Hershey—Table+16

= Verbal Skills for Meeting Resistances Presentation = = = //Below are 2 separate activities. When prompted, the table Recorder will input responses// //from tablemates// //for each activity.//

//**Slide #1**// What are the resistance statements you have heard? PRIDE/EMOTION = I don't have time - Perhaps I can help, I know the district has put a lot of presure on all of us.. There are some quick things I can show you or demo for class that might make it easier. EMOTION = It's making more work for me - What now is your most time intensive work and maybe I can show you ways to streamline it for your work INTELLECT = I have to teach to the PSSAs - There are several ways we can use technology to help you prepare PRIDE/INTELLECT = Its too hard to use technology - INTELLECT/EMOTION = I don't have time to teach tech to students instead of my curriculum (no mandatory tech/info systems courses required)

Resistances overlap. - Emotions think of Empathy / Everybody has a right to their feelings, empathy gives them the right to them as you acknowledge their feeling

A. Share with a partner. B. Share at your table C. Record Tablemates' responses below.

Sassaman: People do things for their reasons when they decide - compliance will happen but could be after the fact. They will change when they are willing to do it. Work with resistance while honoring the resistance. Leader can be responsible for setting the emotional tone.

W.Va folklore story - delivery of triplets - attracted to the light. Moral the light is what is inside, creativity, positiveness - people will be attracted and bring together

D. Reporter be ready to share out.

 //**Slide #6**// A. At your table list the three most common and or most challenging resistances you hear. 1. 2. 3.

B. Develop appropriate empathy, support and approval statement responses for the above listed resistances.

C. Reporter be ready to share out.