Grantville—Table+4

= 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? A. Share with a partner. B. Share at your table C. Record Tablemates' responses below. > > > > > 
 * How am I supposed to do this and cover the curriculum? (PRIDE)
 * I don't have enough time to do something new. (EMOTION)
 * I have no support from my administrators. (EMOTION)
 * Technology never works, so why should I use it? (EMOTION & INTELLECT)
 * From school board: Why does the coach have to go to all these meetings? Why do the teachers need to go to all these trainings? (INTELECT/IGNORANCE)

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. How am I supposed to do this and cover the curriculum?  2. I don't have enough time to do something new.  3. <span style="font-family: 'Times New Roman',Times,serif;">I have no support from my administrators. <span style="font-family: 'Times New Roman',Times,serif;"> B. Develop appropriate empathy, support and approval statement responses for the above listed resistances. 1. E.: It seems like you are asked to put more and more into your curriculum. 1. S: You really know your content area. 1. A: The seemed really engaged in your Shakespeare unit. You planned that very thoroughly.

C. Reporter be ready to share out.