Helpful Hint: Outline the Two Perspectives for participants.

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3 Helpful Hint: Outline the Two Perspectives for participants. 3

4 Helpful Hint: Outline the Two Perspectives for participants. 4

5 Helpful Hint: Outline the Two Perspectives for participants. 5

6 Find the Man s Face Helpful Hint: Outline the Two Perspectives for participants. 6

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8 Taking another perspective doesn t mean that you lose your own. What are we really asking people to do when they examine culture. Is it really a change of their views or is it an acknowledgment that others exist and a commitment to at least seeing how culture intersects with our work? 8

9 This slide corresponds to the activity: Cultural Walk. 9

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11 Adapted from the Cecil County Schools Training 11

12 When people are on this continuum, what are the broad categories that characterize their commitment to considering culture as a critical variable in their work. 12

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14 Adapted From: To begin with the most general position, we may state that the behavior, attitudes, beliefs, and values of the individual are all firmly grounded in the groups to which he belongs. How aggressive or cooperative a person is, how much self respect and self confidence he has, how energetic and productive his work is, what he aspires to, what he believes to be true and good, whom he loves or hates, and what beliefs and prejudices he holds all these characteristics are highly determined by the individual s group memberships. In a real sense, they are properties of groups and of the relationships between people. Whether they change or resist change will, therefore, be greatly influenced by the nature of these groups. Attempts to change them must be concerned with the dynamics of groups. 14

15 Adapted/Taken from Meeting Notes (3/22/12 22:13) Pause The natural tendency of many people is to respond immediately, perhaps butting in or cutting the other person short. The voice may be authoritarian and tinged with anger. But think how this appears to other people? The message being sent is 'public disagreement is not allowed'. A likely effect is that the person resisting now has the sympathy of others (and may recruit the others to their cause). It is also very likely that the resistance will just go underground. So the very first thing is to bite your lip, hold your tongue and count to three. Take a moment to pause and assess the situation. What are others doing? Is the person speaking cautious or bold? What does the body language tell you? Listen The next step is to listen carefully not only to what they are saying but also to how they are saying it. Listen for the deeper messages between the lines. Listen to their fears, hopes and ambitions. Hear the tensions and emotions. Notice how they are coping. You can also draw out further information, tipping the bucket to ensure you have the whole story. Use appropriate questioning techniques to learn more. Empathize Make your initial response one that empathizes with their position. Show first that you understand (even though you may not agree) and respect their right to voice an honest opinion. This and other previous action will have won you many friends perhaps even the person in question who may have been expecting you to resist their resistance (which is just what it would be) and is preparing for a fight. When people expect a fight and find only concern, the surprise is likely to change their opinion. Think Before you open your mouth, think hard about what you are going to say and how you are going to say 15

16 it. Done wrong, a response will show your empathy to be false and may cause a bitter backlash. Respond Respond in a way that offers the other person a dignified way out. Seek win win. Use their language. Reframe their position to show a bigger picture. 15

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18 Participants in the workshop also suggested potatoes, lemons other veggies/fruits. 17

19 Exercise taken from: The stats have been recently updated to include more languages. The presentation featured the statistics from the 2006 data. 18

20 Exercise Directions: Your goal is to find 10 things that are in common with everyone although we have some restrictions. It should have nothing to do with work/employment and it cannot refer to body parts. 19

21 Taken from: Managing Transitions: Making the Most of Change by William Bridges 20

22 Taken from: Managing Transitions: Making the Most of Change by William Bridges Activity is a play on the biblical story of Moses and how he led the Exodus. 21

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24 Borrowed from PCA associates, 1.com 23

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26 This tool can be found at 25

27 This activity is a combination of activities. The Paseo concept is from a powerpoint entitled: Difficult Dialogues: Activies that Encourage Constructive Dialogues (can be found via google search. Circles of My Multicultural Self is taken from: (directions can be found on that website). 26

28 Circles of My Multicultural Self (taken from Use with Johari s Window quandrant 4 1. Share a story about a time you were especially proud to identify with one of the descriptors you used above. 2. Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors. 3. Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the following sentence: I am (a/an) but I am NOT (a/an). Use the barrier and think about how and why you are not your stereotype was there a change in life is the stereotype not true. What allowed for you to not become your stereotype? 27

29 Taken from powerpoint: Difficult Dialogeus: Activities that Encourage Constructive Dialogues (can be found via google search). Can be used whole group or individually. Adaptation to activity: Use keywords from topic and have people place them in their comfort areas. Also a great way to gauge where people are on a topic to see how you should approach the topic especially sensitive areas. 1.Instruct students that they will be drawing a diagram of 3 concentric circles. The middle circle is Comfort, the second is Risk, and the third is Danger. 2.Consider the various aspects of your life/situation. Think about the aspects that feel really comfortable to you, those that feel like there is some risk involved, and those aspects that you know make you feel defensive and want to retreat. 3.Decide on the size of each Zone based on your consideration. Do you operate a lot in your Comfort Zone, your Risk Zone? Do you operate only a little in your Danger Zone? Make the size of your Zones reflect the quantity of time you operate there. 4.Create the zone map. 5.Think about the different activities you do and/or affective domains in which you work/learn. Make a list of these activities. 6.Put each activity or affective domain into the Zone that best represents your sense of relative Comfort, Risk or Danger. 28

30 Same people always saying the same things, how does it help for others to move forward. Often people may not thinking they have continual work to do. 29

31 For more on Collaborative Leadership, please visit 1.com 30

32 The Paseo taken from powerpoint: Difficult Dialoges: Activities that Encourage Constructive Dialogues (can be found via google search) 31

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34 Johari s House/Johari s Window is well known model. Initial, descriptive information can be found at: 33

35 Arena Room 1 Blind Spot Room 2 Unknown Room 3 (insight is gained from sharing your story with others and self reflection) Façade Room 4 Hidden: Adjectives selected only by subjects, but not by any of their peers, are placed into the Hidden quadrant, representing information about them their peers are unaware of. It is then up to the subject to disclose this information or not. Blind Spot: Adjectives that are not selected by subjects but only by their peers are placed into the Blind Spot quadrant. These represent information that the subject is not aware of, but others are, and they can decide whether and how to inform the individual about these "blind spots". Unknown: Adjectives that were not selected by either subjects or their peers remain in the Unknown quadrant, representing the participant's behaviors or motives that were not recognized by anyone participating. This may be because they do not apply or because there is collective ignorance of the existence of these traits. Ask, which of these quadrants are most dangerous? Meeting Notes (11/12/11 17:29) Adjectives to be used with Johari s Window able accepting adaptable bold brave calm caring cheerful clever complex confident dependable dignified energetic extroverted friendly giving happy helpful idealistic independent ingenious intelligent introverted kind knowledgeable logical loving mature modest nervous observant organised patient powerful proud quiet reflective relaxed religious responsivesearching self assertive self conscious sensible sentimental shy silly spontaneous sympathetic tense trustworthy warm wise witty put these words on a sheet maybe add more? Then just the first person add words into quadrant 2 (blind spot) Quadrant 3 use hermes web Quadrant 4 unknown is the bank of other words that we don t know if that person is or isn t (also, you can have people take some more of those words and put them into another quadrant (or make it a point of putting it into another quadrant through self disclosure or analysis deeper than what the circles of my multicultural self does). 34

36 Adapted Johari s Window directions. 5 minutes for self reflection 35

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38 The Culture of the Kitchen: Recipes for Transformative Education within the African American cultural experience by Toby Jenkins. 37

39 Reflects the actionable space frames highlighted in the article 38

40 Taken from the Culture of the Kitchen. 39