tag:blogger.com,1999:blog-8797548749870864034.post8792277386633541896..comments2024-03-17T02:41:07.351-05:00Comments on Advocacy Teaching Blog: Synergy, Energy & Creativity: A Dispatch from NITA CityChris Behanhttp://www.blogger.com/profile/09758408764783435612noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-8797548749870864034.post-64155861217350885042010-07-28T15:01:34.841-05:002010-07-28T15:01:34.841-05:00the program that Chris describes,just like this bl...the program that Chris describes,just like this blog, provides the opportunity for advocacy teachers - whatever their background and experience - to get second opinions, give something a try, and find the unexpected. An example: Bill Ossman who teaches in Kansas is explaining objections. He has put a list of the most common objections up on the Board and he's discussing examples with the students.Watching the discussion I'm struck by how his list mirrors the common problems that new advocates have in 'formulating' good questions. Am insight moment: I can now teach objections not just as looking for what's wrong with your opponent, but also as a checklist for self evaluation of one's own questions. For example, 'Is this question relevant?', 'Have I just made a compound question in my mind?', 'Oops, if I say that my witness will be speculating'. 'Am I seeking this hearsay for context or truth?'.<br />Application: Next time I'm teaching direct I'll be giving my students a sheet with the common objections listed, but under the heading 'Good questions tips'. I'll be asking the students to critique their own and their colleague's performances using this list as a guide. <br />SO..by the time we get to objections they'll already be practised in the concepts and the application.Hugh Selby.noreply@blogger.com