<&>Wellington Corpus of Spoken New Zealand English Version One <&>Copyright 1998 School of Linguistics & Applied Language Studies <&>Victoria University of Wellington <&>side one <&>1:32 i just wonder you know this practical skills session mhm <,> no i just thought i mean i don't think we could actually cover everything <{><[>no i'm just wondering um i just wondered then i don't know whether there would be time to fit in but do you remember at teachers college doing those things those difficult lessons where everybody else in the group had to be <,> a student <[>no i mean we haven't word oh microteaching yeah and you how do you deal with one person <&>2:00 who has <,> you know you set up a situation with role cards and one person is well i suppose if we we could look at historically the <.>d most situations we've had with difficult people <{><[>in groups and and i'm just thinking of that guy remember tut can't remember his name who put that plunket nurse on the spot <[>mm oh hell you know and said <,> who was <{><[>that <[>well what do you do about pyra voc voc voc voc voc voc <{1><[1>a big technical name that <{2><[2>um <.>pro projectile <[1>that's right <[2>carmen's partner vomiting <{><[>right yeah <[>vomiting <{><[>is like can't be and he he <.>l knew the latin term <[>yeah laughs and she was obviously not at ease in front of a group and was speaking very quietly and um <&>baby coughs through rest of utterance and we could we could perhaps do maybe a couple of things like that to <{><[>try and figure out the most common difficulties that we would have and um <[>mm yeah set up a <,> you know a little role play <{><[>situation <[>right <[>a little role play situation cos the i think <.>i it's well we've <{><[><.>usual <[>i actually think that's really valid rae because <{1><[1>they're the things that like you said <{2><[2>it's the depth of your raw material some people can cope with that situation other people need guidance in as to how to deal with a situation like <{3><[3>that <[1>mm <&>3:00 <[2>those things that worry you too <[3>mm right we alison and i had a similar one and in fact we basically got round it by i think using the skills that we brought <&>pronounced bought to <{><[>the class from our backgrounds <[>right yeah um but how would somebody without <{1><[1>those skills deal with a situation <{2><[2>like <{3><[3>that <[1>yeah <[2>yeah <[3>yes <.>an er <{><[>even word mm <[>even just modelling <.>a rather than as actually role playing modelling a correct a <.>c er or <{><[>a possible way of dealing <[>yeah and stop and think okay what do we do now you could we use the well we could even <{><[>just do a sort of <[>the people on the committee as the naughty people have the rest of the group watching and then have the <.>facilititor tator saying okay now we'll stop there and we'll come out of role <,> what would you do next what could we do next what would work what <{><[>probably and then we'd go back in it go back into role and <[>yeah mm <.>ha have it all set up first so that right <.>th those of us at the top who are <&>4:00 they suzanne rae katrina kathryn marilyn sally <.>wh whichever <&>baby cries through next section the of <.>u us are in the being the in the class the class have it all set up <.>i cause i i really think that er a lot of the time er it's being involved <.>tha that's the way people learn <{><[>isn't it it's not being told <[>yeah that's right no i think that's very true and i and i think we could also deal with more sort of commonplace things that that they would strike as well perhaps in small groups sort of have problem solving cards and <.>th right we could then come back together <.>w cos you have experienced coordinators there as well right you'd have sort of stuff to bring and people as you say with other backgrounds and you could perhaps have a situation you know the the the the well the problem that sally and i had the physiotherapists <{1><[1>won't answer questions when they're put by the class how could you deal with that situation <{2><[2>or <[1>right <[2>that's pretty bloody difficult <{1><[1>yes but but i mean or um <{2><[2>you're having or or you know a visiting speaker is is <.>g is going over time <[1>send them some word <[2>shoot physio right right now actually that's a <{><[>VERY relevant one mm mm <&>5:00 <[>which is a very common one and people often feel quite awkward about <,> <{1><[1>just knowing how to handle that situation <{2><[2>or somebody on the <.>c course comes up to you at the coffee break and asks you what's your sort of pain relief should i use <[1>no <[2>right yes yes that's an excellent one <{><[>and <.>ju yeah just have yeah i reckon even those as role plays or whatever <[>okay <{><[>yeah <[>mm it'd be really good and just stop and give them time to think you could do those with small groups <{1><[1>and it would be really good to have a <{2><[2>larger one as well <[1>yeah <[1>small groups <[2><.>it <.>one it'd be quite good to have one perhaps as a <{1><[1>as a whole <{2><[2>group and then a couple of small <{3><[3>problem solving ones and <.>talki and then reporting back to the rest of the class cos even if i mean <,> <.>th <,> even if they don't take anything on board specifically what they should come away with is knowing that those people at the top voc suzanne rae katrina blah blah blah tut are <.>th are quite prepared to help with those sorts of <{4><[4>problems if the coordinators feel that <[1>mm <[2>yeah <[3>mm yeah yeah <[4>exactly mm they need to ring someone to say well look you know this situation arose last week what do you think we should do yeah <&>6:00 er that as well as the fact that look something like this might come up on your course be <.>pr be prepared for it don't don't let it frighten you but yeah <{1><[1>but be prepared for it <{2><[2>you know <[1>mm <[2>well perhaps we could <.>als we could actually make it even more open ended and actually invite the excellent the coordinators who have run classes before to share some of the problems they've come across well we <{><[>could probably word select the <[>and we'd have the scenarios prepared <{1><[1>but but we could also just actually <{2><[2>have it coming from the floor perhaps <[1>right <[2>yeah right um that would actually cover a lot of that would cover both you know the er the last two things which i saw as being the sort of <{><[>meatier ones <[>right well we could prime <.