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People Smart skills selected: 1) Understanding others 2) Exchanging feedback Scenario: A communication that takes place between a teacher

and principal about the childrens dance rehearsal for their year-end concert. In this scenario, the teacher lacks the above-mentioned People Smart skills. We have two scenes, the first being the one without the skills displayed, while the second with the skills displayed. Characters: Narrator (communication wizard), teacher, principal & children

Scene 1 (Without skills): Teacher: Children, we will now be having our rehearsals for our concert. Lets stand up! (Music comes in butterfly fly away) While the children were dancing, the principal comes and takes a look at the rehearsal, while having a sceptical look on her face). Teacher continues facilitating the children but feels uncomfortable Principal: (Interrupts) Ms Lin, no no no. The action shouldnt be like this! (uses hand gestures to express dissatisfaction) Teacher did not hear because the music was too loud. Principal repeats herself. Teacher stops the music and turns to the principal looking confused. The children start fooling around on stage after a while. Principal: You mean you have been rehearsing with the children for so long, and thats the best you can come up with? That action is so awkward!! Change it! Teacher feels lost, continues looking very confused, scratches her head, but remains silent. Principal: Get the children to do this action instead (demonstrates what she has in mind) Teacher : Oh.. but.. but.. I think the children love it a lot! You mean this is not good enough? If you change the action now, how are the children going to adapt to it in time for the concert? (distressed voice) Principal: But it looks nicer this way, look (shows action again). Ive seen many childrens performances before, and we really need to impress the parents. Do this action instead. (Principal re-positions the children, to their and the teachers dismay)

Narrator: Freeze. *scene freezes* Narrator: Here we see that the principal is leading the rehearsal, and the communication was sort of one-sided. This is how it should be instead:

Scene 2: With skills Teacher : Hi Mrs Wong. Lets greet Mrs Wong, children. Children : Good morning Mrs Wong Principal : Hi Ms Lin. I understand this might be a bit hasty for you to change now but you would probably want to consider changing this action, because it seems to be a bit awkward somehow... Teacher: Oh I see. May I know how its awkward? Principal: Well I just feel that it does not have a nice stage picture. Perhaps we can change the levels of the children, the positioning.. *gestures with hand* And do you feel we can change this particular action to something better? Because it does not quite suit the music. What if we do this instead? Teacher: Oh I see. Well, what we have rehearsed here is from the input of all the children. We combined all their ideas and put them in this dance. The children love it a lot. Hmm but perhaps I can reconsider the staging and the positioning. I will look into it, get the childrens opinion on it, and get back to you? However, I think I prefer not to change the actions of the dance though, because I want to include all of their original ideas in it and they have memorized most of the actions already. Principal: No problem. I understand. Would you like to talk more about this over lunch? Teacher: Sure that would be good. I will approach you later. Thank you Mrs Wong.

Discussion Description using the discussion: maybe using a thinking hat or a something to throw to whoever catch it.

Name the skills that were portrayed. When were they used? What if you are interrupted by your superior or a parent? What other People Smart skills that can be used in this situation?

More qn please..

Charactetistics of the skills (from tbk), all related with dialogue. Perhaps ppl doing the discussion can later explain these after the class has shared their input? Or add on to what they didnt share earlier? Link the factors below to the respective dialogues. Understanding people:

Active listening- listen, observe, be interested etc Empathise Acknowledge viewpoints & respond to feelings paraphrased Interpret body language

Exchange feedback: Give descriptive, concrete feedback Be intentional, practical & non-offensive when giving Focus on the problem, not the person->> nonblaming Recipient of feedback should not be defensive about themselves; have an open outlook;

Transition btw the bad example and the solution. Torch light, communication wizard aka narrator shines torch light/gives cue for transition from bad to good scenario. Lights out : Communication wiz shine on her face , talks about how communication works in this child care/ description (Quote about communication)

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