Empathy and Communication: Negotiating and Compromising

1. Empathy and Communication: Negotiating and Compromising Lesson 3 part 2

2. Empathy and Communication: Negotiating and Compromising • Last time we learned how to use the Action Steps for problem solving with others • Now lets watch the next scene to see how Hannah and Lexie figured out a win-win solution • Notice the following • How they first make a neutral problem statement that describes the problem from both their perspectives • How they brainstorm and consider options • How they negotiate and compromise to reach a solution

3. Empathy and Communication: Negotiating and Compromising • What was the neutral problem statement? • Which Action Steps did you see them using? • After they brainstormed and considered consequences, the girls began to negotiate, and they reached a compromise. Let’s watch them do this.

4. Empathy and Communication: Negotiating and Compromising • Now as a group you will skill practice • This is what you will do: • Decide who will be the characters and who will be the coaches. • Characters read the first scenario and their characters’ perspectives • Characters negotiate and compromise to reach a win-win solution. • Coaches watch, check off skill the characters use and give suggestions • Then switch parts and do the other scenario • You have 8 minutes to practice

5. Scenarios • The group Character A and Character B are in the same group of friends. There is a friend in their group that is saying mean things and spreading rumors about others in their group. Character A: you don’t want to be around people who bully. You want to take a break from this group of friends. Character B: you don’t like to be around people who bully. You want to say something to the friend who is being mean and spreading rumors. • The Lunch Table Character A is an 8th grader. Character B is a 6th grader. The two characters want to sit at the same lunch table with their own friends. There is only room for one of them. They disagree about who has the right to sit there. Character A: you think that as an 8th grader you automatically have the right to use the table. The 8th graders always sit there at lunch time. You also think that being the older student gives you more privileges. Since there are other tables, you think 6th graders should sit somewhere else. Character B: you think that since you got there first, you have the right to sit there with your friends. You think things should be fair and equal between 6th and 8th graders. Just because 8th graders have always sat there, it does not mean they automatically have the right to sit there, especially if they don’t get there first. You think you should get the chance to sit at the table.

6. Empathy and Communication: Negotiating and Compromising • What was done particularly well in this skill practice? • Which of the Action Steps did you see the student’s use? • Which steps could have been done better? • What steps do you think are the most difficult? • Why do you think that step is hard? • Do you have suggestions for making it easier? • How can knowing how to use the Action Steps help in your interactions with other people? • When are time you can use these steps here at school?