>th prime them up couldn't we so that what is it the practical <.>s can can we write on these yes you have to so if we <.>s so if we have because i think <,> exhales it's basically this communication skills that i think is the most <{1><[1>difficult thing <{2><[2>i mean with ice breakers and things there's a book about it and there's <,> introducing senior speaker is rote learning isn't it and facilitating group discussions activities and communication skills that's <&>7:00 both of those things isn't it <{3><[3>that we're really talking about <[1>mm <[2>yes it is <[3>right well with the ice breakers i think we just perhaps <.>dem you know model a few that might be yeah suitable and useful and and appropriate in that <{><[>context <[>yeah and <.>ho and how things that have <{><[>worked well <[>what to think about when you're choosing them particularly with things like um not feeling embarrassed because i mean <{><[>sally and i had no problems with you know using those sorts of activities because we just <.>s had no inhibitions about it ourselves but other coordinators reported that the group didn't seem to like them and that might might be just the group <[>yeah yeah <{><[>but it also could be that they that they're hesitant about it <[>but word they could be passing on their own sort of funny feelings about it sure yeah and <{><[>there are sort of like alison had some really good ones that she uses which are not um insulting to people's intelligence or you know some people some people really don't like sort of particular sorts of ice breakers so this is actually encouraging people to do the sorts of things that they personally feel comfortable <[>i was mm yeah doing and to <.>s and to feel confident in their ability to judge when it's no longer necessary yeah like we felt that we didn't need to do it after the i think the second or third session because the <.>th the other people coming in were <&>8:00 actually doing things which <{><[>set so word so there were small group activities <[>right yeah yeah um discussion sort of work and things like <{><[>that <[>tut right okay so if <.>w if i put down here a a role play with um facilitators as <,> as the role players who <.>would do we <&>child tries to attract mother's attention through rest of utterance can we be as detailed as figuring out who we want to facilitate that yeah clears throat <,,><&>4 why <.>d well why don't we ask if alison will do that yeah <{><[>okay yeah she will yeah she would <[>do you think laughs she will i'm volunteering alison's services <{1><[1>no she would <.>sh no <{2><[2>yeah <[1>word <[2>i think she'd be right in in amongst it <{><[>in some way <[>laughs <[>well <.>perhap well perhaps <{><[>um yeah yeah so we'd have to suss the people who were involved in that who just need to sort of <[>laughs yeah get together would you see it as being a role play of an actual antenatal class yeah discussion yeah so we might be talking about um the first days at home or a <{><[>problem stage word <[>or or well it might be <.>you or <{><[>word <&>9:00 <[>alison could be the midwife who is talking to the class and there might be you know we three sitting there being the difficult having <{1><[1>some of us talking <.>s three of us could be talking while the midwife's trying to <{2><[2>talk <[1>parties <[2>mm <,> that happens a <{><[>lot <[>lot yeah um <{><[>either that or a very um quiet midwife which is what we <.>ha was that the one that had at one stage <[>so oh no plunket nurse yeah yeah um <{><[>and <[>well luckily we're not having so much of that problem any more truby <{1><[1>but still yeah okay well if we say um the role play <.>was okay can <.>w see we want to think of word <&>speech obscured by noise we might as well <{2><[2>think of a couple of word situations eh <[1>true <[2>think of say yeah two or three situations that we can then talk through <{1><[1>so we're doing it as a whole group thing aren't we and <.>th that's sort of <{2><[2>separate from you know <[1>um <[2>people talking in <{><[>class in front of the speaker <,> um tut <,> okay what about what about that one of of someone trying to <,> usually <&>10:00 you tend to get someone who's a bit not belligerent but um like they want to challenge someone <[>word yeah about <{><[>something <[>yeah yeah <{1><[1>you never know word <{2><[2>word <[1>um <[2><.>an and they don't always they're not tactful and it's <.>im yeah okay so we'll have a challenger we'll try and think of a challenging situation mm which could be that guy oh <{><[>can't do that he's carmen's partner <[>do we want do we want to rope in a <{1><[1>a male partner to come along and do a bit of <,> cos <.>of it's <.>u it's more generally is the male <{2><[2>word <[1>yeah <[2>it often is but in the last course i did it wasn't though <{><[>is that right <[>word me neither it was a female <{1><[1>in the last one it wasn't it wasn't it was a woman who went <{2><[2>to who asked the physio <.>w about exercise she was <&>speech obscured by noise she heard kay say something like take it easy don't and she interpreted that as don't exercise <[1>that was <.>al word <[1>well okay well then okay word <[2>yeah well that was <,> marion and marion oh yes they had it too they <{><[>did it too <[>yeah exactly well we had another one in this last course <{><[>but she said <&>rest of utterance said with belligerent voice oh well i'm i i do this and i do that i voc and she's saying this and of course kay's great because kay just said well of course you know that's fine if you feel fine <&>11:00 that's then that's excellent <[>oh right because that's another thing to to bear in mind is that if there's if the physio or the midwife i mean leave it to them to handle it <{><[>first and only if <[>yeah yeah you need to sort of <{><[>thing word <[>cos because especially kay i mean she's <,> they have their own skills yeah word yeah i know they're not daft but if someone perhaps i'm just trying to think of a challenging situation where they might challenge something on a video or well um well actually the coordinators don't have to um shall we make something with the baby's equipment night well the baby <.>co <{><[>or <.>f as er maybe challenging the er <[>word the course content at the beginning course content or <,> tut <,> bottle feeding no information on bottle feeding or actually that would be a good one <&>11:41