From the Trenches...

Avoiding The Emotion-Filled Approach: Action Steps

The Emotion-Filled Approach: Action Steps - Duke Kelly

 

These Action Steps are meant to accompany the article Avoiding The Emotion-Filled Approach: Skipping Defensive Conversations. Feel free to read the article and come back!

 

 Getting your point across effectively (without disrupting class, defending your pride, or creating conflict with no possible positive outcome) is crucial to your overall effectiveness as an educator and communicator, but remember – communication is a two way street.  Take these action steps to help you stay on track while empowering everyone to achieve! The examples in the article were based on students, but this also happens between adults. Maybe more often that we admit!

1. Learn the other side's story. What is at stake for them? How are they feeling? What information do they have to which we may not be privy? Are they right (we might be making excuses for this one...they are right, BUT...)?
2. Examine your feelings and goals. Say, as well as you can, what most effectively aligns with your goals...even if your feelings try to impede the chosen direction. 
3. Problem-solve together (at an appropriate time). Given what you each have learned, what can you do to shift this situation out of a deadlock? Can you brainstorm to find some creative solutions?

I look forward to your comments!

Action Steps: Teaching to the Humans First

This exercise is meant to supplement the article, "Attention Teachers: The Perfect Time is Right Now!" You may want to read the article and return here. There is also an Exercise associated with article if you wish to take another step forward with this content...

These action steps assume that you know your particular content quite well. These steps will help you include lesson components meant to deliver that content into the brains of your students. This is a good list to review on a weekly basis with your lessons in front of you. You will likely find that choosing one of the items will leave YOU with more energy at the end of the day and your students with a better sense of the content, your classroom, and you.

Choose one of the items below or choose several, it is obviously up to you! Each item listed will stretch your current teaching style. Remember...what the students see is much less than what you feel your are projecting! Pick an item and just dive in!

Select a lesson within the next week and...

1) Add Novelty: Do something some would consider odd, unexpected, or strange. Wear a costume related to a figure in history you are studying, or perhaps that of a scientist or mathematician. Speak with a different voice than your own seemingly at random moments. Completely change the layout of your classroom so it is unlike other rooms nearby. Maybe get rid of the desks all together! Bring in "props" and find ways to tie them into your content. Try something novel.

2) Add Movement: If you were going to distribute a worksheet, write the problems in a large fashion on sheets of paper instead. Post these sheets around the room and let students walk around the room and complete the problems at each "station." Take a short walk and conduct a portion of your class elsewhere. Have students stand up and mimic some gesture to help them remember a piece of content.

3) Add Humor: Even if you are not a "natural comedian," find a way to interject humor into the class. This could be content related humor or something completely separate. Our studies show that the humor does not even have to be funny to be effective! Just the fact that you are trying to be funny is enough to engage students and create a bond with the classroom, the teacher, and even the content.

4) Add Theater: Teaching is one-quarter preparation and three-quarters theater. Have you ever thought of your job like this? A giant portion of any educators job is to "sell" content and ideas. In order for students to be willing to make a purchase, they have to be convinced, sold, and even entertained. This does not have to be a song and dance routine, but try telling stories related to content using the most "theater" you can muster. Use a dynamic vocal range, purposeful gestures, and physical location to get student buy-in.

5) Make Things Memorable: Choose your most important points and make them stand out. Stand in a different part of the room to share them. Say them loudly, in a different voice, or with a dramatic piece of music introducing the line. Associate the points with gestures and other movements, make a rhyme or song, DO SOMETHING! Each person in the room should be expected to walk out of the room and easily recall the important points you intended to convey. Do not force students to sort through all of your words in an attempt to mine out the most important.

6) Write Our All Your Directions: Some educators tend to shy away from an activity laden classroom because students have been reluctant in the past. One of the problems might be in the way directions are given! If students are not 100% rock solid sure of every step, many will not begin even the seemingly simplest of tasks. Write your directions down word for word. Are they absolutely clear? ANY ambiguity? Are they one at a time? Is there a check for completion after each step? Try writing the directions down for yourself just to see how different they might turn out than when you "wing it" with directions as many of us do.

