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Psychology of Influence
Presented and Facilitated by: Cristal L. McGill , Ph.D. Email : CristalMcGill@gmail .com
Principles of Engagement - A Framework
Energy Dynamics
Good is in the details
Mechanics
Framing
Theory, &
Elicit Linguistics, Curiosity
Active Responding,
Social Em
otional
Flow, State Dependent
Learning, Music, Directions &
Energizers
Relational
Positioning Statements
Environment Atmosphere
(All Materials Copyright © Cristal McGill, Ph.D., 2012)
The Psychology of Influence And How To Use It 10 Powerful Principles Have An Incredibly Intense Belief: Absolute emotional conviction. Believe in your message; believe that students want to hear it, and believe in your heart of hearts that you cannot fail. Remember that you are teaching for a higher good. Get fully associated to feeling that kind of confidence. Have a definitive sense of purpose. Your goal is to teach and serve. Make sure this purpose is always fresh and present inside you. Have a Powerful Physiology: Put yourself (psyche) at a level 12 before you teach Fill the room with energy. The more you move (with purpose), the more you move the students Create variety and flow in your movement Use power moves, breath, movement, incantations before you get in front of a particularly difficult group of youth Have all your energy available, but only use as much as you need Utilize tension and pressure Be the tip of the iceberg Know Your Outcome: The more clear and specific, the more powerful. The unconscious mind will produce appropriate action if you keep reminding yourself of your outcome Clarity is power Create Massive Levels of Rapport: Rapport is magic Sincerely love and respect your students Learn how to love a mass number of strangers by making gross generalizations and asking yourself, “What do I respect about these students?” Make them feel significant We don’t get rapport by being nice. Tell the truth in a non-‐judgmental fashion by connecting and caring Pace your students. Start where they are. Get Students Excited Set the stage and let them know you’re going to do it. Give a reason for the excitement so they know, expect and want it. Ask questions Break their patterns Be totally associated the content to what you are talking about and your students will get associated to the content Build pressure internally and release it in appropriate doses to create content association. You want to create pressure and tension in the room. Students want pressure it excites them. Refuse to settle for “OK” or “Good” they’re not enough.
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(All Materials Copyright © Cristal McGill, Ph.D., 2012)
Behavior Flexibility The person with the most flexibility will always dominate, control and shape the situation. Do the unexpected Constantly change what you’re doing. If something doesn’t work, try something else: voice, body, tempo, and/or direction. Challenge your students: Everyone wants to grow. Students will respond if you are congruent, have rapport, and are doing it to serve your students. Put yourself in a position where you get the students raise their standards. Up there efforts. Ask challenging questions – students respond to challenge. Make direct challenges to individuals – use gestures, eye contact, and questions. Energy: 80% of charisma is energy Pure physical energy is attractive in our culture. Use power, charisma, and magnetism. Make sure you have enough energy in your body before you even start. This is based on the way you eat, live and exercise. Utilization: Use whatever happens in your students. Knowing what you’re going to say means that you can focus on the impact of what’s happening in the moment. Utilization means that anything happens in your students that would normally be a disruption becomes an asset to you.
Have Fun: If it’s not fun for you, it’s not going to be fun for them. There is nothing wrong about making learning enjoyable. Youth would rather be use ‘edutainment’ to maximize engagement The highest paid people in our country are entertainers, not educators.
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(Copyright © Cristal McGill, Ph.D. 2012 [email protected])
Everything Speaks – Purposeful Comments, Behaviors & Signs Promotes a Successful and Responsive Environment!
Welcoming, Inviting Comments
Inviting Behaviors Inviting Environments Inviting Signs
Good morning. Let's talk it over. How can I help? Tell me about it. I appreciate your help. I enjoy having you here I understand. We missed you. I'm glad you came by. I like that idea! Welcome. That's even better. I've been thinking of you. How are things going? I'd like your opinion. What do you think? What can I do for you? Of course I have the time. You made me feel good. Please come in. I've always got time for you. I think you can do it. Please tell me more. May I help you? Let's do it together. Come back soon! I enjoy our time together.
A relaxed posture Smiling Listening carefully Opening a door for someone Giving a friendly wink Sharing lunch together Being on time Sending a thoughtful note Bringing a gift Sharing an experience Giving wait-‐time Yielding interest Learning names Offering refreshments Sharing a poem Holding a door Extending a hand Remembering important occasions Offering someone a chair Bringing flowers Expressing regret Waving with both hands Giving a thumbs-‐up sign Overlooking a faux pas Extending an apology (where required)
Fresh Paint Clean aromas Living plant Attractive, up-‐to-‐date bulletin boards Soft lighting Big and soft pillows Lots of books Fresh air Fireplace Comfortable furniture Rocking chair Flowers on the desk Open doors Candy jar with candy Soft music Attractive pictures Comfortable temperature Books and magazines Stuffed animals Sunny room Matching colors Positive worded signs Bright hallways Clean windows Clear floors
Please Use Sidewalks Welcome Visitor Parking Please Leave Message Open, Come in No Appointment Necessary Please Use Other Door Thank You for Not Smoking Come Back Soon Open House We're Glad You're Here Sorry I Missed You, Please Come Back Please Put Litter Here Come As You Are Have Lunch with Us Students Welcome Back Please Excuse the Inconvenience Please Touch Come on In May We Help You? Be Back at ________ Please Watch Your Step Help Us Conserve Energy Directory Assistance
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(Copyright © Cristal McGill, Ph.D. 2012 [email protected])
Disinviting Environments
Disinviting Signs
Dark corridors Bad smells Dingy colors Full trash cans Hard lighting Dirty coffee cups Bare light bulb Stack of out-‐of-‐date materials Fluorescent lights that buzz A full pencil sharpener Dead plant Dingy curtains Burned-‐out light bulb Opaque windows Cold room Artificial plants and flowers Straight rows Peeling paint and plaster Nothing to read Dusty, cobwebby shelves Stuffy room Sticky floors Broken windows Signs with letters missing
Office Closed Do Not Disturb No Talking No Running in Halls No Admission without Pass Visitors Must Report to No Smoking No Admittance Be Seated Keep Out Do Not Enter No Deposit, No Return By Appointment Only Out of Order We Do Not Give Change Take a Number and Wait Shop Lifters Will Be Prosecuted: Means You! Keep This Door Shut! Government Property -‐ No Admittance Do Not Remove under any circumstance!
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(All Materials Copyright © Cristal McGill, Ph.D., 2012)
Positioning content through the use of Frames Frames Are The ‘Why’ Power of All That We Do with Our Students
“Frames beg the question ... Why?” Why do I need to know this information leading to perspective & relevance
‘WIIFM’ W ___________ I_____ I_____ F_______ M______?
What’s the “Why” of your lessons – The Key is the ‘Lead’ make it colorful and / or meaningful enough that it motivates and generates interest.
Focusing attention within a field of meaning using Frames Framing theory suggests that how something is presented (the “frame”) influences the choices people make. Frames are abstract notions that serve to organize or structure social meanings. Frames influence the perception of the news to the students. This form of agenda setting not only tells what to think about an issue (agenda-‐setting theory), but also how to think about that issue. Framing is a tool used to create an intentional bias
How to use Frames: Storytelling R _________________ C ____________ Q _____________ Logic P___________ E____________ Framing Lead In Statement
Productive ‘Framing Statements’ lead to:
Goal Orientation Much More Positive Climate Engagement of Actions
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(All Materials Copyright © Cristal McGill, Ph.D., 2012)
References
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