cannot make sense of so much data, we need to sort. If you could see a video of the classroom we were in, you'd also see the student work posted on the walls, the piles of boxes in the back of the room, the sunlight streaming through the windows, the torn jeans of the kid in the front, the teacher's red earrings you'd hear the questions the teacher asked, the articulate responses by the students, the chuckles from some boys, the train passing outside, and so on. What is captured on this level is what a camera would record a massive amount of data. On the first rung of the ladder is observable data and experiences. Let's use Argyris' Ladder of Inference to trace how the principal ended up at his decision. You might have arrived at a different conclusion based on what I described or you might have some questions about what I shared. But before he could send her an email requesting an emergency meeting after school, I asked if we could debrief and explore how he'd arrived at that decision. I'm going to insist that she implement a tough behavior management program immediately." The principal intended to take actions to move the teacher into this management program that afternoon. That kind of talking back can't be tolerated. She needs to get tough and institute detention. I can't believe she let them get away with behaving like that - she's so weak. Several boys in the back mumbled to each other, "See, she always calls on girls." Under his breath, one of them called the teacher a bad name. The teacher asked another question and called on another girl. He groaned and put his head down on the table. One of the boys got frustrated and said, "How come you don't call on me? I keep raising my hand? Why do you always ignore me?" Ms. She called on a girl sitting in the front row. She asked a question and twelve students raised their hands. Smith was at the front directing a whole-class discussion of a text. We entered the classroom and stood at the back. A high school principal asked me to observe a teacher who had been struggling with management. Let me explain this framework by providing an example.
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