7) Play Music: Play upbeat 60s rock-n-roll as students are walking in to get their spirits up. Play music anytime you would like them to do anything physical (collect supplies, move chairs, etc...). Play soft music behind small group discussions to facilitate conversation and lower inhibitions to talking. Play happy, upbeat music as students leave so they walk out with a spring in their step that is likely to return when they stride back the next day. Hey...maybe play a song that matches a piece of content or direction you give!

Duke Kelly
Education Illustrated LLC - CEO

Exercise: 12 Steps to Start the Year off Boldly

This exercise is meant to supplement the article, "Attention Teachers: The Perfect Time is Right Now!" You may want to read the article and return here. There are also Action Steps associated with article if you wish to take another step forward with this content...

Exercise: 12 Steps to Start the Year off Boldly - Duke Kelly

1) Gather up an actual lesson plan that you intend to facilitate during one of the first days of school. This lesson could be about "content," covering those "beginning of the school year" requirements, or anything that is definitely in your plan.

2) Make a list of the components included in the lesson that are specifically included to help students feel comfortable in the class and with the content.

3) Make a list of the components included in the lesson that are specifically included to foster feelings of self-confidence.

4) Make a list of the components meant to tie new content to existing knowledge and, therefore, promote retention.

5) What about any items in the lesson that involve movement of any sort in order to keep students active and awake?

6) Any items that tend toward humor or storytelling to provide secondary auditory stimuli for the students?

7) Will there be the benefit of music in your lesson to motivate and influence mood and participation?

8) Is the material broken into small enough chunks so students will be able to stop, process, socially construct meaning, and take a breath every 10 to 20 minutes?

9) How often are students out of their seats and using their kinesthetic awareness to embody content?

10) Did you build in memory strategies so students will easily remember your most important points? Could you repeat your most important points distinctly, clearly and using simple language? Are those most critical points separated from surrounding content so there is no doubt what is most useful?

11) Can you recite the specific, pre-planned directions that will be given for any activity? Are they crystal clear and one at a time in order to foster participation and confidence?

12) Do you have prepared questions to ask small groups or individuals? Are they structured in such a way so as not to cause embarrassment, unhealthy stress, or the triggering of the "shut down" syndrome that many students come down with when asked a question?

Do not get the idea that is is all about self-esteem or any of the other 1980's "new age" education style. These 12 steps assume you are already familiar with your content and are ready to get into the actual teaching of that content. It cannot be disputed that Learning is Always Emotional. Influencing emotions toward the helpful (anticipation, confidence, comfort, etc...) will go a long way to making your job much easier...

Good Luck and Have Fun!

Duke Kelly
Education Illustrated LLC - CEO

Action Steps: Turning Resistance into Action

Action Steps: Turning Resistance into Action - Duke Kelly, Education Illustrated LLC

The action steps listed here are to be used in conjunction with the article, "Leadership Initiative: Turning Resistance into Action."

You may want to read the article and then come back!

There are also Exercises related to the same article: Exercise: Turning Resistance into Action.

Getting those with a significant stake in outcomes to change what they are doing is a difficult task. In order to achieve your desired results you can hope to be persuasive enough, or look towards activating the change you seek by taking appropriate steps towards creating new change leaders from the ranks of the resisters.

Think about a change initiative you are working on, or will be working on soon, and answer the following questions:

How can you allow the “change population” to test drive the positive aspects of the change to be experienced?

What type of non-monetary rewards can you give them for effectively handling the change at various stages?

What type of fear-alleviating training can you provide to allow them to feel more knowledgeable and “in control” of the upcoming shifts?

In what ways can you, as a leader, show your commitment to the change process so that those around you feel as though the effects will be long-lasting and important to their success?

Exercise: Turning Resistance into Action

Exercise: Turning Resistance into Action - Duke Kelly, Education Illustrated LLC

The activities listed here are to be used in conjunction with the article, "Leadership Initiative: Turning Resistance into Action."

You may want to read the article and then come back!

There are also Action Steps that coordinate with this article: Action Steps: Turning Resistance into Action.

This is an activity that examines emotional reaction to change, identifies the opportunities presented, and creates a constructive action plan. This can to ease resistance to a problem, which at the outset, appears to be a crisis.

