Increasing Your Influence – How to Talk So Others Will Listen

Here are three secrets for making it more likely that you’ll get what you want from a conversation. (And who doesn’t want that!)

The Take-Aways

Sometimes we have to have tough conversations. Here’s how to maximise your changes of getting what you need:

  1. Start calm – even if you’re a fiesty bundle of fury inside. When you’re feeling furious, anxious, jealous, scared – any of the big feels – it’s easy to come into a conversation showing those big feelings. The problem with this is that it can make it more likely that the other person will feel attacked or blamed. As soon as this happens, it makes it more likely that the other person will yell (fight) or shut down (flee). This is a defensive thing. As soon as the brain senses that we might be under attack, it goes into defence mode and gets us organised to protect ourselves. That shutting down and not listening, walking away from the conversation, hanging up, or yelling back. People often attack to defend themselves.
  2. You can feel one way, and act another. You can be angry and calm; or jealous and generous; scared and brave. This doesn’t mean ‘not feeling’, it means not letting your feelings get in the way of you getting what you need. Remember you only have to do it for the few minutes while you’re starting the conversation. The easier and safer you make it for someone to stay in conversation with you, the more likely it is that he or she will be able to hear you and give you what you need. Tt’s something that you’re doing a little bit for the other person and a lot for you.
  3. Acknowledge how the other person is feeling. Acknowledging and validating the other person doesn’t mean agreeing with them. It’s another important way to help make it easier and safer for the other person to stay in conversation with you. This makes it more likely that you’ll be heard, which in turn increases your chances of getting what you need. Think about what it is the other person might be needing from you, or what they’re trying to say and acknowledge that. This might sound something like, “I understand this is how you feel,” or “I can see that this is really important to you,” or, “I understand you feel like I’m doing this and its hurting you”. 
  4. Remember – just because you’re right, doesn’t mean the other person is wrong. And in the same way, just because the other person is wrong, doesn’t mean you are completely right. Often it’s about points of view, we see things differently. We have different needs, different wants, different histories and they all come in. We’re going to disagree on things. Normally in any conversation or when the things we need conflict both people are a little bit right. So if you can find what it is in the other person that feels ‘right’ or important for them, even if it doesn’t feel right to you, that will increase your chances of being heard.
  5. Name what’s in it for the other person if they listen to you. If you’re having a difficult conversation with someone,  point out what he or she can gain from listening to you. Maximise your changes of being heard by letting the other person know that you’re not just in it for you, you’re in it for them too. So, you have an invested interest in what they want and you’re going to do what you can to make sure their needs are met. 

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It is this way for all of us, and none of this is about perfection. 

Sometimes there will be disconnect, collisions, discomfort. Sometimes we won’t be completely emotionally available. 

What’s important is that they feel they can connect with us enough. 

If we can’t move to the connection they want in the moment, name the missing or the disconnect to help them feel less alone in it:

- ‘I missed you today.’ 
- ‘This is a busy week isn’t it. I wish I could have more time with you. Let’s go to the park or watch a movie together on Sunday.’
- ‘I know you’re annoyed with me right now. I’m right here when you’re ready to talk. Take your time. I’m not going anywhere.’
- ‘I can see you need space. I’ll check in on you in a few minutes.’

Remember that micro-connections matter - the incidental chats, noticing them when they are unnoticeable, the smiles, the hugs, the shared moments of joy. They all matter, not just for your little people but for your big ones too.♥️
Too many students are being stifled by anxiety, and this number is on the rise.

Far from being ‘another anxiety workshop’, this comprehensive approach will draw on neuroscience, evidence-based strategies, and highly respected therapeutic models in developing a fresh, impactful approach to working with anxiety in young people.

We will explore anxiety from the ground up, developing a ‘roadmap’ for a therapeutic response to anxiety that will include key information, powerful strategies, and new responses to anxiety to effect immediate and long-term change.

This workshop is for anyone who works with young people in any capacity. 

Includes full catering, handbook and PD certificate.

For the full range of workshops in Australia and New Zealand, see the link in the bio.♥️
Relationship first, then learning and behaviour will follow. It can’t be any other way. 

Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown. 

Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us. 

Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade. 

There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm. 

There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first. 

The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first. 

There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning. 

The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships. 

The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging).

Relationships first, then the rest will follow.♥️

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