Grantville—Table+3

= 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.
 * I don't have time. I+P
 * That's not how I do things. I+E
 * I don't see how this relates to my curriculum. I+P
 * When will we have training? I
 * But...I have to cover, so I don't have time for your meeting. I
 * We have 4-sight, PSSA, mid-terms, finals and no time for you. I
 * This too shall pass. P
 * Just deal with it. E
 * Just teach the people in the room. P+E
 * We have LRE training. I
 * I don't have enough computers for every kid in the room. I+E
 * Is the school going to pay for those licenses? I
 * Well, if you can't come in and help me then? (especially for part time coach) I+E
 * Talk to me after PSSA, spring break, Christmas break...yadda, yadda. P

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. I don't have time. 2. The _(technology) does not work. 3. I don't have enough equipment for everyone in the room.

B. Develop appropriate empathy, support and approval statement responses for the above listed resistances. Empathy: It does take a lot of time to develop something new, perhaps we can collaborate to lighten the load? We can even get some help from the students! Maybe we could scale down and try a smaller project?

Support: May be we could do a dry run with your smallest class? I can come in and help prepare.

Approval: Did you notice how well the students were collaborating? Perhaps we could try another cooperative lesson?

C. Reporter be ready to share out.