Objectives

• To provide an opportunity for release and expression of emotions at a time of crisis.

• To acknowledge the positive aspects of change arising from difficult situations.

• To identify difficulties/obstacles facing the group/individual.

• To produce an action plan “in defiance of” the crisis.

Working with a group

1. Crisis definition. Define the point of resistance. This should result in an unambiguous statement written on a flip chart, or similar visual aid, which concentrates on the problem itself rather than why it has occurred.

2. Summary of feelings. Discuss their emotional response to the crisis. It is important that both negative and positive feelings are aired. Ask questions such as:

• What does this situation mean to you?

• What are the words that express your feelings?

• How do you feel at this moment?

Produce a list of key words that cover the range of emotions, displaying them on a flip chart. Allow time for discussion to explore different individual reactions.

3. Translate feelings into positive action. Typical statements could be:

• OK to have negative feelings initially.

• The crisis may present opportunities to the individual and the team.

• Focusing on the positive helps the team to move away from the crisis.

Ask participants to return to their pairs or small groups to summarize the strengths of each participant.

This stage is working toward the conclusion that: “We may feel downcast but now that we have thought about it there is much we can contribute to this crisis situation.”

4. Brainstorm the crisis. Suggest as many ideas as they can relative to the crisis, all of which are recorded without discussion. These can then be categorized into “very useful” or “potentially useful.”

5. Review of the options. Making use of the material from the brainstorming session, discuss the options open to the participants:

a. Our most favored course of action is…

b. The course of action we find acceptable is…

c. Our least favored course of action (but still just acceptable) is…

6. Agreement on course of action. Produce an action plan in the form of a statement that details

• who is to do what;

• when;

• how;

• resources required;

• who can provide support and assistance;

• means of evaluation.

7. Evaluation of crisis exercise. Evaluate reactions to the activity:

• What have we learned?

• What might we use again?

• What do we now think about a crisis?

Exercise: Message, Tone, and Body Language

The activities listed here are to be used in conjunction with the article, "Better Teaching Through Self Awareness" - Duke Kelly

You may want to read the article and then come back!

Small Group Activity: Getting the Management Message Right

It is sometimes a complaint from students that teachers seem unapproachable or unfriendly. A major cause of this could simply be miscommunication. It could be that the messages that you are transmitting aren’t the same messages that your students hear. Mixed messages damage productivity, trust and morale.

This activity can be used with a small workgroup of teachers or even with your spouse (I'm not responsible for anything that happens!). 

Needs:

• Three containers labeled as follows: “Messages”, “Tone”, “Body Language”

• Slips of paper that describe:

— Coaching messages for Container #1

— Tone of voice instructions for Container #2

— Body language instructions for Container #3

Step One: For each of the three separate containers write statements (see the sample list below) on separate pieces of paper and place them in the appropriate containers. Explain that messages can lose intended meaning when tone of voice and body language contradicts the words spoken.

Step Two: Take turns pulling slips of paper from each of the three containers(Message, Tone, Body Language) and communicate the message to the group. Example: Read the message drawn from the container while modeling the tone and body language also drawn. See how it can alter the message?

Step Three: Discuss & Review

What changes in behavior could be facilitated or hindered by mixed messages?

Have you experienced similarly incongruent messages recently?

Why did we do this activity?

What have we learned?

Which is more powerful, what we say or how we say it?

Reflect honestly about your attitude and what you project. Is it possible that changing messages, tone, and body language, could be more productive for you as well as those around you?

Messages	Tone of Voice	Body Language
“How’s it going today?”	Abrupt	No eye contact, look down
“You seem to be doing a great job.”	Indifferent	Turn and walk away as you speak
“Tell me what you think about this situation.”	Empathetic	Sit, lean twoard the person and look into his/her eyes
“We are glad to have you on our team.”	Distracted	Sit, lean back and put your hands behind your head
“Does this work meet the standard you have set for yourself?”	Angry	Look around as you say the message
“What can I do to help you?”	Puzzled	Hold the person’s arm and look them straight in the eye as you repeat the message
“Feel free to come to me whenever you have a question or problem.”	Genuinely pleased	Cross your arms on your chest as you deliver the message