108 Chapter 5 Observing was described as a complex competency: during study group sessions, multiple things would usually occur simultaneously and quickly. Participants noted that their students’ engagement declined when they were distracted by something that reduced their ability to observe. For example, when participants were overly involved with the content, they would miss the nonverbal cues of students or fail to notice private conversations among them. They would then miss the opportunity to intervene. Analyzing Participants described analyzing as the step in facilitating the active learning process in which they made assessments or interpretations of their observations: does what they observe deviate from their expectations? If so, what could it mean? Participants described how this step was important before making a decision, because they could think about their observation from different perspectives, for example, their aim (what might this observation mean in light of the psychological safety I hope to provide?) or approach (what do I know about this student, and how might that affect their behavior?). After this consideration, participants would realize that there were a number of options they could choose from, with different outcomes. So my idea is that at least you become aware of options A, B, and C. […] And if you feel doubt about what to do, then you can dive into that doubt. Trying to feel what that doubt is, right? And then, well, then you have a bit more clarity regarding which choice you want to make, and why. So then you can justify it better for yourself. (Participant 3) Deciding Participants described deciding on a course of action as the final step in facilitating the active learning process, after which a new process began with observing the effects of their actions. Reflecting on their development, participants noted that they used to frequently experience tensions between various possible courses of action, complicating their decisionmaking process. One participant explained how she dealt with the tension between ‘doing the assignments and complying with the course manual’ and ‘creating personal opportunities for student development’ by adhering to her educational value of ‘personal development’: You have that tension. But only when you forget that they are human beings, and they are in a process of developing themselves. And that they all have something different to learn from the study group sessions, not necessarily only the course’s learning objectives. […] Of course, the course learning objectives, they need to learn those for their exams. But the study group sessions are also about gaining confidence and daring to speak in front of an audience, daring to voice your opinion, realizing the effects of always being late on fellow students and receiving comments about that behavior. I believe those experiences develop them as human beings. (Participant 2)
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