13 Responding to persuasion (demonstration) - How to refuse, delay, bargain

Purpose

It is very important that students learn to deal assertively with people who try to distract or pressure them by persuading them to do something they do not think they should.

What the teacher does

1. Decide how to teach this activity.

a) Provide a copy to each student to follow as you go over each section.

b) Read the various parts of the activity, putting the important parts on the blackboard, i.e., the ways to “get back on topic” and to “refuse”, “delay”, or “bargain”.

2. Read “Ways people get you off the message or do not accept it”. Role-play each line, e.g. “You’re just afraid.” Ask the students to provide other lines similar to the one read.

3. Show the students how to “Get back on topic” if they are distracted. Ask for additional ways.

4. Show the students ways to “refuse”, “delay”, and “bargain”.

What the peer leader(s) does

The peer leaders should be able to:

· Role-play the parts or lines used by the teacher in his/her explanation
· Put the activity on the blackboard

Additional preparation Teachers should read this activity carefully and decide how they might demonstrate the various sections.

Purpose

Students need to know the techniques of an assertive message when someone is trying to distract them or persuade them to do something they don’t want to do.

What the teacher does

1. Decide how to teach this activity.

a) Provide an activity sheet for each student in the class. Let them follow you as you explain the activity.

b) Read the activity and put important parts on the blackboard, e.g. the lines to use in order to refuse, delay and bargain.

2. Read each step and the persuader’s statements and responses. After each step, statement or response, role-play the words in the “bubble”. For example, step 1 - Explain your feelings and the problem: “I feel scared about driving with you when you have been drinking.”

3. When you have finished each step, role-play the entire assertive message once more, using a student volunteer (peer leader) to play the part of the older brother. Do the role-play three times, using a different ending (refuse, delay, bargain) each time.

What the peer leader(s) does

Peer leaders should be able to help you by:

· Role-playing the situation with you
· Writing information on the blackboard
· Explaining the refuse, delay, and bargain endings

Additional preparation It is very important to practise this script with a peer leader(s) or another student before demonstrating it in front of your class.